Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
1.1. Quality assurance requirements include:
attention to work specifications
Australian and international standards relevant to the sign industry
control of handling procedures
internal company quality assurance policy and risk management strategies
procedures for installing and finishing
quality of materials
use and maintenance of equipment
workplace operations and procedures.
1.2. Safety (OHS) is to be in accordance with state and territory legislation and regulations and project safety plan and may include:
emergency procedures, including extinguishing fires, organisational first aid requirements and evacuation
hazard control
hazardous materials and substances
organisational first aid
PPE prescribed under legislation, regulations and workplace policies and practices
safe operating procedures, including the conduct of operational risk assessment and treatments associated with:
concealed services (water, power and gas)
lighting
restricted access barriers
traffic control
work site visitors and the public
working at heights
working in confined spaces
working in proximity to others
use of firefighting equipment
use of machines
use of tools and equipment
workplace environmental requirements and safety.
1.3. Job requirements include:
assessment of conditions and hazards
determination of work requirements
equipment defect identification
safety plans and policies
work site inspection.
1.4. Tools and equipment include:
brushes
drawing equipment
roller and tray
omnichrome pencil
measuring equipment.
1.5. Materials include:
adhesives
blackboard paint
crayons
felt tip pens
fixatives
pastels
polyvinyl acetate (PVA) paints
transfer paper.
1.6. Substrates include:
card
chalkboard surfaces to include composite timber substrates, such as medium density fibreboard (MDF) and masonite
corflute
paper
tyvek.
1.7. Clients include:
advertising agencies
business owners
marketing agencies
property owners
retail outlets
sign manufacturers
statutory bodies.
1.8. Relevant Australian standards include:
AS1319 Safety signs for the occupational environment
AS2311 General workmanship - painting
AS2700 Colour range - painting.
1.9. Principles of layout include:
balance
colour
contrast
harmony
letter styles
space.
1.10. Statutory and regulatory authority requirements include:
federal, state and local authorities administering applicable Acts, regulations and codes of practice and also can pertain to:
removal of waste products
storage of chemicals.

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
This unit of competency could be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate construction workplace conditions, materials, activities, responsibilities and procedures.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
A person who demonstrates competency in this unit must be able to provide evidence of:
understanding and applying:
principles of layout
construction of alphabets
theory of letter spacing
identification of dimensions, symbols, abbreviations and key features of signage
sound checking techniques to ensure spelling and dates are correct
sound and accurate application to produce design to colours and specification
identification of typical faults or problems that occur and action required to rectify them.
Context of and specific resources for assessment
This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints.
Assessment of essential underpinning knowledge will usually be conducted in an off-site context.
Assessment is to comply with relevant regulatory or Australian standards' requirements.
Resource implications for assessment include:
an induction procedure and requirement
realistic tasks or simulated tasks covering the mandatory task requirements
relevant specifications and work instructions
tools and equipment appropriate to writing showcards/chalkboards
support materials appropriate to activity
workplace instructions relating to writing showcards/chalkboards
material safety data sheets
research resources, including industry-related systems information.
Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment
Assessment methods must:
satisfy the endorsed Assessment Guidelines of the Construction, Plumbing and Services Training Package
include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application
reinforce the integration of employability skills with workplace tasks and job roles
confirm that competency is verified and able to be transferred to other circumstances and environments.
Validity and sufficiency of evidence requires that:
competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace
where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice, with a decision on competency only taken at the point when the assessor has complete confidence in the person's demonstrated ability and applied knowledge
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence.
Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed.
Supplementary evidence of competency may be obtained from relevant authenticated documentation from third parties, such as existing supervisors, team leaders or specialist training staff.