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.
Specifications may include:
shape and size of shoe
corrective or supportive wedges, bars and other orthotic accessories.
Fuel for forge may include:
coke fire
LPG gas
other fuel sources suitable for working metals used in farriery trades.
Different levels of forge heat may include:
warm heat
black heat
dull red or blood red heat
bright red heat
bright yellow or near welding heat
light welding, sweating or slippery heat
full welding heat
white or snowball heat.
Tools may include:
fire forge tools:
butcher block brush
fire tongs
gas cylinder
gas fire tools:
gas gauge
hammer
ignition source
poker
rake
shovel
swab.
Welding tasks may include:
bending
drawing down
forge brazing
forge welding:
straight scarf weld
diagonal scarf weld
punching and drifting
upsetting or jumping up.
OHS implications may include:
manual handling associated with working with tools and metal
use of bottled gas
use of fire and dangers to the operator from:
radiant and direct heat
sparks
weld splatter and hot coals on the floor
using personal protective equipment:
eye and ear protection
farrier's apron
gloves
work boots.

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

Critical aspects for assessment and evidence required to demonstrate competency in this unit
The evidence required to demonstrate competence 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. Assessors should ensure that candidates can:
identify welding requirements
prepare materials for welding
prepare and manage fire for welding
undertake farriery welding tasks using a forge
safely extinguish forge and dispose appropriately of ash and debris.

The skills and knowledge required to perform welding tasks using a forge must be transferable to a range of work environments and contexts and include the ability to deal with unplanned events.

Context of and specific resources for assessment
Assessment of this unit is to be practical in nature and will be most appropriately assessed in worksites, where routine farriery tasks are performed, or in a situation that reproduces normal work conditions.

There must be access to the appropriate equipment and/or resources to enable one to demonstrate competence.

Method of assessment
To ensure consistency in one's performance, competency should be demonstrated, to industry defined standards, on more than one occasion over a period of time in order to cover a variety of circumstances and where possible, over a number of assessment activities.

The assessment strategy must include practical skills assessment. Suggested strategies for this unit are:
written and/or oral assessment of candidate's required knowledge
observed, documented and first-hand testimonial evidence of candidate's application of practical tasks
simulation exercises that reproduce normal work conditions
third-party evidence
workplace documentation
portfolio.

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).