- HLTGM202C - Use hand and power tools
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
HLTGM202C Mapping and Delivery Guide
Use hand and power tools
Version 1.0
Issue Date: May 2024
| Qualification | - |
Unit of Competency | HLTGM202C - Use hand and power tools |
|---|---|---|---|
| Description | This unit of competency describes the skills and knowledge required to safely and appropriately use hand and power tools while conducting maintenance and construction tasks | ||
| Employability Skills | This unit contains Employability Skills | ||
| Learning Outcomes and Application | Work will usually be performed within a prescribed range of functions involving known routines and procedures | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | Not Applicable | ||
| Competency Field | |||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Identify and select hand and power tools |
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| Element: Use hand tools |
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| Element: Use power tools |
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| Element: Clean up |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. | |
Critical aspects for assessment and evidence required to demonstrate this competency unit: | The individual being assessed must provide evidence of specified essential knowledge as well as skills Consistency of performance should be demonstrated over the required range of workplace situations |
Context of and specific resources for assessment: | Assessment should replicate workplace conditions as far as possible Simulations may be used to represent workplace conditions as closely as possible Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible Resources essential for assessment include: Workplace health and safety policies Hand and power tools appropriate to the maintenance tasks in the organisation and to the worker's role Suitable work area Maintenance policy and procedures Tool handling manuals Job description |
Method of assessment | Observation in the work place (if possible) Written assignments/projects Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice Questioning |
Access and equity considerations: | All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level required for this unit. |
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role This includes knowledge of: Functions and use of hand and power tools Operating procedures Safety requirements for tool operation |
Essential skills: It is critical that the candidate demonstrate the ability to Work safely and follow the organisation's occupational health and safety practices Apply relevant knowledge of the tools required to be used in performing maintenance work on the organisation's buildings, plant, equipment and machinery Identify boundaries of role and when to refer problems to a tradesperson in relation to the use of tools Demonstrate compliance with occupational health and safety regulations applicable to the use of tools Apply correct operating procedures for the use of tools Interactively communicate with others in relation to the use of power tools In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role This includes the ability to: Apply appropriate hand-eye coordination in the use of tools Apply problem solving skills - the ability to use available resources and prioritise workload Communicate with others in relation to work to be undertaken and potential workplace disruption Demonstrate work safely to instructions Follow infection control practices Handle/hold materials during operation of tools Select appropriate tool for intended task and materials involved Take into account opportunities to address waste minimisation, environmental responsibility and sustainable practice issues, including appropriate practices to ensure efficient use of resources Use literacy, numeracy and oral communication skills required to fulfil the position in a safe manner as specified by the health care facility |
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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. | |
Hand tools may include, but are not limited to: | Adjustable spanners Bars (crow and pinch) Bolt cutters Brooms Chisels Hacksaws and handsaws Hammers Measuring tapes Nips Picks/mattocks Pliers Sealant gun Shovel/spades Sledge hammers Spanners and wrenches Spirit level Straight edge String lines Trowels and float Wire cutters Paint brushes/rollers Spatula/putty knives Screwdrivers |
Power tools include but are not limited to: | Drills Nail guns Staplers Sanders Angle grinders Pneumatic wrenches Circular saw Jig saws Planers Routers Jackhammer Other tools powered by compressed air or electricity |
Personal protective equipment may include, but is not limited to: | Overalls, boots Hard hat/cap Safety glasses/goggles Gloves Ear plugs/muff Face mask/respirator |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Identify and follow the occupational health and safety requirements for using hand and power tools | |||
| Select, correctly fit and use appropriate personal protective equipment | |||
| Select hand and power tolls consistent with the needs of the task | |||
| Check tools for serviceability and safety and report any faults to supervisor | |||
| Identify power supply | |||
| Select equipment needed to hold or support power tool application | |||
| Locate and hold in place material needed for hand tool application | |||
| Use hand tools safely and effectively | |||
| Safely locate hand tools when not in immediate use | |||
| Locate and hold in place material needed for power tool application | |||
| Use power tools safely and effectively | |||
| Safely locate power tools when not in immediate use | |||
| Clean, maintain and store tools correctly and according to organisation requirements | |||
| Clean, visually check and store power leads/hoses | |||
| Clean and store equipment | |||
| Clear the work area and remove waste |
Forms
Assessment Cover Sheet
HLTGM202C - Use hand and power tools
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
HLTGM202C - Use hand and power tools
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: