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BSBWHS201Contribute to health and safety of self and others

Assessment Tool

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TEIA – Assessment Tools BSBWHS201

ContentsBSBWHS201 1

Contribute to health and safety of self and others 1

Introduction 1

Section 1 – Unit of Competency 21.1 Elements of competency and performance criteria 3

1.2 Assessment Requirements 4

1.3 Dimensions of competency 5

1.4 Foundation skills 6

1.5 Skill sets 7

1.6 Recognition of prior learning (RPL) 7

1.7 Glossary of terms 8

Section 2 - Assessment tools 112.1 Summative assessment 12

2.2 Solutions – general guidance 17

2.3 Solutions – summative assessment 18

2.4 Evidence of competency 34

2.5 Assessment records 35

Assessment instructions – BSBWHS201 37

Pre-assessment checklist – BSBWHS201 38

Self-assessment record – BSBWHS201 39

Performance evidence checklist – BSBWHS201 40

Knowledge evidence checklist – BSBWHS201 41

Portfolio of evidence checklist – BSBWHS20142

Workplace assessment checklist – BSBWHS201 43

Observation Checklist/Third Party Report 44

Record of Assessment 47

Request for Qualification Issue 49

Glossary 51


IntroductionThis set of assessment tools is for the unit of competency BSBWHS201 Contribute to health and safety of self and others.

The guide is divided into three sections:

Section 1: Unit of competency

Section 2: Assessment resources

Glossary (VET sector terminology)

As the trainer, you are in the best position to judge the full training and assessment requirements of a unit of competency. The judgments that you make in this regard should form part of your broader training and assessment strategy.

Learners may or may not be employed in the workplace. Where a learner is currently employed, you should endeavour to use relevant workplace documents and resources. Where learners are not currently employed, you must provide example documentation and a simulated environment wherever possible. Encourage classroom learners to take every opportunity to observe a real working environment and discuss what they have seen. Note that observation and assessment in the workplace is mandatory for some units of competency. Refer to section 1.2 of this guide, or to the assessment requirements of the relevant unit of competency, for details of assessment conditions.

This document and set of assessment tools must be used in conjunction with the directions that form part of the qualification’s Training and Assessment Strategy. Assessors must refer to the ICT20115 Training and Assessment Strategy for details on mandatory tool use.

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Section 1 – Unit of CompetencyThe Business Service Training Package (BSB) was developed by the Innovation & Business Skills Australia (IBSA) and the Industry Skills Council in consultation with industry stakeholders including employers, unions, peak bodies, professional associations, regulatory bodies, registered training organisations (RTOs) and other relevant parties. The training package specifies the skills and knowledge required to perform effectively in the workplace.

This unit, BSBWHS201 Contribute to health and safety of self and others, has been ‘migrated’ into the ICT20115 qualification.

This section outlines the requirements of the unit of competency, BSBWHS201 Contribute to health and safety of self and others, and other information relevant to it.

It contains the following information:

1.1 Elements of competency and performance criteria

1.2 Assessment requirements

1.3 Dimensions of competency

1.4 Foundation skills

1.5 Skill sets

1.6 Recognition of prior learning (RPL)

1.7 Glossary of terms

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1.1 Elements of competency and performance criteriaThe elements of competency define the skills required to perform a work activity. They describe the required outcomes that need to be assessed.

The performance criteria define the level of skill necessary to achieve the requirements of the element.

The following table maps the content in the on-line course, BSBWHS201 Contribute to health and safety of self and others to the unit of competency.

BSBWHS201 Contribute to health and safety of self and others

Where covered in on-line course

Element 1: Work safely

1.1 Follow provided safety procedures and instructions when working

Task1, Task 3

1.2 Carry out pre start systems and equipment checks according to workplace procedures

Task1, Task 3

1.3 Follow workplace procedures for responding to emergency incidents

Task1, Task 3

Element 2: Implement work safety requirements

2.1 Identify designated persons to whom queries and concerns about safety in the workplace should be directed

Task1, Task 3

2.2 Identify existing and potential hazards in the workplace, report them to designated persons and record them according to workplace procedures

Task1, Task 3

2.3 Identify and implement WHS procedures and work instructions

Task 3

2.4 Identify and report emergency incidents and injuries to designated persons according to workplace procedures

Task 3

2.5 Identify WHS duty holders and their duties for own work area

Task 3

Element 3: Participate in WHS consultative processes

3.1 Contribute to workplace meetings, inspections and other WHS consultative activities

Task 3

3.2 Raise WHS issues with designated persons according to organisational procedures

Task 3

3.3 Take actions to eliminate workplace hazards and reduce risks.

Task 3

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1.2 Assessment Requirements

Performance evidenceThe performance evidence for the unit BSBWHS201 Contribute to health and safety of self and others consists of demonstrated evidence that the candidate has completed these tasks at least once:

follow all relevant procedures and instructions relating to work health and safety (WHS) and emergency incidents

identify and report hazards to designated personnel

contribute to WHS consultative processes

Knowledge evidenceThe knowledge evidence within the unit BSBWHS201 Contribute to health and safety of self and others consists of:

explain workplace safety procedures and instructions including:

o checking systems and equipment

o conducting routine work operations

o requirements for personal protective equipment (PPE)

o how to report incidents and injuries

explain emergency procedures including those for fires and incidents

define the meaning of commonly used hazard signs and safety symbols

summarise the duty holder responsibilities, as specified in WHS Acts, regulations and codes of practices, of:

o self and fellow workers

o persons conducting businesses or undertakings (PCBUs)

o officers

o others in the workplace

explain the difference between hazards and risks

describe typical WHS hazards that may be present in the workplace, the harm they can cause and how this harm occurs

outline the process of hazard identification and risk reduction

Assessment conditionsSkills must be demonstrated in a regulated education environment or where that is not possible a simulated work environment.

The individual being assessed must provide evidence of specified essential knowledge as well as skills.

Assessment must include working with both individuals and work groups in the organisation/ service and under the normal range of workplace conditions.

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Assessment may include the use of languages other than English and alternative communication systems where this appropriate to the education context.

Assessment is recommended to be conducted on more than one occasion or information for assessment gathered over time.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

1.3 Dimensions of competencyThe dimensions of competency relate to all aspects of work performance. The following table explores the four dimensions of competency in more detail.

Dimensions of competency What it means

Task skills The candidate must perform the individual skills required to complete a work activity to the required standard.

Task management skills The candidate must manage a number of different tasks to complete a whole work activity, such as working to meet deadlines.

Contingency management skills The candidate must use their problem-solving skills to resolve issues that arise when performing a work activity.

Job/role environment skills The candidate must perform effectively in the workplace when undertaking a work activity by working well with all stakeholders and following workplace policies and procedures.

Assessors and/or their training organisations need to ensure that the range of assessment instruments developed for this unit adequately explore the dimensions of competency.

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1.4 Foundation skillsUnderpinning all job roles is a set of skills that are essential if learners are to participate successfully in work and be valuable and productive employees.

The foundation skills embedded in this unit of competency are outlined below:

Skill Performance Criteria Description

Reading 1.1, 1.2, 1.3, 2.1, 2.3, 2.4, 2.5

Identifies and interprets information in relation to WHS and emergency incidents

Writing 1.2, 2.2, 2.4, 3.2 Uses structures and language appropriate to audience and context in reports giving factual information

Oral Communication

2.2, 2.3, 2.4, 3.1, 3.2 Uses structures and language appropriate to audience and context in reports, descriptions, opinions and explanations

Extracts meaning from reports, descriptions, opinions and explanations

Navigate the world of work

1.1, 1.2, 1.3, 2.1,2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3

Takes responsibility for following WHS legal requirements

Follows protocols and procedures related to own role

Seeks assistance from others when WHS issues are beyond scope of immediate responsibilities

Get the work done 1.1, 1.2, 1.3, 2.2, 2.3, 2.4, 3.1, 3.3

Plans, organises and implements routine tasks in order to optimise health and safety

Selects and implements actions from predetermined procedures

Do not assume that learners already have these skills; for example, even if you believe they have good writing skills, they may never have written a specific type of report before.

Remember that the learner may not necessarily need all of these skills for a specific task, nor be required to develop them to a high level. This will depend on the nature of the task and the context in which they are working.

Your role is to:

when planning your assessment program, identify where foundation skills are embedded in the unit of competency and how learners can demonstrate they have acquired the skills

encourage learners to record in the template that follows the Final Assessment the activities they have performed that demonstrate specific foundation skills; they can do this after completing each chapter in the learner guide.

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1.5 Skill setsSkill sets are single units of competency or combinations of units of competency that link to a licence, regulatory requirement or defined industry need.

Skill sets do not replace qualifications as the foundation for undertaking work in the community sector. Skill sets build on a relevant qualification and enable a qualified worker to move laterally into work areas addressed by the skill set or to broaden their skill base in relation to the services they provide.

1.6 Recognition of prior learning (RPL)Recognition of prior learning (RPL) is an assessment process that assesses an individual’ s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification.

To have skills and knowledge formally acknowledged, a learner must supply a range of evidence to verify competency. The trainer then needs to assess this evidence against the criteria for the qualification.

Evidence of competency may include work samples, journals and third-party testimonials. Learners may also need to be observed undertaking set tasks and/or answer set questions.

The full RPL Kit for this qualification is available. The kit consists of four parts:

Assessor’s Guide

Candidate’s Guide

Forms

Workplace Guide

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1.7 Glossary of termsPreviously, units of competency included a ‘Range Statement’ that provided a way of understanding the scope of terms essential to performance criteria. Range Statements are no longer part of the endorsed components of Training Packages, but this section provides some general understanding to many of the concepts used in these qualifications.

Where possible and appropriate the specific knowledge for this unit should be contextualised to the candidates’ workplace. For example, when dealing with organisational policies and procedures, look at the actual policies and procedures of the workplace.

Accident: An unplanned occurrence or incident that causes or contributes to personal injury or damage to property.

Administrative noise control: Includes the following measures used to reduce the noise to which an employee is exposed at work:

work arrangements, other than the use of a personal hearing protector;

the rostering of work;

job rotation;

limiting the entry of persons to work areas;

the adoption of quiet work practices.

Alcohol & Drug Testing: Employers often seek the right to be able to randomly breathe test employees in an attempt to reduce the incidence of drunkenness in the workplace as part of the occupational health and safety policy.

Asbestos: The fibrous form of the mineral silicates belonging to the serpentine and amphibole groups of rock.

Asbestos materials: Installed thermal or acoustic insulation materials comprising or containing asbestos.

Asbestos product: Anything that contains asbestos.

Asbestos removal work: Work to remove asbestos materials other than work to remove asbestos materials that is done entirely in a containment device.

Atmospheric monitoring: Determining the concentration of lead in the atmosphere.

'Australian Standard' or 'AS': A standard of the Standards Association of Australia.

Building: A structure, and includes part of a building or structure.

Competent Person: For any task means a person who has acquired through training, qualification or experience, or a combination of them, the knowledge and skills to carry out that task.

Electrical Installation: Includes any electrical wiring or other equipment associated with the installation situated in or on a workplace.

Employee: An individual who works under a contract of employment or apprenticeship.

Employer: A person who employs persons under contracts of employment or apprenticeship. The Queensland Act also includes persons who engage someone else to do work on a voluntary basis. For apprentices or trainees who are employed by a group training organisation, the employer is,

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when the apprentice or trainee is engaged to do work for a host employer, the host employer, or otherwise, the group training scheme.

Grievous Bodily Harm: Defined in the various State's Criminal Codes. For example, sec 1 of the Queensland Criminal Code defines grievous bodily harm as:

the loss of a distinct part or organ of the body; or

serious disfigurement; or

any bodily injury of such a nature, if left untreated, would endanger or be likely to endanger life, or cause or likely to cause permanent injury to health; whether or not treatment is or could have been available.

Guard: Means a device that prevents or reduces access to a danger point or area.

Hazard: Anything (including work practices or procedures) that has the potential to harm the health or safety of a person.

Improvement Notice: May be issued by a workplace inspector, if an inspector reasonably believes that a person is contravening health and safety legislation, or has already contravened these laws in circumstances that make it likely that the contravention will continue or be repeated. The improvement notice can require the person to remedy the contravention or likely contravention; or the operations causing the contravention or likely contravention.

Inspectors: Are appointed to ensure compliance to the relevant OHS legislation. They must carry identification and have the power to issue investigation, improvement or prohibition notices. Inspectors have powers of entry, that is they may enter any premises they have reason to believe is a place of work. They are permitted to conduct searches, inspections, examinations and tests (and take photographs and make video and audio recordings), as well as take samples of any potentially contaminated substances for analysis. They can also require any person to answer questions or otherwise furnish information, as well as require the production of documents and take copies of or extracts from any such documents.

Manual Handling: An activity requiring the use of force exerted by a person to lift, lower, push, pull, carry or otherwise move, hold or restrain a person, animal or thing.

Occupational Health and Safety: Generally replaced by the term Workplace Health and Safety- means the same thing. Every employer has an obligation to ensure the health and safety of all its employees, and to ensure that persons not in its employment are not exposed to risks to their health or safety.

Plant: It covers a diverse range of items from office equipment to industrial machinery. Examples of plant include tractors, lifts, amusement devices, forklifts, printing presses, hand tools, ladders and computers. Includes any machinery, equipment or appliance.

Prohibition Notice: Will be issued if an inspector reasonably believes there is an immediate risk to workplace health and safety, in relation to a workplace, workplace activity, plant or substance. The inspector may direct the person in control of the workplace, workplace activity, plant or substance that caused, or is likely to cause, the circumstances to stop using, or allowing to be used, the workplace, plant or substance or to stop the activity.

Example: A direction may be given requiring a person to stop selling, letting or hiring, lending or otherwise disposing of any plant or substance.

Risk Assessment: The process of evaluating the probability and consequences of injury or illness arising from exposure to an identified hazard or hazards.

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Work-Caused Illness: A disease that is contracted by an employer, self-employed person or worker (a 'person') in the course of doing work and to which the work was a contributing factor; or the recurrence, aggravation, acceleration, exacerbation or deterioration in a person of an existing disease in the course of doing work to which the work was a contributing factor to the recurrence, aggravation, acceleration, exacerbation or deterioration.

Work Injury: An injury to an employer, self-employed person or worker (a 'person') in the course of doing work that requires first aid or medical treatment; or the recurrence, aggravation, acceleration, exacerbation or deterioration of any existing injury in a person in the course of doing work that requires first aid or medical treatment; and to which the work was a contributing factor to the recurrence, aggravation, acceleration, exacerbation or deterioration.

Workers Compensation: General. Workers' compensation is a statutory, no-fault system of compensation for work-related injuries. It is compulsory for the employer to take out workers' compensation insurance.

Workplace: Any place where work is, is to be, or is likely to be, performed by a worker, self-employed person or employer. A workplace can include, for example, a construction workplace, or a vessel used for teaching members of the public to scuba dive, or a vehicle supplied by an employer for use by a worker in the performance of work.

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Section 2 - Assessment toolsAssessment is all about collecting evidence and making decisions as to whether or not a learner has achieved competency. Assessment confirms that the learner can perform to the expected workplace standard, as outlined in the units of competency.

This section contains the summative assessment tools that are to be used in assessing this unit of competency. The assessment tools have also been mapped against the requirements of unit assessment; these may be reviewed in the TEIA document ICT20115 Mapping Guide. Assessors can use this mapping information to complete required assessment records.

It is an important responsibility of assessors to complete the assessment records themselves. This ensures all additional assessment activities deemed appropriate or required by the assessor, in addition to those within this document, are included in these records.

Section Two contains the following information:

2.1 Summative assessment

2.2 Solutions – general guidance

2.3 Solutions – summative assessment

2.4 Evidence of competency

2.5 Assessment records

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2.1 Summative assessmentSeparate each assessment tool as required in the assessment process.

Task One: Getting ready for business

Task overviewThe candidate carries out a number of tasks associated with starting a small business.

Learning and Assessment Sequence

Prepare for business

Read incoming email (Computer)

Research the requirements for registering a business name (Internet)

Complete the Business Planning Document (Bookcase folders)

Print and complete business name registration form

Research requirements for registering for an ABN (Internet)

Complete the Business Planning Document (Bookcase folders)

Print and complete ABN registration form

Return of work expected from learnersThere are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.

The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:

Business Planning Document Completed Business Name Registration Form Completed ABN Registration Form

Identify computer hardware requirements

Read incoming email (Computer)

Read and print Your task (Bookcase folders)

Identify appropriate computer hardware and peripherals

Research computer hardware and obtain quotes/pricing (Internet)

Complete Business Planning Document

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Business Planning Document Quotes/Internet pricing & specifications for hardware and peripherals Hardware peripherals quiz results

Identify computer software requirements

• Read incoming email (Computer)

• Read and print Your task (Bookcase folders)

• Identify appropriate software to perform the range of tasks indicated

• Research computer software and obtain quotes/pricing (Internet)

• Complete Business Planning Document



Business Planning Document Quotes/Internet pricing & specifications for software

Establish a work area and identify and minimise OH&S issues

• Read and print Your task (Bookcase folders)

• Set up a computer system and connect peripheral devices

• Take a picture/s of the system with peripherals correctly connected

• Print the Hazard Audit Template (Bookcase folders)

• Conduct a health and safety audit of their work area (or area identified by your teacher)

• Take photographs of identified risks

• Complete Business Planning Document

• Take appropriate action to eliminate or reduce risk

• Take photograph/s of hazard reduced work area


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Business Planning Document Picture/s of computer and peripheral devices Before and after images of workplace hazards Completed Hazard Audit Template

Task 3: WHS in the workplace

Task OverviewIn this task, the candidate needs to develop your understanding of WHS issues as they relate to employers and employees in the workplace.

Learning and Assessment Sequence

Design an Accident/Illness Report Form

• Read and print Learning Resources and Your Task (Bookcase folders)

• Read and print the Duties of Employers and Employees (Bookcase folders)

• Read and print the Accident/Illness Sample Form (Bookcase folders)

• Design a suitable report for RAMemberUS. Please ensure that you use the company logo as appropriate.



RAMemberUS Accident/Illness Report Form

Respond to an accident or illness

• Read and print the email from Tony Sheridan (Computer)

• Access the Accident/Illness Report Form completed earlier

• Fill out the Accident/Illness Report Form using the information provided. Use current date.



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Completed Accident/Illness Report Form

Create a PowerPoint presentation on Manual Handling• Read and print email from Lisa Parsons (Computer)

• Undertake Internet training as necessary on Internet use (Bookcase folders, Mouse, Computer – Internet links)

• Using the Internet links (Computer), research relevant information on manual handling issues

• Undertake Microsoft PowerPoint training as required (Mouse)

• Design a template for their PowerPoint presentation. Be sure to incorporate the RAMemberUS logo. Save this as MyTemplate

• Create a presentation as per client requirements. They may need to search the Internet for relevant images or take these if suitable sites are accessible

• Access the RAMemberUS letterhead created earlier and write a letter to the client to accompany the PowerPoint presentation. This letter should provide an overview of what information is provided, and thank the client for their business.



PowerPoint Template PowerPoint presentation Letter to accompany PowerPoint presentation

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2.2 Solutions - General guidanceAssessors should review the solutions provided and adapt and/or contextualise them (and assessment activities themselves where necessary) to suit the training and assessment context as part of their moderation activities. This will ensure consistency of assessment.The solutions to assessment activities serve as a reliable guide to the type of information that should be included in the assessment candidate’s response. Refer to the assessment activities when assessing learner responses or evaluating assessment evidence. The answers provided by the assessment candidate will vary due to a number of factors, including the:

candidate’ s own experiences

candidate’ s workplace experiences

training situations and strategies presented by the trainer

interpretation of the assessment activity by the assessment candidate/assessor

type of organisation, work practices, processes and systems encountered by the candidate.

The nature and variety of the tasks presented means that in some cases there will be numerous correct responses, and the solutions provided cannot cater for all contexts and eventualities.

In general terms:

For questions with a single answer, this guide provides the correct answer.

For questions that do not have a single answer, it is understood that answers will vary within certain parameters.

For questions where the candidate has to list a certain number of items, this guide provides a more comprehensive listing from which candidate responses may be drawn. However, this list may not in all cases be definitive, and assessors should account for other possible correct responses.

For activities that involve responding to a case study, an example is provided of how the candidate may respond. Depending on the question, the terminology used will indicate either what the candidate should have included in their response, or may have included. However, assessors should take into account different phrasing used by the candidate, or different responses that may be equally correct.

For activities that take place in the workplace or involve workplace documentation, this guide can only provide an example response. Assessors should consider whether the candidate has achieved the intent of the activity, taking into account the candidate’s workplace context.

For activities that involve writing reports or completing documentation provided, this guide can only provide an example response. Assessors should again consider whether the candidate’s response is appropriate to the task within the context of the candidate’s training and/or workplace.

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2.3 Solutions – Summative assessmentAssessor judgment is required. Comments to assist the assessor are provided in this section.

Task One

Web search for registering a business

Requirements as specified in learning materials: Search the web for how to register a business in Queensland, and provide URLs of sites

visited. Enter the information into Section 1 of the Business Planning Document.

Websites visited (provide URL)

h tt p : //www . fa i r t ra d i n g. q l d .g o v . a u /

h tt p : //www . bu s i n es s . q l d .g o v . a u / bu s i n es s /s t ar t i n g /s t a r t i n g -a-bu s i n ess / bu s i n es s -n a m e / r e gi s t e r - bu s i n es s -n ame

h tt p s : //as i cc o nn e ct . as i c .g o v . au

h tt p : //www . as i c. g o v . a u /as i c / a s i c . n sf

Register a business name in QueenslandRequirements as specified in learning materials:

• Search for the document used to register a Business name in Queensland, and complete the document to register RAMemberUS IT Services.

• (The registration process has changed since 28 May 2012 and the students are not able to complete it online as they once could. Therefore, you may advise your students to provide a screen capture and the URL where the online process commences):

https://asicconnect.asic.gov.au/public/faces/landingPage?_afrRedirect=983936314151000&_adf.ctrl - state=15el37c1qz_59&_afrLoop=983936425211000

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https://asicconnect.asic.gov.au/public/faces/landingPage?_afrRedirect=983936314151000&_adf.ctrl%20-%20state=15el37c1qz_59&_afrLoop=983936425211000%20

https://asicconnect.asic.gov.au/public/faces/landingPage?_afrRedirect=983936314151000&_adf.ctrl%20-%20state=15el37c1qz_59&_afrLoop=983936425211000%20

http://www.asic.gov.au/asic/asic.nsf

http://www.business.qld.gov.au/business/starting/starting-a-business/business-name/register-

http://www.fairtrading.qld.gov.au/


Check availability of the business nameRequirements as specified in learning materials:

• Complete a search to check if RAMemberUS IT Services name is available and provide a screen capture of the results.

URL of where search commences: https://connectonline.asic.gov.au/RegistrySearch/faces/landing/SearchRegisters.jspx?_adf.ctrl - state=10v4xv58t5_4

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https://connectonline.asic.gov.au/RegistrySearch/faces/landing/SearchRegisters.jspx?_adf.ctrl%20-%20state=10v4xv58t5_4

https://connectonline.asic.gov.au/RegistrySearch/faces/landing/SearchRegisters.jspx?_adf.ctrl%20-%20state=10v4xv58t5_4


Search for how to apply for an ABNRequirements as specified in learning materials:

• Search the web for how to apply for an ABN and give URL of websites visited.

Websites visited (provide URL)

https://abr.gov.au/ABRWeb/Apply/Abn/ApplicationDetail.aspx?Task=af60ad5a-7dd7-4a15- 9608-25252a39cd72&NavGraph=ApplyForAbn&View=ApplicationDetail&pid=71&js=1

The URL above is the page where the online application commences.

Hardware researchRequirements as specified in learning materials:

• Search for the external hardware required for the new business.

• Use the tables in the Business Planning document to enter the research results. Required information is as per headings.

• Cost and specifications are also required

Other expected requirements:Students are to provide information on all hardware which the new business would require. At a minimum it would be:

• laptop or desktop

• printer/scanner

• keyboard/mouse/monitor if choosing a desktop

• wireless router(optional)

• digital camera

• external hard drive for backups Examples:

Examples follow on next page…

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https://abr.gov.au/ABRWeb/Apply/Abn/ApplicationDetail.aspx?Task=af60ad5a-7dd7-4a15-%209608-25252a39cd72&NavGraph=ApplyForAbn&View=ApplicationDetail&pid=71&js=1

https://abr.gov.au/ABRWeb/Apply/Abn/ApplicationDetail.aspx?Task=af60ad5a-7dd7-4a15-%209608-25252a39cd72&NavGraph=ApplyForAbn&View=ApplicationDetail&pid=71&js=1


Software researchRequirements as specified in learning materials:

• Search for software required for the new business.

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• Use the table in the Business Planning Document to enter the search results. Required information is as per headings.

• Cost and specifications are also required

Other expected requirements:Students are to provide information on all software which the new business would require. At a minimum it would be:

• Operating system

• Office suite which includes Word, Excel, PowerPoint, Publisher

• Photo editing program such as Photoshop (not freeware)

• Anti-virus program

• Web browser

• Adobe reader

• Email program

Examples:

Hardware peripherals quiz

Requirements as specified in learning materials:

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• Complete the Hardware Peripherals Quiz

• Take a print screen of the result

• The capture is to be pasted into a Word document.

Other expected requirements:• 100% correct

Digital photography – peripheralsRequirements as specified in learning materials:

• Use a digital camera and take photos of the ports on the computer with the peripherals connected, and then another with the peripherals disconnected.

Other expected requirements:• Images to be clear, focussed, natural colour.

• Images to be provided as .jpg and not pasted into a Word document as the default name of Capture. The managing of a digital image is being assessed.

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Digital images of hazardsRequirements as specified in learning materials:

• Take images of hazards/risks in the workplace

• Eliminate or reduce the hazard/risk and take further images.

Other expected requirements:• A minimum of 5 hazards should be identified.

• Images must be clear, in focus and natural colour.

• Images to be provided as .jpg and not pasted into a Word document as Capture a digital image is being assessed.

Examples:

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Hazard Audit ReportRequirements as specified in learning materials:

• Write up the results of the hazard identification into the Hazard Audit Report provided.

Other expected requirements:• The hazards identified in the photos need to be the ones written up in the Audit Report.

• If follow-up is required, this must be indicated and follow-up action stated.

• Document must be accurate and contain no typing errors.

• The last section of the Business Planning Document does not need to be completed (altered after National Validation in 2011).

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Discussion Questions1. Describe your computer experience. What programs, internet applications, social networking

sites and computer hardware experience you have. What are your favourite aspects of the IT industry?

Student to describe their computer experience including programs, internet programs, social networking, computer hardware and favourite aspects of IT.

2. What is the difference between optical zoom and digital zoom?

http://www.dummies.com/how-to/content/the-difference-between-optical-zoom-and-digital-zo.html http://www.pantherproducts.co.uk/Articles/Digital_Camera/digital_optical_zoom.shtml

Optical Zoom: This function of a camera uses the lens within the camera to draw the image closer. Using the optics of the camera the image is bought forward much the same way as binoculars and other such instruments. When using optical zoom quality remains the same and the full resolution of the camera can be used on the zoomed image.

Digital Zoom: The idea behind digital zoom is that it takes a portion of the image and expands that image to the full size of the image. What happens here is that the section of image that you are looking at becomes bigger, not closer. The image does look closer because it has been expanded however all that has happened is that the image quality has been reduced.

3. Why is it important to carefully check all orders received against the original purchasing documentation? What action should you take if there are discrepancies?

You may receive goods which were not ordered, and may not receive the goods you did order. If there are any discrepancies, you should contact the supplier.

4. Whilst in a workplace, what action should you take if you observe a hazard in a workplace?

If it is a hazard within my own workspace, I would fix it or eliminate it myself. If it were within the workplace, then I would consult the policy and procedures manual. Generally, I would determine if it is urgent, and if so, then place a sign near it or on it immediately, warning others of the danger. If it is not so urgent, I would complete a Hazard Report Form or report it to my supervisor.

5. A higher pixel resolution does not necessarily mean better quality photographs. Explain this statement. (Some students have interpreted this to explain what makes a quality photo – lens, processor etc.)

Ver. 1-2 25


Pixels are only of most importance when you intend enlarging the photo from 4”x6” to a larger size. A photo taken at .3mp will be of the same quality as a 12mp camera if the image is only going to be printed or viewed at 4”x6”.

6. What are the health and safety considerations when handling and storing lithium and nickel-metal hydride batteries?

Students may not provide all dot points below, but must provide enough information to demonstrate knowledge of handling and storing of both types of batteries.

Storage in generalhttp://www.buybattery.com/duracell_battery_storage.shtml

NiMH Storage AND Handlinghttp://www.reuk.co.uk/Keep-Rechargeable-Batteries-in-Freezer.htm http://data.energizer.com/PDFs/nickelmetalhydride_appman.pdf

Ver. 1-2 26

http://data.energizer.com/PDFs/nickelmetalhydride_appman.pdf

http://www.reuk.co.uk/Keep-Rechargeable-Batteries-in-Freezer.htm%20

http://www.buybattery.com/duracell_battery_storage.shtml


LITHIUM Storage AND Handlinghttp://www.batterystore.com/MSDS/VartaLithium.pdf http://www.energizer.com/SiteCollectionDocuments/pdf/learning_center/battery_dos_and_donts.pdf

http://en.wikipedia.org/wiki/Lithium_battery

7. Using the internet, find out what the abbreviation MSDS stand for? Why should these be kept on hand when storing or using potentially dangerous substances?

Material Safety Data SheetsAn MSDS document contains important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good). It is important that everyone in the workplace knows how to read and interpret a MSDS as it contains the necessary information to assist in safely managing the risk from hazardous substance exposure.

Students may also include: The information they contain:

i. the hazardous substance's product name

ii. the chemical and generic name of certain ingredients

iii. the chemical and physical properties of the hazardous substance

iv. health hazard information

v. precautions for safe use and handling

vi. the manufacturer's or importer's name, Australian address and telephone number.

8. Describe the process that you would use to transfer an image from your camera to your computer.

Turn on the computer. Connect the cable from the camera to the computer, open the folder containing the photos, copy and paste, or copy and then delete from the camera.

These instructions will differ depending upon the camera, the computer, the operating system, the method used eg SD card, cable, Bluetooth etc.

9. Explain the difference between a Manufacturers’ Warranty and a Vendor's Warranty? How might these affect your choice of hardware and peripherals?

It is important to understand that a manufacturer’s warranty applies in addition to the consumer guarantees (vendor’s warranty). Whereas the consumer guarantees apply to all purchases and cannot be waived, manufacturers’ warranties are offered voluntarily and usually apply to certain types of products such as electrical goods, cars and furniture.

Ver. 1-2 27

http://en.wikipedia.org/wiki/Lithium_battery

http://www.energizer.com/SiteCollectionDocuments/pdf/learning_center/battery_dos_and_donts.pdf%20

http://www.energizer.com/SiteCollectionDocuments/pdf/learning_center/battery_dos_and_donts.pdf%20

http://www.batterystore.com/MSDS/VartaLithium.pdf%20


The consumer guarantees apply every time you buy goods and services. When you buy goods, the seller (vendor) guarantees that:

• goods will be of acceptable quality

• goods will be fit for a particular purpose

• goods will match their description

• goods will match the sample or demonstration model

• they will honour any express warranties

• you have title to the goods

• you have undisturbed possession of the goods

• there are no undisclosed securities on the goods.

The manufacturer guarantees that:

• goods will be of acceptable quality

• goods will match their description

• they will honour any express warranties

• they will provide repairs or spare parts for a reasonable time.

Additional information can be found at: http://www.accc.gov.au/content/item.phtml?itemId=963175&nodeId=963f13f06c06feab683324a1486268 49&fn=Consumer%20guarantees%20a%20guide%20for%20consumers.pdf (Page 2)

Task 3

Design an accident/illness report formRequirements as specified in learning materials:

• Design an accident/illness report form which employees can fill in

• Use the company logo

• An example is provided for students so they know what details to be included. Their form should not be just a reorganisation or recreation of the one given

Other expected requirements:• The form could be created in Word, using table cells, underscore lines or horizontal lines.

Sufficient space should be provided for completion of form in the future.

• If using Word, alignment needs to be considered – where lines begin and end

• It could be created in Excel

• It could be created using Gadwin Ge-Forms etc.

• Student would need to decide whether the form will be completed electronically or handwritten and the completed form should meet this need.

Ver. 1-2 28

http://www.accc.gov.au/content/item.phtml?itemId=963175&nodeId=963f13f06c06feab683324a1486268%2049&fn=Consumer%20guarantees%20a%20guide%20for%20consumers.pdf%20




Possible design (extract):

Complete the accident/illness report formRequirements as specified in learning materials:

• Students are to complete the accident/illness report form using the details provided in the email from Tony Sheridan.

– Tony tripped over loose carpet in the RAMemberUS office 'yesterday'

– Thought nothing of it at the time

– He went to the hospital 'today' and his wrist is very swollen and bruised.

– He has a sprained wrist and may have a torn tendon.

Other expected requirements:• No contact details have been provided; these need to be created by the student.

• Form is to be filled in by the student as Owner of RAMemberUS IT Services as Tony had emailed in his complaint, or it could be that the form was emailed to Tony and he completed it. Consistency is required.

Ver. 1-2 29


Prepare a PowerPoint templateRequirements as specified in learning materials:

• Students are to prepare a PowerPoint template which can be used for future presentations.

• Save as MyTemplate

• Use the business logo

Other expected requirements:• As no other information has been provided, template should be designed so it is able to be

used for any business and topic

• 3 slides would be expected at a minimum

• Title slide should indicate where title would be typed, where images would be placed, where the business name and logo would be typed.

• It could contain 'advertising' space for RAMemberUS on the last slide.

• It is an expectation that some animations and transitions are included to demonstrate knowledge of a third software application according to training package.

Examples:

Ver. 1-2 30


PowerPoint presentation on Manual Handling for Lisa ParsonsRequirements as specified in learning materials:

• Students are to prepare a PowerPoint presentation for client, Lisa Parsons.

• The template designed as part of the last activity to be used

• The content is on Manual Handling in an industrial setting.

• Include information on correct manual handling techniques for lifting and carrying

• Include exercises that would help alleviate injury

• Include information on where staff can access further information on manual handling.

• Include images for lifting and carrying in an industrial setting (to engage the industrial staff)

• Include speaker notes (using Notes section)

Other expected requirements:• PowerPoint presentation design principles to be followed

• Notes section to contain most of the oral presentation and not include too much information on the slides

Ver. 1-2 31


Letter to Lisa Parsons to accompany the PowerPointRequirements as specified in learning materials:

• Use letterhead created

• Letter is to provide an overview of what information you have provided

• Should thank the client for their business

• Use email to submit letter and PowerPoint to teacher

• Address provided in email:

Lisa Parsons

Parsons Engineering 48 Industrial Drive

COPPER HILL NSW 2434

Other expected requirements:• Correct spelling, language, grammar to be used.

• Correct letter display to be used

Discussion Questions1. List the hazards that may be encountered when dealing with purchase, installation, repair

and maintenance of computer hardware and peripherals. Create a table dividing these into physical, chemical and behavioural hazards.

2. Describe your own role as you see it in workplace health and safety.

You must take responsibility for looking after your own health and safety, and not put others at risk. Your responsibilities include:

following health and safety instructions provided by the employer;

Ver. 1-2 32


correctly using personal protective equipment and clothing; taking care to use equipment safely and for its intended purpose; reporting hazards; reporting work-related injuries or harm to health; and co-operating with the employer on safety and health matters.

http://www.deir.qld.gov.au/workplace/pdfs/safetysense/ssgen1.htm

3. Why is it important to have health and safety policies and procedures in a work environment?

– Keep workers safe from potential risks

– Ensure correct medical treatment is administered in the event of an emergency

4. What are the potential costs of workplace illness or injury to the worker, the employer, the country:

The worker – loss of income, loss of job, loss of life or limb, time off work, permanent disablement

The employer – employee sickness benefits, retraining staff, hiring of temporary staff, need to comply with more regulations and possibly more audits

The country – loss of tax revenue, lost productivity, payment of benefits, increase in workplace health and safety statistics

5. Some workplace risks can be eliminated, whilst others require risk minimisation strategies. What actions could you take to protect others (eg employees) from OH&S risks in the workplace?

This question would be answered from the employer’s perspective:

Risks need to be assessed from serious through to non-urgent and fixed or eliminated accordingly. The employer’s obligations are:

• providing and maintaining a safe and healthy work environment

• providing and maintaining safe plant

• ensuring the safe use, handling, storage and transport of substances

• ensuring safe systems of work

• providing information, instruction, training and supervision to ensure health and safety

http://www.deir.qld.gov.au/workplace/rights/yourobligation/who/conduct/index.htm

6. Using the web, identify the organisation that is responsible for OH&S nationally and in your State or Territory.

(Links are given in Task 3 Virtual Office)

“Safe Work Australia” - http://safeworkaustralia.gov.au/ http://ohs.anu.edu.au/ohs/index.php Queensland - http://www.deir.qld.gov.au/workplace/ “Workplace health and safety Queensland” Northern Territory - http://www.worksafe.nt.gov.au/

Western Australia - http://www.commerce.wa.gov.au/WorkSafe/

Ver. 1-2 33

http://www.commerce.wa.gov.au/WorkSafe/

http://www.worksafe.nt.gov.au/

http://www.deir.qld.gov.au/workplace/%20%5C%E2%80%9CWorkplace%20health%20and%20safety%20Queensland%5C

http://safeworkaustralia.gov.au/%20http:/ohs.anu.edu.au/ohs/index.php%20

http://www.deir.qld.gov.au/workplace/rights/yourobligation/who/conduct/index.htm

http://www.deir.qld.gov.au/workplace/pdfs/safetysense/ssgen1.htm


South Australia - http://main.workcover.com/site/home.aspx

New South Wales - http://www.workcover.nsw.gov.au/Pages/default.aspx

ACT - http://www.ors.act.gov.au/workcover/index.html

Victoria - http://www.workcover.vic.gov.au/wps/wcm/connect/wsinternet/WorkSafe

Tasmania - http://www.workcover.tas.gov.au/

Ver. 1-2 34

http://www.workcover.tas.gov.au/

http://www.workcover.vic.gov.au/wps/wcm/connect/wsinternet/WorkSafe

http://www.ors.act.gov.au/workcover/index.html

http://www.workcover.nsw.gov.au/Pages/default.aspx

http://main.workcover.com/site/home.aspx


2.4 Evidence of competencyEvidence is information gathered that provides proof of competency. While evidence must be sufficient, trainers and assessors must focus on the quality of evidence rather than the quantity of evidence.

Rules of evidenceThere are four rules of evidence that guide the collection of evidence. Evidence must be:

valid – it must cover the performance evidence and knowledge evidence

sufficient – it must be enough to satisfy the competency

current – skills and knowledge must be up to date

authentic – it must be the learner’s own work and supporting documents must be genuine.

Principles of assessmentHigh quality assessments must be:

fair – assessments are not discriminatory and do not disadvantage the candidate

flexible – assessments meet the candidate’ s needs and include an appropriate range of assessment methods

valid – assessments assess the unit/s of competency performance evidence and knowledge evidence

reliable – there is a common interpretation of the assessments.

Types of evidenceTypes of evidence that can be collected, sighted or validated include:

work records such as position descriptions, performance reviews, products developed and processes followed and/or implemented

third-party reports from customers, managers and/or supervisors

training records and other recognised qualifications

skills and knowledge assessments

volunteer work.

Gathering evidenceEvidence can be gathered through:

real work/real-time activities through observation and third-party reports

structured activities.

Ver. 1-2 35


Evidence can also be gathered through:

formative assessments: where assessment is progressive throughout the learning process and validated along the way by the trainer – also known as assessment for learning

summative assessment: where assessment is an exercise or simulation at the end of the learning process – also known as assessment of learning.

Evaluating evidenceThe following steps may help you evaluate evidence.

Step 1: Evidence is gathered.

Step 2: Rules of evidence are applied – evidence is valid, sufficient, current and authentic.

Step 3: Evidence meets the full requirements of the unit/s of competency.

Step 4: The assessment process is valid, reliable, fair and flexible.

Step 5: The trainer or assessor makes a straightforward and informed judgment about the candidate and completes assessment records.

2.5 Assessment recordsLearners must provide evidence of how they have complied with the performance and knowledge evidence requirements outlined in the unit of competency. These requirements should be assessed in the workplace or in a simulated workplace; assessment conditions are specified in each unit of competency.

You can use the following assessment forms to record the learner’s evidence of competency:

The Assessment Instructions Checklist helps the trainer/assessor provide clear instructions to the candidate as to which assessment activities to complete.

The Pre-Assessment Checklist helps the trainer determine if the learner is ready for assessment.

The Self-Assessment Record allows the learner to assess their own abilities against the requirements of the unit of competency.

The Performance Evidence Checklist facilitates the observation process; it allows trainers to identify skill gaps and provide useful feedback to learners.

The Knowledge Evidence Checklist can be used to record the learner’s understanding of the knowledge evidence; it allows trainers to identify knowledge gaps and to provide useful feedback to learners.

The Portfolio of Evidence Checklist helps the trainer annotate or detail aspects of the learner’s portfolio of evidence.

The Workplace Assessment Checklist can be used by the learner’s supervisor to show workplace-based evidence of competence.

Ver. 1-2 36


The Observation Checklist/Third Party Report records the candidate’s performance in the workplace.

The Record of Assessment form is used to summarise the outcomes of the assessment process in this unit.

The Request for Qualification Issue is used by the assessor to inform the RTO authorities that the process for issuing a Statement of Attainment or Qualification may commence.

Ver. 1-2 37


Assessment instructions – BSBWHS201Candidate’ s name: Unit of competency: BSBWHS201 Contribute to health and safety of self and others Trainer/assessor: Date:

The candidate must complete the following assessment activities, provided by the trainer/assessor:

Y/N Whole activity/ specific questions

Candidate Self-assessment

Final assessment – Task 1

Final assessment – Task 3

Workplace Assessment

Workplace Assessment (video)

Competency Conversation (using RPL)

Workplace Observation

Third Party Report

Other assessment activities as detailed below:

Candidate signature: Date:

Assessor/trainer signature: Date:

Ver. 1-2 38


Pre-assessment checklist – BSBWHS201Candidate’ s name: Unit of competency: BSBWHS201 Contribute to health and safety of self and others Trainer/assessor: Date:

Checklist

Talked to the candidate about the purpose of the assessment Yes No

Explained the unit of competency Yes No

Discussed the various methods of assessment Yes No

In consultation with trainer/assessor, the following assessment methods will be used:

Question/answer Observation/Demonstration Log, Journal, Diary

Case study Portfolio, work samples Third Party Reports

Reports

Assessment environment and processWhen will assessment occur?

Where will assessment occur?

Special needs (if any)

How many workplace visits are required (if appropriate)?

What resources are required?

Information has been provided on the following:

Confidentiality procedures Re-assessment policy Appeals process

Regulatory information Authenticity of candidate’ s work

Discussed self-assessment process Yes No

Summarised information and allowed candidate to ask questions Yes No



Ver. 1-2 39


Self-assessment record – BSBWHS201Candidate’ s name: Part D

Unit of competency: BSBWHS201 Contribute to health and safety of self and others Trainer/assessor: Date:

Tasks

I do the workplace task…

Candidate’s comments…very wellI’m sure I can do the

task

…quite wellI think I can do the task

…no, or not well

I don’t (or can’t) do the

task

I can follow work health and safety procedures and instructions

I can identify the appropriate personnel to report hazards to

I can contribute to WHS consultative processes

I can identify hazards

I can identify risks

I can describe the difference between risks and hazards

I can explain emergency procedures for fires and incidents

I can explain the meaning of commonly used hazard signs and safety symbols

I can identify the different WHS responsibilities of duty holders

I can explain what hazards may be in my workplace, how they happen and what harm they may cause

I can explain the process of risk reduction


Ver. 1-2 40


Performance evidence checklist – BSBWHS201Candidate’ s name: Unit of competency: BSBWHS201 Contribute to health and safety of self and others Trainer/assessor: Date:

Did the candidate demonstrate the following performance evidence at least once: Yes No N/A

Follow all relevant procedures and instructions relating to work health and safety (WHS) and emergency incidents

Identify and report hazards to designated personnel

Contribute to WHS consultative processes

In the assessment/s of the candidate’s performance evidence, did they demonstrate the four dimensions of competency?

Task skills

Task management skills

Contingency management skills

Job/role environment skills

The candidate’ s performance was: Not satisfactory Satisfactory

Feedback to candidate:



Ver. 1-2 41


Knowledge evidence checklist – BSBWHS201Candidate’ s name: Unit of competency: BSBWHS201 Contribute to health and safety of self and othersTrainer/assessor: Date:

Did the candidate show their knowledge of the following: Yes No N/A

Workplace safety procedures and instructions including:o checking systems and equipmento conducting routine work operationso requirements for personal protective equipment (PPE)o how to report incidents and injuries

Emergency procedures including those for fires and incidents

The meaning of commonly used hazard signs and safety symbols

The duty holder responsibilities, as specified in WHS Acts, regulations and codes of practices, of:

o self and fellow workerso persons conducting businesses or undertakings (PCBUs)o officerso others in the workplace

The difference between hazards and risks

Typical WHS hazards that may be present in the workplace, the harm they can cause and how this harm occurs

The process of hazard identification and risk reduction

In the assessment/s of the candidate’s knowledge evidence, did they demonstrate the four dimensions of competency?

Task skills

Task management skills

Contingency management skills

Job/role environment skills

The candidate’ s performance was: Not satisfactory Satisfactory

Feedback to candidate:



Ver. 1-2 42


Portfolio of evidence checklist – BSBWHS201Candidate’ s name: Part E

Unit of competency: BSBWHS201 Contribute to health and safety of self and othersTrainer/assessor: Date:

Description of evidence to include in portfolio

Assessor’ s comments Tick*

V S C A



* V = Valid; S = Sufficient: C = Current; A = Authentic

Ver. 1-2 43


Workplace assessment checklist – BSBWHS201Candidate’ s name: Part F

Unit of competency: BSBWHS201 Contribute to health and safety of self and othersTrainer/assessor: Date:

Name of organisation: Address: Telephone: Email: Workplace supervisor:

Performance evidence Candidate demonstrates the ability to:

Evidence provided/observation comments

follow all relevant procedures and instructions relating to work health and safety (WHS) and emergency incidents

identify and report hazards to designated personnel

contribute to WHS consultative processes

Knowledge evidenceCandidate knows and understands:

workplace safety procedures and instructions including checking systems and equipment, conducting routine work operations, PPE and how to report incidents and injuries

emergency procedures including those for fires and incidents

the meaning of commonly used hazard signs and safety symbols

the duty holder responsibilities, as specified in WHS Acts, regulations and codes of practices, of:

o self and fellow workerso persons conducting businesses or

undertakings (PCBUs)o officerso others in the workplace

the difference between hazards and risks

typical WHS hazards that may be present in the workplace, the harm they can cause and how this harm occurs

the process of hazard identification and risk reduction

Workplace supervisor’ s signature:

Date:

Ver. 1-2 44


TEIA Ltd

Observation Checklist/Third Party ReportThis is a confidential report. It is for the perusal of the supervisor, the candidate and the assessor. (Part G)

Name of candidate:

Units of competency:

BSBWHS201 Contribute to health and safety of self and others

As part of the assessment for the units of competency above we are seeking evidence to support a judgement about the above candidate’s competence. This report may be completed as either an Assessor Observation Checklist or a Third Party Report where the candidate has access to a suitable work environment. Multiple reports may be completed where a single person is unable to verify all elements.

Note that assessors may also use this document to record and confirm competency in routine tasks associated with a learning program over an extended period of time, i.e. accumulated evidence.

This report is being completed as:

Assessor Observation Third Party Report

Name of Supervisor:

Position of Supervisor:

Workplace:

Address:

Telephone:

Email:

Has the purpose of the candidate's assessment been explained to you? Yes No

Are you aware that the candidate will see a copy of this form? Yes No

Are you willing to be contacted should further verification of this statement be required?

Yes No

What is your relationship to the candidate?

How long have you worked with the person being assessed?

How closely do you work with the candidate in the area being assessed?

Ver. 1-2 45


What is your experience and/or qualification(s) in the area being assessed? (Include teaching qualifications if relevant.)

Does the candidate consistently perform the following workplace activities? Yes No

Follow all relevant procedures and instructions relating to work health and safety (WHS) and emergency incidents

Identify and report hazards to designated personnel

Contribute to WHS consultative processes

Apply workplace safety procedures and instructions including: Checking systems and equipment Conducting routine work operations Requirements for personal protective equipment (ppe) How to report incidents and injuries

Follow emergency procedures including those for fires and incidents

Understand the meaning of commonly used hazard signs and safety symbols

Undewrstand the duty holder responsibilities, as specified in WHS Acts, regulations and codes of practices, of:Self and fellow workersPersons conducting businesses or undertakings (pcbus)OfficersOthers in the workplace

Demonstrate the difference between hazards and risks

Identify typical WHS hazards that may be present in the workplace, the harm they can cause and how this harm occurs

Follow the process of hazard identification and risk reduction

Task 1Explain to your supervisor what you should do in the case of a fire?

Comment (if relevant):

Task 2Explain what kinds of hazards could arise in your workplace and explain which workplace procedures and instructions help to reduce the likelihood of these.


Task 3Explain the difference between hazards and risks, and to whom and how you should report a risk or hazard in your workplace.


Task 4Explain what your WHS responsibilities are in your workplace.

Ver. 1-2 46



Task 5How can you participate in the WHS consultative process?


Task 6Discuss with your supervisor, some of the most common hazards signs and safety symbols you see in your workplace.


Does the candidate: Yes No

perform job tasks to industry standards?

manage job tasks effectively?

implement safe working practices?

solve problems on-the-job?

work well with others?

adapt to new tasks?

cope with unusual or non-routine situations?

Overall, do you believe the candidate performs to the standard required by the units of competency on a consistent basis?

Yes No

Identify any further training in this area that the candidate may require:

Comments:

Supervisor’s Signature: Date:

Ver. 1-2 47


Record of Assessment BSBWHS201 Contribute to health and safety of self and others

Name of candidate

Name of assessor

Use the checklist below as a basis for judging whether the candidate’s document and supporting evidence meets the required competency standard.

Yes No

Work safely

1.1 Follow provided safety procedures and instructions when working

1.2 Carry out pre start systems and equipment checks according to workplace procedures

1.3 Follow workplace procedures for responding to emergency incidents

Implement work safety requirements

2.1 Identify designated persons to whom queries and concerns about safety in the workplace should be directed

2.2 Identify existing and potential hazards in the workplace, report them to designated persons and record them according to workplace procedures

2.3 Identify and implement WHS procedures and work instructions

2.4 Identify and report emergency incidents and injuries to designated persons according to workplace procedures

2.5 Identify WHS duty holders and their duties for own work area

Participate in WHS consultative processes

3.1 Contribute to workplace meetings, inspections and other WHS consultative activities

3.2 Raise WHS issues with designated persons according to organisational procedures

3.3 Take actions to eliminate workplace hazards and reduce risks

How candidate meets unit of competency requirements as a whole.

Yes No

Critical evidence requirements met

Underpinning knowledge and understanding demonstrated

Key competencies / Employability skills demonstrated at appropriate level

Sufficiency of evidence

Evidence provided for this unit of competency is…Valid Authentic Current

Ver. 1-2 48


Candidate is:

Competent Not competent at this time

Withdrawn after participation Withdrawn without participation

Not seeking assessment

Signed by the assessor: Date:

Feedback to candidate

Ver. 1-2 49


Request for Qualification IssueAs the assessor this course working with this learner, my records indicate the following Statements of Attainment/Qualification should be issued as detailed below:

Student’s Name:

Organisation:

Qualification/Statements of Attainment Details

Statement/s of Attainment

Units of Competency to be issued

Tick if SOA required

Full Qualification

ICT20115 Certificate II in Information, Digital Media

and Technology

Tick if Qualification required

BSBWHS201 Contribute to the health and safety of self and others

BSBWHS201 Contribute to the health and safety of self and others

BSBSUS201 Participate in environmentally sustainable work practices

BSBSUS201 Participate in environmentally sustainable work practices

ICTICT201 Use computer operating systems and hardware

ICTICT201 Use computer operating systems and hardware

ICTICT202 Work and communicate effectively in an ICT environment

ICTICT202 Work and communicate effectively in an ICT environment

ICTICT203 Operate application software packages ICTICT203 Operate application software packages

ICTICT204 Operate a digital media technology package

ICTICT204 Operate a digital media technology package

ICTWEB201 Use social media tools for collaboration and engagement

ICTWEB201 Use social media tools for collaboration and engagement

ICPDMT321 Capture a digital image ICPDMT321 Capture a digital image

ICTICT205 Design basic organisational documents using computing packages

ICTICT205 Design basic organisational documents using computing packages

ICTICT206 Install software applications ICTICT206 Install software applications

ICTICT209 Interact with ICT clients ICTICT209 Interact with ICT clients

ICTSAS203 Connect hardware peripherals ICTSAS203 Connect hardware peripherals

ICTICT303 Connect internal hardware components

ICTICT303 Connect internal hardware components

ICTICT301 Create user documentation ICTICT301 Create user documentation

Ver. 1-2 50


Assessor’s Review

As the assessor I have… Yes No

Checked that all units of competency listed have been judged Competent.

Checked other Training Package requirements have been addressed (e.g. foundation skills, essential elements, etc.)

Confirmed Literacy and Numeracy requirements as per qualification have been achieved.

Comments:

Assessor’s Name:

Assessor’s Email: Assessor’s Telephone:

Authorised by School/Institution

Representative:

Date:

Processed at RTO by:

Date:

Note: The issuing of the qualification incurs a fee. This may change so contact TEIA for the most current arrangement. An invoice will accompany the printed documents and be returned by post to either the candidate or the funding organisation.

Ver. 1-2 51


GlossaryThis glossary explains common terminology used in the VET sector and in this trainer’s and assessor’s guide.

Access and equity: Applying access and equity principles to training and assessment means meeting the individual needs of learners without discriminating in terms of age, gender, ethnicity, disability, sexuality, language, literacy and numeracy level, etc.

Assessment: Assessment means collecting evidence and making decisions as to whether or not a learner has achieved competency. Assessment confirms the learner can perform to the expected workplace standard, as outlined in the units of competency.

Assessment mapping: Assessment mapping ensures assessments meet the requirements of the unit/s of competency through a process of cross-referencing.

Assessment records: Assessment records are the documentation used to record the learner’s evidence of competency.

Assessment tools: Assessment tools are the instruments and procedures used to gather, interpret and evaluate evidence.

AQTF: The AQTF is the Australian Quality Training Framework. It was superseded by the VET Quality Framework and the Standards for NVR Registered Training Organisations in some jurisdictions in July 2011.

AQTF standards: The AQTF standards are national standards designed to ensure high-quality training and assessment outcomes. They were superseded by the VET Quality Framework and the Standards for NVR Registered Training Organisations in some jurisdictions in July 2011.

ASQA: ASQA is the Australian Skills Quality Authority, the national regulator for Australia’s vocational education and training sector. ASQA regulates courses and training providers to ensure nationally approved quality standards are met.

Authentic/authenticity: Authenticity is one of the rules of evidence. It means the learner’s work and supporting documents must be genuinely their own.

Competency: Competency relates to the learner’s ability to meet the requirements of the unit/s of competency in terms of skills and knowledge.

Current/currency: Currency is one of the rules of evidence. It means ensuring the learner’s skills and knowledge are up to date.

Delivery plans: Delivery plans are lesson plans that guide the process of instruction for trainers.

Dimensions of competency: The dimensions of competency relate to all aspects of work performance. There are four dimensions of competency: task skills, task management skills, contingency management skills and job/role environment skills.

Fair/fairness: Fairness is one of the principles of assessment. It means assessments must not be discriminatory and must not disadvantage the candidate.

Flexible/flexibility: Flexibility is one of the principles of assessment. It means assessments must meet the candidate’s needs and include an appropriate range of assessment methods.

Knowledge evidence: Knowledge evidence is specified in the unit of competency. It identifies what a person needs to know to perform the work in an informed way.

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Performance evidence: Performance evidence is specified in the unit of competency. It describes how the knowledge evidence is applied in the workplace.

Principles of assessment: Principles of assessment ensure quality outcomes. There are four principles of assessment – fair, flexible, valid and reliable.

Recognition: Recognition is an assessment process where learners match their previous training, work or life experience with the performance and knowledge evidence outlined in the units of competency relevant for a qualification.

Reliable/reliability: Reliability is one of the principles of assessment. It means that assessment must have a common interpretation.

Rules of evidence: Rules of evidence guide the collection of evidence. There are four rules of evidence – it must be valid, sufficient, current and authentic.

Skill sets: Skill sets are single units of competency or combinations of units of competency that link to a licence, regulatory requirement or defined industry need. They build on a relevant qualification.

Standards for NVR Registered Training Organisations 2011: The Standards for NVR Registered Training Organisations superseded the AQTF in some jurisdictions in July 2011. They are designed to ensure nationally consistent, high-quality training and assessment services for the clients of Australia’ s vocational education and training (VET) system.

Sufficient/sufficiency: Sufficiency is one of the rules of evidence. Sufficiency of evidence means there is enough to satisfy the unit/s of competency.

Training and assessment strategy: A training and assessment strategy must be developed by training organisations for all their training programs. It is a framework that guides the learning requirements.

Valid: The term valid relates to the rules of evidence and principles of assessment. It means meeting the unit/s of competency’s performance and knowledge evidence requirements.

Validation of assessment: Validation of assessment means a range of assessors must review, compare and evaluate assessments and assessment processes on a regular basis to ensure they meet the unit/s of competency assessed. The evaluation process must be documented and form part of the RTO’s continuous improvement process.

VET Quality Framework: The VET Quality Framework superseded the AQTF in some jurisdictions in July 2011. It is aimed at achieving greater national consistency in the way providers are registered and monitored and in how standards in the VET sector are enforced.

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