Elements and Performance Criteria

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.
Waterborne microorganisms may include:
viruses
bacteria
protozoa
algae
cyanobacteria
helminths
General characteristics of microorganisms may include:
evolutionary development
source
structure
life cycle
growth rates and requirements
Water quality or treatment problems may include:
nuisance problems
taste and odour
filter clogging
colour
corrosion
toxicity problems
pathogenic problems
Microorganisms causing problems may include:
diatoms
sulphur bacteria
cyanobacteria including:
Microcystis aeruginosa
Anabaena circinalis
Pathogenic microorganisms including:
viruses:
Enterovirus,
Hepatitis A,
Hepatitis E,
Rotavirus
bacteria:
Campyllobacter
Salmonella
Escherichia coli
protozoa species:
Giardia
Cryptosporidium
Nagleria
Helminths such as Ascaris lumbricoides
Characteristics of pathogenic microorganisms may include:
pathogenicity
virulence
resistance to disinfectants (Ct, log reduction)
opportunistic infection capability
Diseases caused by pathogenic microorganisms may include:
typhoid
cholera
ascariasis
hepatitis
giardiasis
cryptosporidiosis
gastroenteritis
tuberculosis
Filtration processes may include:
slow sand filter
granular media filters
membrane filters
Organisational and legislative requirements may include:
federal, state and local environmental and water quality legislation and guidelines
organisational policies
standard operating procedures
communication and reporting protocols
quality assurance
Disinfection processes may include:
chlorination
chloramination
UV
chlorine dioxide
ozone
Pre- or post-treatment processes may include:
micro-straining
algicides
activated carbon
ozone-biologically activated carbon (BAC)

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 candidate should demonstrate the ability to identify microorganisms and assess the appropriate potable water or water reuse treatment processes for inactivation or removal including:
identifying a range of waterborne microorganisms,
analysing their general characteristics and the types of problems caused
identifying pathogenic microorganisms and the diseases caused
assessing and selecting water or reuse treatment processes for physically removing or inactivating pathogenic microorganisms, including disinfection by-product issues
assessing and selecting pre- or post-treatment processes for removing the causes of nuisance and toxicity problems
preparing reports on the optimum treatment for a range of microorganisms including measures to ensure validity
Context of and specific resources for assessment
Access to the workplace and resources, including:
documentation that should normally be available in a water treatment organisation
relevant codes, standards and government regulations
Where applicable, physical resources should include equipment modified for people with disabilities.
Access must be provided to appropriate learning and assessment support when required.
Assessment processes and techniques must be culturally appropriate, and appropriate to the language and literacy capacity of the candidate and the work being performed.
Validity and sufficiency of evidence requires that:
competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace
where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice
a decision of competence only taken at the point when the assessor has complete confidence in the person's competence over time and in various contexts
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence
where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be authenticated and show that it represents competency demonstrated over a period of time
assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit
In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in a manner appropriate to the skill levels of the operator and cultural issues that may affect responses to the questions, and will reflect the requirements of the competency and the work being performed.