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.
Race fields and distances are verified by:
race book, including runners and race distances
scratchings list.
Greyhound or horse identification features may include:
animal colours and markings
driver or rider race colours
greyhound rug colours
new gear, for example:
blinkers used on horses
shadow rolls.
Equipment may include:
camera
computer
lighting
mirror box
telephone
television monitor.
Rules of racing may include:
camera usage
judge's position when runners pass winning post
judge's declaration of winning or placed runners subject to alteration only by stewards
mistakes
placement of runners to fourth, fifth or sixth place dependant upon conditions of race, code and state
rules of racing for the specific racing code.
Stewards advised of final placings will cover:
calling for photo in tight or close finishes
comparing placings
margins, for example:
half head
half length
nose
phoning stewards room.
Other notification systems may include:
on course announcer and public address
race caller.

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy all of the requirements of the performance criteria, required skills and knowledge and the range statement of this unit and include evidence of the following:
knowledge of the requirements, procedures and instructions that are to apply when judging races
implementation of procedures and timely techniques for the safe, effective and accurate application of judging procedures
working with others to undertake and complete procedures that meet required outcomes.
Evidence should be collected over a period of time in a range of workplace-relevant contexts and include dealings with an appropriate range of situations.
Context of, and specific resources for assessment
Competency must be assessed in a racing workplace that provides access to the required resources. Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints. It is to comply with relevant regulatory requirements or Australian Standards requirements.
Assessment of the practical components of this unit will be by observation of relevant skills.
The following resources must be available:
industry supervised access to race meetings and racecourse facilities relevant to the applicable racing code
materials and equipment relevant to assessing candidate's ability to complete race judging procedures
work instructions and related documentation.
Method of assessment
Assessment methods must satisfy the endorsed Assessment Guidelines of the Racing Training Package.
The suggested strategies for the assessment of this unit are:
written and/or oral assessment of candidate's required knowledge
observed, documented and firsthand testimonial evidence of candidate's application of practical tasks.
Evidence is required to be demonstrated over a period of time, therefore where performance is not directly observed any evidence should be authenticated by supervisors or other appropriate persons.
This unit may be assessed in a holistic way with other units of competency relevant to the industry sector, workplace and job role.
Guidance information for assessment
Assessment methods should reflect workplace demands (e.g. literacy and numeracy demands) and the needs of particular target groups (e.g. people with disabilities, Aboriginal and Torres Strait Islander people, women, people with a language background other than English, youth and people from low socioeconomic backgrounds).