recognition of prior learning (rpl) assessment tool...

Department of Education and TrainingWestern Australia

RPL Assessment Tool Kit

RTE20403Certificate II in Shearing

First published 2009

ISBN 978-1-74205-400-1

© Department of Education and Training

All rights reserved.

Western Australian Department of Education and Training materials, regardless of format, are protected by copyright law.

Permission, however, is granted to Trainers, Assessors, and Registered Training Organisations to use, reproduce and adapt the material (third party material excluded) for their Recognition of Prior Learning (RPL) assessment activities.

This permission is subject to the inclusion of an acknowledgement of the source. Permission does not extend to the making of copies for hire or sale to third parties, and provided it is not used for commercial use or sale. Reproduction for purposes other than those indicated above requires the prior written permission of the Western Australian Department of Education and Training.

Published by and available from

WestOne Services

1 Prospect PlaceWEST PERTH WA 6005Tel: (08) 9229 5200 Fax: (08) 9227 8393Email: [email protected]

Website: www.westone.wa.gov.au

AcknowledgementsThis work has been produced with the assistance of funding provided by the Council of Australian Governments (COAG) National Reform Initiative (NRI).

This resource contains ‘Units of Competencies’ from RTE03: Rural Production Training Package – RTE20403 Certificate II in Shearing © Commonwealth of Australia 2007 Department of Education Science and Training (DEST), used under the AEShareNet-FfE licence.

DisclaimerWhilst every effort has been made to ensure the accuracy of the information contained in this RPL Assessment Tool Kit, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this RPL Assessment Tool Kit can be accepted by the Western Australian Department of Education and Training.

RTE20403 Certificate II in ShearingRPL Assessment Tool Kit

ContentsRecognition of Prior Learning (RPL) Assessment Tool Kit 5

Overview of the Recognition Process 7

PART 1Section 1 – Assessor’s Information 9

Introduction 11

Explanation of RPL documents 12

Section 2 – List of competencies in this RPL Assessment Tool Kit 13Qualification Rules 15

List of competencies in this RPL Assessment Tool Kit 17

Units of competency covered in this RPL Assessment Tool Kit 17

Section 3 – Interview Question Bank and Recording Sheets 19

Cluster 1 – Working safely 21

Cluster 2 – Communication and employment 25

Cluster 3 – Preparation for shearing 29

Cluster 4 – Shearing and crutching 35

Section 4 – Practical Tasks and Observation Recording Sheets 41

Practical Tasks 43

Cluster 1 – Working safely 45

Task 1 – Shed safely audit 45

Instructions for the candidate 45

Shed inspection checklist 49

Demonstration/Observation Checklist for Task 1 55

Task 2 – Environmental checklist 57


Environmental checklist 61


Cluster 2 – Communication and employment 65

Task 3 – Forward planner 65



Task 4 – Employment simulation 71



Cluster 3 – Preparation for shearing 77

Task 5 – Set up stand and downtube 77



Task 6 – Grind combs and cutters 83

© Department of Education and Training 2009 of 183Version 1, August 2009




Task 7 – Set up a handpiece ready for shearing 89



Cluster 4 – Shearing and crutching 95

Task 8 – Perform a full crutching operation on a sheep 95



Task 9 – Shear a sheep 101



PART 2Section 5 – Candidate’s Information and Self-Evaluation Forms 107

What is Recognition of Prior Learning (RPL)? 107

How to prepare for your RPL assessment 110

The four steps in the RPL assessment process 112

Candidate’s Information Form 115

Candidate’s Employment History Form 117

Candidate’s Self-Evaluation Form 119

Candidate’s Self-Evaluation for Cluster 1 – Working safely 120

Candidate’s Self-Evaluation for Cluster 2 – Communication and employment 122

Candidate’s Self-Evaluation for Cluster 3 – Preparation for shearing 124

Candidate’s Self-Evaluation for Cluster 4 – Shearing and crutching 126

Section 6 – Third Party Report and Supporting Documentation 129

Third Party Report 131

Supporting Documentation 133

Assessor's Evidence Summary Sheet 137

Section 7 – Mapping of Assessment Tools 139

Mapping Document for Clusters 1–4 141

Evidence Matrix 143

of 183 © Department of Education and Training 2009Version 1, August 2009


Recognition of Prior Learning (RPL) Assessment Tool KitRTE20403 Certificate II in Shearing

This RPL Assessment Tool Kit has been developed by the Western Australian Department of Education and Training, in consultation with industry, as a resource to assist RPL Assessors by providing a set of quality assessment tools, which can be used to conduct whole-of-qualification RPL. This kit also contains information which can be provided to the candidate.

This kit should be customised to suit the needs of the candidate, employer/industry or Assessor and should reflect the purpose for which it is being used.

It is recommended that prior to using this kit for the first time, and after any modifications or contextualisation, this RPL Assessment Tool Kit be validated by the user to ensure it meets the required Australian Qualification Training Framework Standards (AQTF), relevant Training Package requirements and Registered Training Organisation (RTO) policies.

A task-based model for RPLA process for RPL has been developed that promotes holistic, task-based assessment, and which focuses on relating assessment activities to actual job tasks. The intention of this model is to streamline and simplify recognition processes for prospective candidates. This RPL Assessment Tool Kit has been developed to support this task-based model.

The focus of the new streamlined holistic assessment process is to focus on demonstrated skills and knowledge and is not reliant on documentary evidence as the main source of evidence.



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Overview of the Recognition Process


Gap Training (if required)

If not ready for RPL, the candidate is to

be provided with training options.

Supporting Evidence/Third Party

Report(If required)

Issue Qualification –Statement of Attainment

By RTO

Candidate Self-Evaluation

Interview and Questioning

Demonstration/Observation of Practical Tasks

Candidate Enquiry Candidate’s Information

Form

STEP 4

STEP 3

STEP 2

STEP 1

RTE20403 Certificate II in ShearingSection 1 – Assessor’s Information

PART 1

Section 1

Assessor’s InformationIt is important that you complete both Sections 3 (Interview/Questioning) and 4 (Practical Tasks) when completing RPL assessment using this kit.

The RPL process is a streamlined process which does not rely solely on documentary evidence. It uses a combination of questioning, practical assessment and supporting evidence to provide evidence of the candidate’s competence.



IntroductionWelcome to RTE20403 Certificate II in Shearing.

This RPL Assessment Tool Kit contains eight units of competency and one prerequisite unit of competency. There are no additional electives as alternative options.

It is simply set out, with a covering comprehensive list of instructions at the front of each document, as well as covering instructions for each step of the process, as found in the notes for the Assessor, and notes for the candidate.

Included in this kit are the following documents:

Explanation of RPL documents

Qualification Rules and list of units of competency contained in this kit

Units of competency separated into clusters for assessment

Tool Kits for each cluster:

► Interview Question Bank and Recording Sheets

► Practical Tasks and Observation Recording Sheets

Candidate’s Information

► Candidate’s Self-Evaluation Form (incorporating Third Party Verification)

Mapping Documents for all the units of competency included in this kit.



Explanation of RPL documentsa) Interview Question Bank and Recording Sheets (Section 3): The interview question

bank is the second stage of the process, in which the Assessor and the candidate confirm the knowledge by discussing a series of questions. Each of these questions includes a series of Key Points, which may assist the Assessor in guiding the discussions.

b) Practical Tasks and Observation Recording Sheets (Section 4): These tools are designed to guide the Assessor and candidate through a workplace observation, proving the candidate’s ability to conduct the specific tasks and skills required for recognition of competence in the particular area.

c) Candidate’s Information and Self-Evaluation Forms (Section 5): This document is for the candidate to assess their suitability for RPL process, by asking them to consider each of the points and assessing their ability against the task. It has been broken into smaller skill groups, clustering like activities together to enable ease of completion. It is then reinforced by the candidate’s supervisor’s comments, both against tasks and as a summary for each group. This serves as third party validation of the candidate’s claims.

d) Third Party Report and Supporting Documentation (if applicable) (Section 6): The third party verification report is provided for referees, for example the supervisor, to confirm the candidate’s skills and experience in the qualification/occupation. This is particularly useful in addressing employability skill requirements. It is important to note that third party reports are not always available and it is recommended that Assessors use their professional judgement to determine if this is a requirement.

List of suggested supporting documentation (if applicable): A list of suggested industry specific evidence or supporting documentation (in addition to the generic documentation) is provided to assist the candidate in collecting evidence to support their application.

Employment details – work contracts, pay slips, taxation returns and business details; references from contractors or employers

Shearing details – tally books, photos

Other information – professional association details, eg unions, competitions and team events, associations; relevant qualifications from courses; professional development activities, workshops, training and work events, eg contractor association workshops such as shed safety audits and any other industry safety training.

e) Mapping Document (Section 7): This tool demonstrates how each of the documents reflects the units of competency in the particular cluster.


RTE20403 Certificate II in ShearingSection 2 – List of competencies in this RPL Assessment Tool Kit

Section 2

List of competencies in this

RPL Assessment Tool Kit



Qualification Rules

RTE20403 Certificate II in ShearingEntry to qualifications and progression advice

As a *general rule, there are no mandatory requirements for entry into any of the Rural Production qualifications. It is expected that the RTO interview applicants before enrolment to determine their skill level, previous experience and other relevant attributes in order to enrol them at the appropriate qualification level.

When determining whether an applicant has the required skills to be enrolled at a particular qualification level, the following must be considered:

OHS requirements

underpinning knowledge and skills

language, literacy and numeracy requirements.

Under the AQTF, the following requirements for RPL (recognition of prior learning) are outlined.

Clear information about RPL must be given to applicants before enrolment.

All applicants must be offered RPL upon enrolment.

It is a further AQTF requirement that the RPL process be:

structured to minimise time and cost to applicants

clear, allowing applicants enough time to gather evidence to support their claims.

*As a result of industry feedback, this rule excludes the following five qualifications:

RTE31403 Certificate III in Wool Clip Preparation

RTE32003 Certificate III in Advanced Wool Handling

RTE40303 Certificate IV in Wool Classing

RTE31503 Certificate III in Shearing

RTE40403 Certificate IV in Shearing.

Please refer to the qualifications for the rules associated with these qualifications.

Prerequisites and co-requisites

There are some prerequisite qualifications in RTE03 Rural Production Training Package. They are as follows:

RTE20303 Certificate II in Wool Handling

RTE20403 Certificate II in Shearing

RTE31403 Certificate III in Wool Clip Preparation

RTE32003 Certificate III in Advanced Wool Handling

RTE31503 Certificate III in Shearing.

These prerequisites apply in these qualifications as a direct result of feedback from industry.



There are two prerequisite units in RTE03 Rural Production Training Package. They are:

RTE1106A Shear sheep to novice level (prerequisite to RTE2149A Shear sheep to improver level)

RTE2149 Shear sheep to improver level (prerequisite to RTE3129A Shear sheep to professional level)

There are no prerequisites or co-requisites in the rural production units in RTE03 Rural Production Training Package. This is a direct result of feedback from industry. During the Training Package reviews, it was decided that each Training Package on implementation should:

ensure a person can undertake a program at a level that matches their learning needs and requirements

allow for recognition of existing skills and knowledge, particularly in relation to OHS

allow for standards to be transferred into other Training Packages and be used in qualifications contained in other Training Packages (in particular, but not exclusively, the rural common units of competency)

allow for all pathways to obtain a qualification

allow for optimum flexibility in delivery of training to achieve required outcomes.

Units of competency from other Training Packages may have prerequisites and co-requisites. Some units have been imported from other Training Packages and have been included in Group A or Group B of qualifications in this Training Package. Where these units have prerequisites or co-requisites, these are identified in the table on the following pages.

If competency can be demonstrated in the prerequisite and/or co-requisite units, then there is no requirement to include them as part of the qualification. Where imported units are used as part of a qualification, RTOs are advised to check the assessment guidelines through the National Training Information Service (NTIS) in case special assessment conditions apply.

RequirementsSuccessful completion of a total of nine (9) units of competency made up of the following eight (8) units which must be completed:

RTC2701A Follow OHS procedures

RTC2702A Observe environmental work practices

RTC2705A Work effectively in the industry

RTC2801A Participate in workplace communications

RTE2107A Crutch sheep

RTE2149A* Shear sheep to improver level

RTE2302A Grind combs and cutters for machine shearing

RTE2310A Prepare handpiece and downtube for machine shearing

Note*RTE1106A Shear sheep to novice level is a prerequisite for RTE2149A Shear sheep to improver level.



List of competencies in this RPL Assessment Tool KitThis section identifies the units contained in this kit.

Units of competency covered in this RPL Assessment Tool KitNote: All clusters need to be completed to qualify for this award.

The candidate may select all clusters which appropriately reflect their skills and experience.

Cluster 1 – Working safely

Unit Code Unit Title Core/Elective

RTC2701A Follow OHS procedures Core

RTC2702A Observe environmental work practices Core

Cluster 2 – Communication and employment


RTC2705A Work effectively in the industry Core

RTC2801A Participate in workplace communications Core

Cluster 3 – Preparation for shearing


RTE2302A Grind combs and cutters for machine shearing Elective

RTE2310A Prepare handpiece and downtube for machine shearing Elective

Cluster 4 – Shearing and crutching


RTE2107A Crutch sheep Elective

RTE1106AShear sheep to novice level

(prerequisite for RTE2149A)Elective

RTE2149A Shear sheep to improver level Elective


RTE20403 Certificate II in ShearingSection 3 – Interview Question Bank and Recording Sheets

Section 3

Interview Question Bank and Recording Sheets

This section contains questions the Assessor may ask the candidate while documenting their conversation during the RPL interview.

Assessor’s InstructionsIt is not intended that every question for each competency be asked or discussed during the conversation. Only questions related to those competencies that the initial documentary review has failed to fully address are required.

Each question provides key points to look for in the candidate’s responses. You may wish to use these key points to formulate questions of your own, contextualise, or rephrase the suggested questions to suit the candidate’s particular work situation.

On the Recording Sheets, place a tick next to each key point as it is addressed by the candidate during the conversation. By doing this, you are recording what you have heard the candidate say during the interview.

Use the Assessor’s Comments section next to each question to provide further details about the context of the discussion or other key points and examples the candidate has discussed that may be relevant in confirming competence.

It is important to remember that the notes taken during the questioning interview are important evidence and should be retained as part of the candidate’s assessment records.





Assessor’s Instructions

The interview should allow the candidate to confirm their knowledge as identified by their Self-Evaluation against relevant units of competency. The Assessor may use these questions to guide the interview ensuring that the candidate addresses the key points identified for each question.

These key points exist as a guide only, and the Assessor is encouraged to expand on them where necessary to satisfy depth of underpinning knowledge and skills.

It is recommended that the interview be conducted in the workplace, allowing the candidate access to documents, equipment etc to support their statements.

Record of interview

Candidate’s name

Assessor’s name

How/where was the interview conducted?

Interview only qAt an RTO’s premises q Name:

In the workplace q Name:



Cluster 1 – Working safelyCandidate’s nameUnits of competencyRTC2701A Follow OHS procedures

Units of competencyRTC2702A Observe environmental work practices

Questions relating to Cluster 1 Yes No Assessor’s Comments

1. Shearing sheds are dangerous. What hazards may occur there?Key Points: bad shed design (falls, slippery steps, lack of space, bad light, noise, dust); faulty electricity; badly maintained equipment (shearing stands); handpiece lock up, grinder accidents; lack of facilities (hygiene), no toilets or wash up facilities

q q

2. What should happen if hazards are identified in the shed?Key Points: The grower/owner and the person in charge (contractor or sometimes the wool classer) should be informed and the hazard fixedIdeally, the shed should have a safety audit before shearing commenceWork should cease until the problem is fixed

q q

3. Who is responsible during work for OHS? What can teams do to improve safety?Key Points: everyone (duty of care); conduct safety audits, attend courses, obtain training and qualifications, become involved in meetings, unions, WorkSafe programs

q q

4. Who would be involved if you are forced to continue in unsafe working conditions or an accident occurs?Key Points: WorkSafe, union, workers compensation, agency

q q

5. What emergency procedures and equipment should be available?Key Points: evacuation, First Aid kit, fire extinguisher, mobile phone, transport, safety switch in the shed, if possible; warning/safety signage, guards on grinders and wool presses, PPE

q q

6. What injuries may occur to a shearer? What PPE should a shearer wear?Key Points: back injuries, cuts, tendonitis, strains, sprainsKey Points: footwear, back aids, safety glasses, wrist supports, hearing protectors

q q





7. What shearing or related activities could affect the environment?Key Points: rubbish, flyblown or dead wool, dust (yarding sheep), noise, chemical treatments, fuel spills, water waste, fire, introduction of weeds

q q

8. What can a shearer do to minimise the impact on the environment of shearing activities?Key Points: control rubbish; monitor chemical and fuel use

q q

9. Who could a shearer talk to, or send records and reports to, if they had any environmental concerns?Key Points: person in charge (contractor/grower), others in the team, WorkSafe, EPA, Department of Environment and Conservation, WA Shearing Contractors Association (WASCA)

q q

10. Why would you keep environmental records?Key Points: workers compensation claims (particularly to do with chemical use or residues) in case of accidents attributed to the environment

q q





Additional notes from conversation

Assessor’s signature Outcome(Please circle)

S(Satisfactory)

NYS(Not Yet Satisfactory)

Assessor’s name Date









Record of interview

Candidate’s name

Assessor’s name






Cluster 2 – Communication and employmentCandidate’s nameUnits of competencyRTC2801A Participate in workplace communications

Units of competencyRTC2705A Work effectively in the industry


11. Who informs you of shed details? Who is in charge of the daily running of the team?Key Points: the grower or contractor, or the wool classer/overseer

q q

12. What details would you need to know for starting a new shed the next day?Key Points: location, where and when to meet, travel type such as contractors’ bus or own transport, length of the shed, sheep numbers, any required clothing standards

q q

13. What are some of the legislation issues that may be relevant to the industry?Key Points: OHS, workplace relations, duty of care, workers compensation, superannuation, equal opportunity, anti-discrimination, environmental issues

q q

14. How can you find out about industry conditions, awards and employment standards? What are some of the issues you may need to discuss?Key Points: talk to others in the team, use the internet/phone/email, talk to employment or training agencies, look at the award, talk to the union/WorkSafeKey Points: rates of pay, discrimination, harassment

q q

15. What information would you have to discuss or provide in order to be employed by a contractor?Key Points: residential/postal address, tax file number/tax-free threshold details, bank details for direct payment, superannuation details, rates of pay

q q

16. List the jobs and describe each member in the team.Key Points: shearers who remove wool; wool handlers who sweep, skirt fleeces and prepare wool; wool presser; wool classer who is in charge of wool preparation; contractor (who could be the employer or overseer); cook; historically there may be an expert

q q





17. Why is shearing or ‘wool harvesting’ done by a ‘team’?Key Points: number of jobs to be performed; each person has an important role; effective shearing requires all members of the team to work together

q q

18. Describe a typical working day in the sheds and the events that may occur.Key Points: 7.30 start; 4 x two hour runs; smokos of 30 minutes; lunch break of an hour; cut outs may occur (either mob and/or wool)

q q

19. How do you set up to work safely (especially as a shearer)?Key Points: check board for safety; check catching pens; check stand including power supply and mounting of the plant; ensure sheep can be shorn without interfering with other shearers/staff

q q

20. How are tallies kept and recorded?Key Points: shearers may use a counter; someone (usually the wool classer) counts out at the end of each run or mob; tallies are kept/recorded in the tally book

q q

21. How is quality of work maintained in the industry?Key Points: codes of practice, guidelines and standards (shearing patterns), training, peer assessments (working as a team), self-evaluation, the person in charge (contractor, grower, overseer, wool classer), written or verbal instructions and procedures, meetings

q q







S(Satisfactory)











Record of interview

Candidate’s name

Assessor’s name






Cluster 3 – Preparation for shearingCandidate’s nameUnits of competencyRTE3202A Grind combs and cutters for machine shearing

Units of competencyRTE2301A Prepare handpiece and downtube for machine shearing


22. Who are some of the manufacturers of combs and cutters?Key Points: Heiniger, Supershear, Lister, Beiyuan, Ace

q q

23. What are you aiming to achieve when you are grinding combs and cutters?Key Points: sharp, hollow grind, heel grind, even grind, cool grind (no burnt teeth)

q q

24. Describe the papers used for grinding combs and cutters, and the correct storage and possible faults.Key Points: combs are ground on coarse grit paper; cutters are ground on fine grit paper

q q

25. Describe the main points when setting grinding paper.Key Points: make sure the disc is clean and dry; check the paper is sound (no rips, lumps) and clean; apply glue evenly to the disc surface; lay the paper on the disc and clamp the disc firmly; when the glue is dry, trim the paper by cutting away from the face of the disc

q q

26. List the tools and parts of a grinder.Key Points: the grinder motor, the pendulum arms and hooks, the disc(s), papers, nuts and washers, some grinders may have a belt pulley; all grinders should have safety guards

q q

27. What are the indicators of a blunt comb or cutter?Key Points: lack of cut, ‘dragging’, shiny line on the cutting edge, dirty surfaces, lateral cutter marks on combs, grinding marks not running to the tip of the teeth

q q

28. Describe the procedure for setting up pendulums and grinding combs and cutters.Key Points: use protective equipment; stand balanced; check the pendulum setting for height, pins and pressure bar adjustments; ensure the comb heel contacts the disc first; use the full width of the paper; apply correct pressure; finish in the centre with the sparks vertical

q q

29. Describe the OHS issues with setting up and using a grinder. q q






Key Points: set up in a clear area away from traffic and obstacles; ensure that the grinder is stable; good lighting; all grinders should have safety guards; check the discs and papers are in good order and tight on the grinder; check the pendulum is set correctly; wear protective equipment (eyes in particular) and no loose clothing; never leave a grinder running or unattended; be aware of others at all times

30. How are combs and cutters cleaned?Key Points: wash in warm, soapy water; scrub with a shearer’s brush and dry

q q

31. What are the main external components of a handpiece?Key Points: barrel, rug/cover, tension nut and ‘giggle pin’, forks and chicken feet, comb screws and comb base or seat, centre post screw; lubrication/centre post/inspection hole, back joint

q q

32. Describe the set-up and lubrication procedure and points for the downtube.Key Points: set up the correct height of the downtube; check the endplay allowance and safety clutch; check the elbow joints and cogs; lubricate the downtube at the top sleeve, universal joint (cogs), short tube

q q

33. Describe the different combs you would use for different wool types and sheep.Key Points: new combs for free open wool (good combing) shearing sheep; thinner (run in) combs for smaller and tighter wool sheep, crutching

q q






34. Describe how you would set up and lubricate a handpiece.Key Points: place comb on plate; nip screws; place the cutter on the comb and locate the chicken feet pins in the correct holes with light tension; tap/adjust comb to set the timing, throw and lead of the cutter; tighten the comb screws; set the tension; lubricate the handpiece at short/drive spindle (ferrule), back joint (cogs), crank roller (through oil/inspection hole), front of handpiece (chicken feet, giggle pin, comb and cutter); engage the handpiece with the downtube and check for smooth running and safety

q q

35. What could cause a handpiece to over heat?Key Points: old and worn; incorrect centre post setting; lack of lubrication; inexperience (too much time out of the wool – learners); too much tension

q q

36. What could cause ‘lock up’ in a handpiece?Key Points: hard contamination in the wool (wire); some seed and burr types; incorrect set-up of the cutter (coming off the pins/cutters too thin), comb screw loose; horns/ear tags (especially metal tags)

q q







S(Satisfactory)











Record of interview

Candidate’s name

Assessor’s name






Cluster 4 – Shearing and crutchingCandidate’s nameUnits of competencyRTE2107A Crutch sheepRTE1106A Shear sheep to novice level (prerequisite for RTE2149A)

Units of competencyRTE2149A Shear sheep to improver level

Questions relating to Cluster 4 Yes

No Assessor’s Comments

37. Where have you worked as a shearer or crutched sheep?Key Points: opening general question; names of contractors/farms; districts; shearing/crutching/how long/how many days etc

q q

38. Describe some of the different types of shearing sheds you have worked in.Key Points: open board, long board, raised board (straight or curved), across the board drag, crutching cradle or raceway (describe the type), portable stands, hungry stands

q q

39. Describe the different types of crutching operation that may be performed and the issues that would affect the preparation of the wool.Key Points: full crutch (ringing, pizzle, wigging, jowls, top knot), ringing only, dagging only, fly strike, communication or problems with other staff

q q

40. How would you safely catch, drag and crutch a sheep?Key Points: enter the pen and select the sheep; stand beside the rump and place hand under sheep’s jaw; turn jaw away from you and press down on the rump; sheep will sit and you can grasp the front legKey Points: keep your back straight and use your legs as much as possible; take care not to twist too sharply or unnaturally when reaching the stand; position sheep and handpiece ready to startKey Points: remove the wool from agreed areas; communicate any wool or animal faults and welfare issues; leave the wool safely for shed staff to deal with; ensure that handpiece safety is maintained (switched on and off correctly); release the sheep correctly

q q

41. What are the vulnerable areas of a sheep that need particular care when shearing?Key Points: pizzle, teats, vulva and tail, eyes, ears, sinews (especially back legs)

q q

42. What are some of the diseases and health issues that sheep may have? q q







Key Points: cancers, fly strike, pink eye (grass seeds), worms, zoonoses (scabby mouth, Q fever, leptospirosis)

43. What are some of the animal welfare issues that need to be maintained during shearing?Key Points: sheep need to be drained; sheep need to move through the shed in 24 hours; sheep need to be caught, dragged, shorn/crutched and released correctly; shed must be in good condition to prevent injury to the sheep (eg bad grating causing leg injuries); sheep must not be hit with handpieces or other implements; shearers must not drop their knees into the sheep’s hips or gut area; care must be taken to minimise all cuts; cuts must be sewn; sheep should not be shorn during adverse weather

q q

44. What should a shearer do to maintain their personal health and fitness?Key Points: warm up and stretch before shearing; maintain good hygiene during and after shearing; maintain awareness of sheep problems and diseases (cancers, zoonoses, fly strike); maintain a healthy diet; hydrate – drink plenty of fluid (avoid alcohol); avoid draughts; use back aids and other supports; get plenty of sleep; avoid drugs at all times

q q

45. How should a sheep be positioned to begin shearing?Key Points: ensure handpiece is in correct position; sheep should balance on its inside hip (tail about 25 cm forward/out from downtube); sheep’s inside foreleg behind the shearer’s inside leg; lay the sheep back slightly (small shuffle backwards)

q q

46. Describe the sequence of shearing a sheep, ie the general areas.Key Points: remove belly; crutch/back leg and under mine; first front leg and neck; long blow (the back); head and shoulders; last side (leg)

q q

47. Where are second cuts most likely to occur during the shearing sequence?Key Points: under mine; neck/head regions; bad blow sequence (width of blow) on back

q q







48. Where can you find information on rates of pay for different types of sheep?Key Points: federal pastoral awards; state awards; contractors’ association(s); union

q q

49. How should a shorn fleece be left on the board?Key Points: skin side up; in one piece (shearers should not drag their leg through the fleece)

q q

50. When would a shearer notify the shed staff of a fleece problem?Key Points: black wool, dermatitis, fly strike

q q

51. How is the issue of wet sheep determined in a shearing shed?Key Points: shearers shear a sample (one or two sheep each) and take a democratic/confidential vote to continue or to stop; or the grower/overseer or wool classer may decide that the wool is too wet to press

q q

52. What equipment is needed to suture (sew) sheep?Key Points: sharp needle, suture thread – the thread must decompose in time (dental floss or similar thread is not to be used)

q q







S(Satisfactory)




RTE20403 Certificate II in ShearingSection 4 – Practical Tasks and Observation Recording Sheets

Section 4

Practical Tasks and

Observation Recording Sheets

This section contains practical assessment tasks that the candidate will complete to assist you in determining their skills and knowledge.

Assessor’s InstructionsUse the Observation Recording Sheets for each of the practical tasks to document the skills and knowledge demonstrated by the candidate in completing each of the required tasks.

These practical tasks may be modified to suit the context of the candidate’s workplace, job role or their work environment.

Not all tasks need to be completed. The Assessor should select only those tasks that will provide the required evidence to prove competence by the candidate.

For a whole qualification it may be necessary to perform all tasks.



It is important to remember that the notes made by the Assessor during the observation of the practical demonstration are important evidence and should be retained as part of the candidate’s assessment records.



Practical TasksWhile performing the various practical tasks, it is important that the principles of Occupational Health and Safety, and workplace safety requirements be met at all times.

Assessors need to ensure that the specification for materials/resources used in the practical tasks are consistent with those in the critical aspects of evidence. (Refer to the Mapping of Assessment Tools for more information.)

Cluster 1 – Working safelyTask 1 – Shed safety audit

The candidate is to use a copy of the AWEX Shearing shed inspection checklist (or another checklist of their choice) to audit sheds for OHS.

Task 2 – Environmental checklist

The candidate is to complete an environmental checklist of working sheds.

Cluster 2 – Communication and employmentTask 3 – Forward planner

The candidate is to develop a forward planner to indicate their expected employment for the next three months.

Task 4 – Employment simulation

The candidate is to simulate the conversation that would occur if the Assessor were a shearing contractor who had advertised a position in a shearing team.

Cluster 3 – Preparation for shearingTask 5 – Set up stand and downtube

The candidate is to demonstrate their ability to set up their stand and the downtube ready for shearing.

Task 6 – Grind combs and cutters

The candidate is to demonstrate their ability to set up grinding equipment and grind gear safely.

Task 7 – Set up a handpiece ready for shearing

The candidate is to set up a handpiece with a comb and a cutter, lubricate and test run the



handpiece ready for shearing.




Task 8 – Perform a full crutching operation on a sheep

The candidate is to effectively catch, drag and crutch a sheep to industry standards.

Task 9 – Shear a sheep

The candidate is to effectively catch, drag and position the sheep for shearing to industry standards.




Task 1 – Shed safety audit

Instructions for the candidate

Outline of taskFor this task you are to use the ‘Shearing shed inspection checklist’ supplied to inspect a shed(s) of your choice for safety.

Any other checklist you may want to use can be negotiated with the Assessor.

You will be assessed on your ability to:

systematically inspect the shed

identify OHS issues

assess the issues as safe or unsafe

make some comments and recommendations on OHS and other issues that may arise from the inspection.



Demonstration/Observation ChecklistCluster 1 – Working safelyTask 1 – Shed safety audit

Candidate’s name

Assessor’s name

Supervisor’s name(if applicable)

Work activity Conduct a shed safety audit.

Cluster 1 – Core units of competency



Assessment location

Date of demonstration Time

Instructions for the Assessor

The Assessor should:

ensure that the candidate actually inspects the shed(s) – (no fabrications).

The inspection may discover issues outside of or not included in the checklist. In this case, a discussion should take place and recommendations either noted on the checklist or discussed.

The Assessor would need to conduct their own assessment or accompany the candidate to ensure that the inspection is:

thorough

complete

real (not fabricated).

The candidate needs to conduct the inspection safely.

The Assessor may decide that more than one inspection (two different sheds) is required to verify or confirm that the candidate is competent.

Note: The inspection could be conducted verbally with the Assessor using the checklist as a record.

Resources required for this task

shearing shed(s) that have all the wool harvesting equipment installed

the supplied checklist (or other agreed to checklist)

stationery (pens, clipboard etc.)



Shed inspection checklistShed name

Prepared by Date

1. Inspect the following areas in the shed for hazards and safety.

2. Write N/A or fill in any safety issues with comments and recommendations.

Wool room Safety issue

1. shed steps

2. flooring

3. lighting adequate in all areas

4. power leads and switches

5. wool press

6. belts, drives and pulleys guarded

7. tables, bins, holders

Comments and recommendations



Shearing board Safety issue

1. flooring

2. stand separation

3. gates/doors

4. drag distance

5. stands (heads)

6. downtubes

7. grinder

8. guards/guts

9. raised board height

10. back aids




Sheep pens/yards Safety issue

1. grating

2. fences

3. gates

4. ramps

5. dust

6. sheep dips




General Safety issue

1. quarters

2. toilets

3. eating areas

4. ventilation

5. smoking areas

6. First Aid kit

7. chemical storage

8. fire extinguisher




Did you see any visible unsafe work practices during the inspection?




Demonstration/Observation ChecklistCluster 1 – Working safelyTask 1 – Shed safety audit

Candidate’s name

During the demonstration or observation of skills, did the candidate do the following?

Regulations Standards and Industry requirements

Is behaviour observed? Assessor’s NotesYes No

Systematically inspect the shed. q qIdentify OHS issues. q qAssess the issues as safe or unsafe. q qComplete the checklist and make some comments and recommendations. q q

Assessor’s general comments/observations

Assessor’s nameOutcome(Please circle)

S(Satisfactory)

NYS(Not Yet Satisfactory)Assessor’s name

Candidate’s signature Date




Task 2 – Environmental checklist


Outline of taskFor this task you are to use the checklist provided to inspect a shed(s) of your choice for environmental issues

Any other checklist you may want to use can be negotiated with the Assessor.


systematically inspect the shed

identify any environmental issues

assess the issues as satisfactory or unsatisfactory

make some comments and recommendations on the environmental issues that may arise from the inspection.



Demonstration/Observation ChecklistCluster 1 – Working safely

Task 2 – Environmental checklistCandidate’s name

Assessor’s name


Work activity Conduct an environmental checklist.




Assessment location



The Assessor should:

ensure that the candidate actually inspects the shed(s) – (no fabrications).

The inspection may discover issues outside of or not included in the checklist. In this case, a discussion should take place and recommendations either noted on the checklist or discussed.

The Assessor needs to conduct their own assessment or accompany the candidate to ensure that the inspection is:

thorough

complete

real (not fabricated).

The candidate needs to conduct the inspection safely.

The Assessor may decide that more than one inspection (two different sheds) is required to verify or confirm that the candidate is competent.

Some general discussion may be required as many sheds have little or no environmental impact. This competency relates more to ‘broad acre cropping’. Any discussion should be to establish a general environmental understanding of broader agricultural issues.

Note: The inspection could be conducted verbally with the Assessor using the checklist as a record.

Resources required for this task shearing shed(s) that have all the wool harvesting equipment installed the supplied checklist (or other agreed to checklist) access to the sheds and appropriate timeframe to complete the inspection stationery (pens, clipboard etc.)



Environmental checklistShed name

Prepared by Date

1. Are there any environmental issues at the shed?

2. Use the following headings as a guide.

Shed Environmental issue

1. chemicals

2. treatment areas

3. dead/flyblown wool

4. waste and rubbish

5. fuels and oils

6. emissions from engines

7. water runoff

8. ablutions/toilets

9. fire hazards

10. dust

11. vermin habitat

12. weeds/exotic plants

13. pests/insects

14. dead or diseased sheep




Demonstration/Observation ChecklistCluster 1 – Working safely

Task 2 – Environmental checklistCandidate’s name




Systematically inspect the shed. q qIdentify any environmental issues. q qAssess the issues as satisfactory or unsatisfactory. q qComplete the checklist and make some comments and recommendations. q q

Demonstrate awareness of general environmental issues. q qAssessor’s general comments/observations


S(Satisfactory)






Task 3 – Forward planner


Outline of taskFor this task you are to communicate with the employer (contractor) and write up a simple forward planner for the next three (3) months work.

The Assessor will want to know the following:

the name of the shed or grower

where the shed is

how long you expect to be there and/or the number of sheep.


communicate with the employer

develop a simple document that outlines the sheds to be worked in over three (3) months

present documented information.



Demonstration/Observation ChecklistCluster 2 – Communication and employment

Task 3 – Forward plannerCandidate’s name

Assessor’s name


Work activity Create a forward planner.




Assessment location



Given that shearing schedules may change, the planner need only to be the ‘expected’ sequence of sheds.

Information required is:

the name of the grower or the shed brand

the location of the shed (general area or district)

the expected duration of the shed and/or the number of sheep to be shorn.

The information needs to be verified with the employer or the person in charge.

Note: The time of year (season) may affect the time frame of the schedule. Expected down time may be included. Seasonal changes may also be a factor to consider in assessing the planner.


stationery to produce the document/forward planner

access to key personnel




Task 3 – Forward plannerCandidate’s name




Communicate with the employer. q qTake notes. q qProduce/deliver the forward planner/schedule. q qAssessor’s general comments/observations


S(Satisfactory)






Task 4 – Employment simulation


Outline of taskFor this task you are to role-play with the Assessor the interview process with a contractor to gain employment.


communicate verbally with the employer

ask relevant questions about the position

collect sufficient information from the employer

provide suitable answers to typical employer questions.




Task 4 – Employment simulationCandidate’s name

Assessor’s name


Work activity Take part in an employment simulation.




Assessment location



The Assessor is required to take on the role of a contractor who is talking to a person responding to an advertised position as a shearer.

Contractor questions could include the following topics: positions held (with other contractors and in what districts) why they left numbers shorn any workers compensation claims if they have transport how long they will stay rates of pay (what they have been paid in the past) whether they have tax file numbers/superannuation details/bank details what their accommodation/living arrangements are

whether they have dependants or not.

Expected employee questions could include: length of the run areas (districts) the run covers rates of pay travel distances and arrangements (contractors bus) meeting points available accommodation (quarters), mess and costs any camp out sheds and their duration and location number of teams and stands start dates.

Resources required for this task a suitable environment to conduct the interview copy of the questions as a prompt and/or checklist




Task 4 – Employment simulationCandidate’s name




Communicate with the employer. q qRespond to typical questions. q qAsk for clarification of any questions. q q

Understand the industry employment conditions. awareness of the award (under review) q q

Dress appropriately. q qUse industry terms and language. q qAssessor’s general comments/observations


S(Satisfactory)






Task 5 – Set up stand and downtube


Outline of taskFor this task you are to safely set up your stand with all the equipment required for shearing and ensure that the downtube is set up, adjusted and lubricated to industry standards.


maintain a safe, clean and tidy working area

organise your gear efficiently – combs/cutters, oil, towel, water

set up and adjust the downtube to work efficiently and safely

lubricate the downtube correctly.



Demonstration/Observation ChecklistCluster 3 – Preparation for shearingTask 5 – Set up stand and downtube

Candidate’s name

Assessor’s name


Work activity Set up stand and downtube.




Assessment location


Instructions for the AssessorThe candidate is required to set up the stand and downtube as if they have just arrived at the shed. If they have been there for some time, they could walk/talk through the process.

The candidate is to check the positioning of:

gear (combs and cutters)

oil can

towel

water

back aid.

The candidate is also required to check:

end play allowance

that lubrication points and frequency are known

safety issues such as space, installation of plant, integrity of chord and elbow covers, drives and clutches (if appropriate), clean and tidy work area.

An initial inspection of the way the stand is set up and some questioning on preferences (due to the nature of the shed or stand) would be appropriate.


a typical stand in a working shed

shearer’s tools

lubricant



Demonstration/Observation ChecklistCluster 3 – Preparation for shearingTask 5 – Set up stand and downtube

Candidate’s name




Position gear correctly. q qMaintain safety (in relation to the gear and others). q qInspect the downtube and adjust as required (end play, safety clutch etc). q q

Lubricate the downtube correctly and know the frequency. q qKeep work area clean and tidy. q qAssessor’s general comments/observations


S(Satisfactory)





Cluster 3 – Preparation for shearingTask 6 – Grind combs and cutters


Outline of taskFor this task you are to safely set grinding papers, grinder and pendulum to industry standards, and safely grind combs and cutters.


maintain a safe, clean and tidy working area

use required safety equipment

organise and clean your gear efficiently – combs and cutters

set up and adjust the grinders and pendulum to work efficiently and safely

achieve correctly ground, sharp gear.



Demonstration/Observation ChecklistCluster 3 – Preparation for shearingTask 6 – Grind combs and cutters

Candidate’s nameAssessor’s nameSupervisor’s name(if applicable)

Work activity Set up grinder and grind gear.




Assessment location


Instructions for the AssessorThe Assessor should ensure that all demonstrations are conducted safely using appropriate safety equipment.

The Assessor should ask the candidate if they have used the type of grinder and pendulum to be used in the demonstration.

The candidate is required to set papers. The Assessor should look for the candidate to do the following:

set the paper to achieve a good surface (no lumps or dirt)

understand the need for the paper to be dry and the time it may take due to weather conditions.

The candidate is required to set up the grinder and pendulum correctly. The Assessor should look for the candidate to do the following:

ensure the grinder is in a safe area away from other activities and staff

ensure that the discs are fastened correctly and safely

make sure that the pendulum is adjusted for combs and cutters.

Gear needs to be inspected for wear and discussed with the Assessor as required. The Assessor needs to ensure that the gear is not too worn to be ground safely and effectively.

Combs and cutters need to be clean and dry.

The combs and cutters need to be ground safely and correctly. The Assessor should look for the candidate’s approach to the grinder, start and finish of grind and awareness of the general grinding area and others in the team.

The Assessor should check that the gear has been ground effectively.




a typical grinder in a working shed

discs and clamps

papers and glue (comb and cutter)

pendulum

a pendulum setting gauge, if available

a set of combs and cutters that require sharpening

cleaning equipment (tin, brush, water, detergent, towel)



Demonstration/Observation ChecklistCluster 3 – Preparation for shearingTask 6 – Grind combs and cutters

Candidate’s name




Prepare combs and cutters for grinding (clean and dry). q qMaintain safety (in relation to the gear and others). q qSet up the grinder correctly (safely). q qSet up the discs on the grinder correctly. q qTrim the discs and inspect them for paper integrity. q qSet up the pendulum correctly. q qMake adjustments to combs and cutters. q qInspect pins for wear and adjust. q qUse protective gear. q qAchieve grinding correctly (contact, movement on disc, sparks, exit from disc). q q

Adopt good stance (balanced). q qAttain good contact and movement of gear across the paper. q q






Ensure a clean and tidy work area with no tripping hazards. q qEnsure sparks are vertical at the end of grind. q qEnsure good exit from the paper surface. q qAchieve sharp gear with appropriate heel and hollow grind evident. q qEnsure that grind marks are running out the teeth. q qMake sure that gear is not over-ground or under-ground. q qAssessor’s general comments/observations

Assessor’s name Outcome(Please circle)

S(Satisfactory)






Task 7 – Set up a handpiece ready for shearing


Outline of taskFor this task you are to set up a handpiece with a comb and a cutter, and lubricate and test run the handpiece ready for shearing.


select a comb and a cutter

set the comb and cutter correctly on the handpiece

apply the correct tension

lubricate the handpiece

test run the handpiece.



Demonstration/Observation ChecklistCluster 3 – Preparation for shearing

Task 7 – Set up a handpiece ready for shearingCandidate’s name

Assessor’s name


Work activity Set up a handpiece ready for shearing.




Assessment location



The candidate is required to set up the handpiece as if they have just arrived at the shed.

The Assessor needs to check that the handpiece is complete and in good order. The combs and cutters to be used should be clean and freshly ground and in safe condition.

An initial inspection of the way the handpiece is set up and some questioning on preferences of comb and cutter (due to the nature of the sheep and wool) would be appropriate.

The Assessor should observe the sequence and dexterity of attaching the comb and cutter, and the methods used to adjust for throw and lead.

The Assessor should observe the method for obtaining tension and check that it is adequate (ie hold tension nut and allow the weight of the handpiece to set the tension).

The Assessor should check that lubrication is complete (all points) and adequate.


a working handpiece

appropriate combs and cutters

shearer’s tools

lubricant



Demonstration/Observation ChecklistCluster 3 – Preparation for shearing

Task 7 – Set up a handpiece ready for shearingCandidate’s name



Is behaviour observed? Assessor’s Notes

Yes No

Ensure that all gear is clean and in good order. q qSelect an appropriate comb and cutter for the shearing conditions. q qPlace the comb correctly on the handpiece. q qSet up the cutter correctly with the chicken feet pins. q qAdjust the comb for throw, timing and lead. q qLubricate the handpiece correctly and sufficiently. q qApply correct tension. q qLubricate correct points, and lubricate adequately. q qMake sure the handpiece is engaged and functions safely. q q



Assessor’s general comments/observations


S(Satisfactory)





Cluster 4 – Shearing and crutchingTask 8 – Perform a full crutching operation on a sheep


Outline of taskFor this task you are to perform a full crutch on several sheep.


identify OHS issues

set up for work

warm up

catch and position the sheep

identify any additional areas that may need attention (fly strike, horns)

communicate any wool or animal faults or welfare issues

perform the crutching operation

control the sheep

release the sheep

leave the crutchings safely and in a position for shed staff to deal with.



Demonstration/Observation ChecklistCluster 4 – Shearing and crutching

Task 8 – Perform a full crutching operation on a sheepCandidate’s name

Assessor’s name


Work activity Crutch a sheep.


RTE2107A Crutch sheepRTE1106A Shear sheep to novice level (prerequisite for RTE2149A)

RTE2149A Shear sheep to improver level

Assessment location



The Assessor is to: ensure the assessment is conducted safely observe readiness (warm up, gear positioned correctly) observe correct catch/drag/release technique observe control of the sheep during crutching watch the candidate perform a number of operations or observe the operation over a

period of time assess that the operation would be sustainable (at Certificate II level).

Additional discussion may be required to establish the changes that would be made for other types of sheep if they are not present. For example, if there are only ewes available and no wethers or rams.

Consideration needs to be made if the sheep are extremely bad, for example very tight with dag or generally badly presented.

The crutchings need to be left in the correct position for shed staff to deal with.

Wool, animal faults and welfare issues need to be communicated to others.

Safety of other staff needs to be maintained.

Note: In the case of crutching cradles, OHS issues would change as would the presentation and release of sheep.

Resources required for this task a shearing shed that has all the wool harvesting equipment installed or crutching

cradle/sheep handling devices as appropriate a number of sheep to be crutched appropriate shearing equipment and tools




Task 8 – Perform a full crutching operation on a sheepCandidate’s name




Identify OHS issues. q q

Set up stand and equipment safely and correctly. q q

Do warm-up exercises. q q

Catch, drag and position sheep correctly. q q

Perform the crutch operation in a reasonable sequence. q qRemove (not over-crutch or under-crutch) the correct amount of wool and maintain the bevel finish. q q

Blows are clean with minimal second cuts, given the nature of the sheep and season. q q

Pay attention to the vulnerable areas of the sheep, eg pizzle, vulva, ears, eyes. q q

Release sheep correctly. q q

Maintain the welfare of the sheep. q q






Leave wool safely and correctly for shed staff to deal with. q q

Achieve and/or estimate reasonable tallies. q qAssessor’s general comments/observations


S(Satisfactory)






Task 9 – Shear a sheep


Outline of taskFor this task you are to select and shear a sheep.


identify OHS issues

set up ready for work

warm up

assess the pen and select a sheep

catch, drag and position the sheep for shearing

shear the sheep using the correct/recommended sequence of blows, footwork and ensure blow entry, exit, size (bottom/top tooth), undermine are reasonably well executed

communicate any fleece or animal faults or welfare issues

minimise second cuts/skin cuts

ensure the sheep is clean, ie that there is no significant wool left on the sheep

leave the fleece intact and in the correct position for shed staff

ensure safety of others and the requirements of shed staff in dealing with the wool

release the sheep.




Task 9 – Shear a sheepCandidate’s name

Assessor’s name


Work activity Shear a sheep.



RTE1106A Shear sheep to novice level (prerequisite for RTE2149A)

RTE2149A Shear sheep to improver level

Assessment location



The Assessor should: ensure the assessment is conducted safely observe readiness (warm up, gear positioned correctly) observe correct catch/drag/release technique watch the candidate shear a number of sheep or observe shearing over a period of time assess blow entry, exit, size (bottom/top tooth), undermine are reasonably well

executed, pattern is correct and consistent and footwork is reasonable assess that the shearing rate would be sustainable:

o at novice level – 40 a dayo at Certificate II level (improver level) – 70–80 sheep a day.

Additional discussion may be required to establish the changes that would be made for other types of sheep if they are not present, for example if there are only ewes available and no wethers or rams.

Consideration should be given to the presentation of the sheep and the type of wool (may be affected by season/district/crutched or not crutched/lice/dermatitis).

The wool needs to be removed and left in a safe and correct manner for shed staff to be able to deal with oddment and fleece preparation.

All animal welfare issues are maintained.

Any faults or issues are reported.

Resources required for this task a shearing shed that has all the wool harvesting equipment installed a number of sheep to be shorn appropriate shearing gear and tools




Task 9 – Shear a sheepCandidate’s name




Identify OHS issues. q qSet up stand and equipment safely and correctly. q qDo warm-up exercises. q qSelect, catch and drag sheep to the board correctly. q qHold and position the sheep ready for shearing. q qShear the six areas of the sheep in sequence: remove belly crutch/back leg and undermine first front leg and neck long blow (the back) head and shoulder last side.

q q

Demonstrate reasonable footwork. q qExecute reasonably well blow entry, exit, size (bottom/top tooth) and undermine. q q

Control sheep during shearing. q q






Communicate any wool or animal faults or issues. q qEnsure sheep is clean, ie no unreasonable amounts of wool left on. q qRelease sheep correctly. q qLeave fleece in good condition for shed staff. q qMaintain animal welfare, sew cuts, no leg drops to gut/hip region, no hits to sheep q q

Maintain good temperament. q qMaintain a reasonable rate (70–80 a day). q qAssessor’s general comments/observations


S(Satisfactory)




RTE20403 Certificate II in ShearingSection 5 – Candidate’s Information and Self-Evaluation Forms

PART 2

Section 5

Candidate’s Informationand

Self-Evaluation Forms

It is recommended that candidates be provided with this information before applying for RPL.



What is Recognition of Prior Learning (RPL)?RPL is the acknowledgment of skills and knowledge obtained through learning achieved outside the formal education and training system and includes work and life experience including paid and volunteer work and skills attained through leisure pursuits such as musical, mechanical or linguistic abilities.

RPL recognises any prior knowledge and experience and measures it against the qualification in which students are enrolled. The individual may not need to complete all of a training program if he or she already possesses some of the competencies taught in the program.

Why you should apply for RPLIf you apply for RPL and your application is successful you could:

reduce or eliminate the need for any training in skills and knowledge you already have

save time by not needing to attend any or a reduced number of classes and completing unnecessary work

save money because you will not have to buy textbooks and other learning material

complete your qualification in a shorter time

advance to a higher level qualification in a shorter time if desired.

Some terms you need to understandIt is important that you understand the following term to assist you with your RPL application.

Competence

Competence is the demonstration of skills and knowledge that you have gained through life and work experiences as well as any training that you have successfully completed that can be matched against a set of industry performance standards referred to as units of competency. These units are grouped together to form a specific industry qualification, within the Australian Quality Training Framework (AQTF).

Each unit of competency is divided into elements (a set of activities that lead to an overall achievement or demonstration of competence). Each of these elements is further broken down into a set of performance criteria which give a more detailed description of the skills and knowledge you need to be able to demonstrate.

Matching your evidence against each of the elements/performance criteria will help you to reach your qualification more quickly.



How to prepare for your RPL assessmentIn order for your skills to be formally recognised as part of a national qualification, Assessors must make sure that you (the candidate) have the required skills and knowledge to meet the industry standard as specified in the relevant Training Package.

You must be involved in the RPL process so that all the experience, skills and knowledge you have gained over time can be correctly identified and suitably demonstrated. This evidence is gathered and used in recognition of all or some of the units for the qualification you wish to gain.

All assessment requirements will be discussed with you in advance and you will be given the opportunity to ask questions and clarify requirements. Being prepared for the assessment process and knowing what you need to provide can save you valuable time and ensure that the RPL assessment is as simple and stress-free as possible.

Here are some tips to make the application process and interview easier for you.

1. Your Assessor will ask you to talk about your work roles and your employment history.

Bring a copy of your résumé. You might like to write down any work you have done in the past (paid or unpaid) and where this took place.

2. If you have certificates from any training courses you have completed, bring along either certified copies or the originals to the interview with the Assessor and they can make a copy of them.

3. Bring along any other documentation that you think would support your claim that you have done this work over time.

The following is a list of some of the documents you can provide as examples of your work history:

brief CV

certificates/results of assessment

any licences

tickets held, eg forklift, crane

photographs of work undertaken

diaries/task sheets/job sheets/logbooks

site training records

site competencies held record

membership of relevant professional associations

hobbies/interests/special skills outside work

references/letters from previous employers/supervisors

industry awards

any other documentation that may demonstrate your trade or industry experience or support your claim.



Depending on where you have worked and what the work may have included, you may or may not have documentary evidence. Do not be put off if you do not have documentary evidence, as the Assessor will work with you during the assessment process.

4. Think about who you would consider to be your workplace contact or referee.

Is your employer happy to support your aim to become qualified?

Would you feel comfortable if the Assessor contacted your current workplace or previous workplace/s to validate your skills and spoke to your supervisor/s or employer/s?

5. You will need to supply the contact details of work referees who can confirm your skills in the industry.

Think about who the best person to confirm your skill level would be.

Think about current or recent supervisors or employers who have observed your work and who would be able to confirm your previous work skills and experience. The Assessor will need to contact them.

6. You can speak with your Assessor about other ways you can show your skills for the trade or industry in which you are seeking recognition.

These could include letters from employers, records of any training courses or professional development sessions attended, employers or clients in related industries or government agencies, acknowledgements, workplace forms (as long as there are no confidentially issues – see below) or any other relevant documents.

Confidentiality issuesIt is important that sensitive information is not included as part of your Supporting Documentation (as identified in Section 6 and any other documentation you wish to use as evidence). You may need authorisation from your supervisor to use some of your evidence, so it is always best to check the privacy and confidentiality policies of the organisation. Client names should be deleted and financial figures or other personal details should be blacked out and made unidentifiable.



The four steps in the RPL assessment processOnce your training organisation has provided you with the information you need to apply for RPL, you need to follow these four steps in order to complete the process.

Step 1 – Self-Evaluation

Before you decide to apply for RPL you need to assess your current competence for one or several units of competency.

Complete the candidate information and self-evaluation forms provided with as much information of your previous work experience as you can.

This will allow for an initial assessment of your experience and a check to see whether you can demonstrate the required skills and knowledge. You can discuss this with an RPL Assessor if you want.

You must be able to provide evidence against the elements/performance criteria for the relevant unit/s of competency.

It is not enough to simply state that you possess the skills and knowledge required. You must be able to demonstrate competence.

This is your opportunity to provide as much proof as you can of the variety of experience you have had. You should supply examples of your work history if you have any. (See Tip 3 above.)

Depending on the trade or industry you have worked in, you may or may not have documentary evidence available. This should not deter you from seeking RPL, as your Assessor will work with you throughout the RPL process.

You will also need to supply the contact details of work referees who can confirm your skills in the industry.

By asking your supervisor to complete their part of your self-evaluation, they will be providing valuable evidence confirming the work experience, skills and knowledge you have demonstrated in the performance of your work duties.

You will also be provided with a list of suggested evidence that you could use to demonstrate that you are competent in a particular unit or units of competency. This list is a guide only. If you have other suitable evidence to support your claim for RPL then you are encouraged to share this with your Assessor.

If you do not believe that you have any suitable evidence, then you should discuss your options with your Assessor.

Once you have completed the self-evaluation and made the decision that you would like to continue with the RPL process, make an appointment for an interview and enrol for RPL.



Note: It is possible to gain RPL for an entire qualification.

Step 2 – Enrolment and interview with the Assessor

An interview with an Assessor who understands your industry will be organised for you. They will review – usually with you – the information and supporting documentation you have provided and match up your skills to the units/subjects in the qualification.

During your RPL interview, your Assessor will discuss with you your self-evaluation and any evidence you have provided.

It is at this point that you will be able to identify any previous work experience and discuss this with your Assessor.

During this conversation, you will be required to answer questions relating to your work experience. This questioning forms part of the assessment, as it will identify your current knowledge and skills regarding the area of industry in which you are applying for recognition.

If you are currently enrolled in a training course relating to this qualification, it is important that you let your Trainer know that you intend to apply for RPL, then nominate the units you have selected for RPL so that the required documentation can be processed and your application can go ahead.

It is at this stage that a decision will be made whether you are able to proceed to the next step or whether you need to undergo gap training.

Step 3 – Practical demonstration of your skills

Your Assessor will organise with you and your employer to conduct a practical skills test at your workplace (if appropriate) or other suitable location.

This is your opportunity to demonstrate your level of competence on a practical level. The assessment will focus on the skills required in the work activities which relate to the qualification in which you are applying for recognition.

Your Assessor will identify the skills they want you to demonstrate by asking you to complete certain tasks.

Step 4 – Provision of further supporting evidence

Your Assessor will need to confirm your previous work experience with someone (such as your supervisor or employer) who can vouch for your skills over a period of time.

They will contact the referees you have provided as part of the candidate information.

Your Assessor may ask you to give your selected workplace contacts or previous employers the Third Party report to complete. Authentication of these reports by the Assessor would then be required.



After the assessmentAfter the assessment, your Assessor will advise you of the units of competency you have successfully completed. You will also be advised whether you have gained the full qualification or if gaps have been identified during the recognition process. If you do have skill gaps, these may be addressed through additional training.

If you have any questions during the RPL process, you should contact your Assessor

.



Candidate’s Information Form(You may find it easier to provide the information for the following by attaching a résumé.)

Qualification/Industry in which you are seeking recognitionRTE20403 Certificate II in Shearing

Personal details

Surname

First name/s

Any other name/s used

Home address

Postal address (if different from above)

Telephone numbers Home: Work:

Mobile: Fax:

Email address

Are you a permanent resident of Australia?

Yes q No q

Do you need an interpreter to help you with an interview? Yes q No q

Do you have a disability which we should be aware of? Yes q No q

Will you need special aids if you are required to undertake a practical assessment?

Yes q No q

Please provide details or special needs so that we can assist you if required.

Current employment

Are you currently employed? Yes q No q

If ‘yes’, in which occupation are you currently employed?

What is your current job title?

Who is your current employer?

How long have you worked in this job approximately? year/s month/s

Is this occupation in the same industry as the industry in which you are applying for recognition?

Yes q No q If ‘no’, go to the next page.



If ‘yes’, list some of the main tasks you perform as part of your work that you think are relevant to your RPL application.

If you have further recent industry experience relevant to your application, please attach another sheet or your current résumé.

Rate your knowledge and skills against the qualification/industry relevant to your RPL application.

Industry area: Shearing Yes No Possibly

I think my experience is of a high level. q q q

I think I am skilled to do this job. q q q

I know how to do the work tasks really well. q q q

I can explain my experience and provide documentary evidence.

q q q

I have undertaken much of this work without supervision. q q q

Further training

I have attended training courses in this area of work. q q

If ‘yes’, what training did you undertake? Include date training completed (month, year).

Is there any further information you wish to give in support of your application?

Professional referees (relevant to work situation if not already listed on your résumé)

Name

Position

Organisation

Address of organisation

Phone number

Mobile number

Email address



Professional referees (relevant to work situation if not already listed on your résumé)

Name

Position

Organisation

Address of organisation

Phone number

Mobile number

Email address

Candidate’s Employment History Form(You may attach a current résumé in place of completing this section.)

Name, address and phone number

of employers

Period of employment(DD/MM/YYYY) Position/s

heldFull-timePart-timeCasual

Description of major duties

From To

1.

2.

3.

4.

5.

Attach additional sheet if required.

DeclarationI declare that the information contained in this application is true and correct and that all documents are genuine.




Candidate’s Self-Evaluation FormCompletion Instructions

The purpose of completing the self-evaluation form is to enable candidates who believe that they already possess the competencies, to assess their skills and knowledge against the qualification.

Complete the following pages and identify your capacity to perform the tasks described. Be honest in your appraisal. By completing this self-evaluation you will be identifying the areas where you may be able to apply for recognition.

NB: If this self-evaluation is being used as evidence, your supervisor must evaluate your ability to perform the work tasks. Your supervisor is also asked to comment on your ability to perform these work tasks and verify this by signing each section.

If this self-evaluation is being used only so that you and your Assessor can decide if you should proceed, then it doesn’t have to be verified.

Identify your level of experience in performing each competency/task by using the following:

not well – I do the task but not well.

well – I do the task well.

very well – I do the task really well.

See example below.

Competency/TaskI have performed these tasks

Supervisor’sEvaluation

Evidence to support claim

Frequently Never Sometimes Doc No.

Documentation provided (Number and name the document you are providing for easy reference.)

Using a computer to enter or change work information or data. q

Not Well Not Well

Using personal protective equipment as appropriate to conduct my work safely and in accordance with site and legal requirements.

Wellq

Well 1Copy of Company Personal Protective Equipment Requirements for my job role.



Candidate’s Self-EvaluationCluster 1 – Working safely

Candidate’s name Date completed

Cluster 1Competency/Task

I have performed these tasks Supervisor’s

Evaluation


Frequently Never Sometime

sDoc

No.Documentation provided

(Number and name the document you are providing for easy reference.)

Q1 Have you identified hazards in the workplace?

Q2 Have you reported unsafe conditions to the appropriate person?

Q3 Have you used the appropriate personal protective/safety equipment required for shearing sheep?

Q4 Have you maintained duty of care in the workplace?

Q5 Have you participated in meetings to do with work and safety?

Q6 Have you stopped work if the work environment or practice is unsafe?

Q7 Have you incurred an injury and received compensation?

Q8. Have you been involved in an accident at work?

Q9 Have you worked safely in the industry?

Q10 Have you worked in sheds that have affected the environment?





I have performed these tasks Supervisor’s

Evaluation



sDoc

No.Documentation provided

(Number and name the document you are providing for easy reference.)

Q11 Have you discussed the environment within or immediately outside a shed with anyone?

Q12 Have you fixed anything in or around a shed to minimise the environmental impact?

Q13 Have you taken some sort of action as a result of an environmental issue (fire, dust, flood, chemicals)?

Q14 Have you contacted a government department or researched any legislation relating to an environmental issue?

Supervisor’s comments (Please provide a comment on the candidate’s ability to perform the above work task/s.)

Supervisor’s name Position

Supervisor’s signature Date



Candidate’s Self-EvaluationCluster 2 – Communication and employment



I have performed these tasksSupervisor’s Evaluation



Documentation provided(Number and name the document you are providing for easy

reference.)

Q15 Have you followed verbal instructions to find a shed?

Q16 Have you used maps, GPSs, written instructions to get to work?

Q17 Have you completed work-related forms?

Q18 Have you communicated work-related issues to others in the team?

Q19 Have you communicated work-related issues to others outside the team?

Q20 Have you calculated wages from a tally book?

Q21 Have you calculated from the tally book how much longer a shed would last?

Q22 Have you used a counter to record numbers shorn?

Q23 Have you been involved in workplace meetings?

Q24 Have you voted on continuing (or not continuing) shearing?

Q25 Have you read the shearing award or any other award?









reference.)

Q26 Have you talked to anyone about changes in the industry such as conditions or rates of pay?

Q27 Have you helped anyone in the workplace?

Q28 Have you shared a pen?

Q29 Have you shared a stand?

Q30 Have you worked unsupervised in the industry?

Q31 Have you been a part of OHS training?

Q32 Have you not started work due to OHS issues?











reference.)


Candidate’s Self-EvaluationCluster 3 – Preparation for shearing






sDoc

No.


reference.)

Q33 Have you assessed combs and cutters to determine sharpening requirements?

Q34 Have you ground combs and cutters?

Q35 Have you set grinding papers?

Q36 Have you set up a grinder and pendulum for grinding?

Q37 Have you used personal protective equipment to safely grind gear?

Q38 Have you changed to what you think is a better brand or style of comb or cutter?

Q39 Have you reported to or discussed an unsafe grinder with anyone?

Q40 Have you assembled a downtube?








sDoc

No.


reference.)

Q41 Have you readjusted a downtube that is not set up correctly?

Q42 Have you changed a centre post setting?

Q43 Have you changed the lead setting on a handpiece?

Q44 Have you lubricated a downtube and handpiece?

Q45 Have you changed a giggle pin and/or the cups?

Q46 Have you changed any of the cogs in the back joint?

Q47 Have you adjusted the tension on a handpiece?

Q48 Have you adjusted a downtube safety clutch?

(Assessor to insert questions as required.)









sDoc

No.


reference.)



Candidate’s Self-EvaluationCluster 4 – Shearing and crutching






sDoc

No.


reference.)

Q49 Have you performed a full crutching operation?

Q50 Have you selected different combs for crutching?

Q51 Have you been required to change your method for crutching (fly strike, dags, grower instructions)?

Q52 Have you used a flexible drive crutching unit?








sDoc

No.


reference.)

Q53 Can you demonstrate the ability to establish an effective e-learning relationship with e-learners? (TAADEL501B:2, 3)

Q54 Have you reported to or discussed any animal welfare issues with anyone during crutching?

Q55 Have you stopped crutching due to badly presented sheep (wet, muddy)?

Q56 Have you crutched sheep on a crutching cradle?

Q57 Have you used someone to ‘drag’ for the crutching operation?

Q58 Have you crutched alone?

Q59 Have you observed any contamination issues with wool?

Q60 Have you used a counter to record tallies?

Q61 Have you been paid the award for crutching?

Q62 Have you used a back aid while shearing?

Q63 Have you performed warm-up exercises before starting shearing?

Q64 Have you worked with a shearing cradle or other ‘upright posture’ device?








sDoc

No.


reference.)

Q65 Have you shorn crossbreeds?

Q66 Have you shorn lambs?

Q67 Have you performed blade shearing?

Q68 Have you sewn cuts on sheep?

Q69 Have you participated in a team meeting (eg a vote on wet sheep or badly presented sheep)?

Q70 Have you shared a crutching pen?

Q71 Have you shared a stand?

Q72 Have you worked on a hungry stand?

Q73 Have you shorn on a raised board?

Q74 Have you shorn on an ‘across the board’ stand?

Q75 Have you shorn diseased sheep (eg fly blown, cancerous, scabby mouth)?

Q76 Have you worked in a ‘camp out’ shed?

Q77 Have you reported or discussed unsafe, unhygienic or substandard living conditions with someone?

(Assessor to insert questions as required.)









sDoc

No.


reference.)




RTE20403 Certificate II in ShearingSection 6 – Third Party Report and Supporting Documentation

Section 6

Third Party Report and

Supporting Documentation

It is recommended that the Assessor verify the third party report with the person who completes the form to confirm the candidate’s skills in different contexts over time.

This information may be provided at, and form part of, the interview.



Third Party Report(Referee testimonial)

All people who verify your work are to complete the details below to ensure validity. (You may need multiple copies of this form.)

RTE20403 Certificate II in Shearing

Candidate’s nameReferee’s name(Name of person providing this evidence)Position/titleWorkplaceWorkplace address

Telephone numbersEmail addressThis report was completed via interview by Assessor q independently by referee q

Interview conducted by(if applicable)Date of interviewInstructions As part of the assessment for Certificate II in Shearing, the candidate

requires evidence from a third party (employer, supervisor or equivalent). This evidence will be used to validate the candidate’s skills and experience.A letter of support from the organisation validating a range of tasks performed by the candidate over a period of time is useful in identifying competence.

To whom it may concern

Re: ________________________ who is a ________________________. (insert candidate’s name) (insert industry/job title)

I certify that the above-named person has:worked at ________________________ for a period of ________________________ (insert name of workplace) (insert length of time).

They have regularly completed the following activities to an acceptable workplace/industry standard within this organisation.

Yes No

I understand the evidence/tasks the candidate has performed on which I am required to comment.

I am willing to be contacted if further verification of my statements is required.

If you would like further information or would like to discuss any of the above, I can be contacted on ____________________________________ (insert phone number).

Yours sincerely

Signature: ________________________________ Date: ________________________



Supporting DocumentationThe following table provides a guide of additional evidence sources to support your claim for Recognition of Prior Learning. If you have other evidence you are encouraged to provide this to your Assessor.

If you do not have all this evidence you are not excluded from applying for recognition and you should discuss options with your Assessor.

If you are providing documents as evidence then it is a good idea to number each document for easy identification. Place the number of the relevant document against the evidence listed below.

1. Additional sources of evidence for First Aid Units may include: Document number

a. Current first aid certificate or equivalent Statement of Attainment listing first aid units.

b. Third party confirmation of first aid officer position held at previous workplace(s).

c. Third party evidence of administering first aid assistance – could be sporting event, workplace or community event.

2. Additional evidence sources for OHS including statistics may include:

Document number

a. Statement of Attainment for Course in Safety Awareness (or old Green Card).

b. Third party evidence of Safety Representatives position held (current or previous).

c. Third party evidence of representation on safety committee(s).

d. Evidence of OHS qualifications/ courses attended and inductions.

3. Additional evidence source for operating fire fighting appliances may include:

Document number

a. Current Statement of Attainment listing relevant fire fighting units.

b. Third party confirmation of fire warden role held at previous workplace(s).

c. Third party evidence of fire fighting activities – could be volunteer fire brigade, fire response in a workplace or community setting.

4. Additional evidence source for handling dangerous goods may include:

Document number

a. Transport industry blue card

b. Statement of Attainment for Course in Safety Awareness (or old Green Card)

c. Third party evidence from workplace(s) on handling of dangerous goods

d. Chemical handlers course, eg Chemcert



5. Additional evidence may include: Document number

a. Copies of tallies

b. Wage statements for shearing

c. Evidence of shearing overseas

d. Photos/videos

Statements from industry association courses (eg shed safety audits, contractor association courses, AWI workshops, grinding and shearing courses)

Other documents not listed



Candidate’s name:Date:

RTE20403 Certificate II in ShearingSupplied documentary evidence

Document number

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.



Assessor’s Evidence Summary SheetThe Assessor completes this table during the assessment to record the evidence collected.

It is expected that this evidence summary sheet (or similar) is attached to the evidence.

Place a tick in the appropriate evidence collection method column for each unit of competency.

Candidate’s name

Date

Unit Code Unit Title

Evidence collected

Com

pete

ncy

dem

onst

rate

d

Que

stio

ns

Prac

tical

Third

Par

ty

Rep

ort

Oth

er

evid

ence

Core units

RTC2107A Follow OHS proceduresq Yesq No

RTC2702A Observe environmental work practicesq Yesq No

RTC2705A Work effectively in the industryq Yesq No

RTC2801A Participate in workplace communicationsq Yesq No

Elective units

RTE2107A Crutch sheepq Yesq No

RTE2149A Shear sheep to improver level q Yesq No

RTE2302A Grind combs and cutters for machine shearing q Yesq No


q Yesq No

RTE1106AShear sheep to novice level

(prerequisite for RTE2149A)q Yesq No

Assessor’s signature

Assessor’s name

Date


RTE20304 Certificate II in ShearingSection 7 – Mapping of Assessment Tools

Section 7

Mapping ofAssessment Tools

This section contains tables with mapping of each of the Assessment Tools provided, against the requirements of the units of competency for the qualification that makes up this RPL Assessment Tool Kit.

It is important to note that this section is used for validation purposes only.

Whilst all effort is made to ensure that all the unit requirements for each unit are covered, the developers do not give any warranty nor accept any liability in relation to the mapping provided.

NOTE: It is recommended that these Assessment Tools be validated prior to using them for the first time or after any customisation has been made, to ensure they meet the requirements of the organisation and meet AQTF Standards.



Mapping document for Clusters 1–4

Using this documentThis document is mapped to the direct sources of evidence required to satisfy competence in these clusters.

Each of the columns reflects the particular tool in use, and the numbers relate to the question numbers in that tool which support the relevant performance criteria, critical aspects of evidence or required knowledge and skills in these clusters.

Note: The final column, ‘Supplementary evidence’, refers to any suggested sources of documentary evidence that the candidate may use to support their application for RPL.



Evidence MatrixThe evidence matrix below identifies how each of the questions in the Interview Question Bank (Section 3) and the Practical Tasks (Section 4) demonstrate competence against the elements, performance criteria, critical aspects of evidence, and underpinning skills and knowledge.

LegendQ = Question T = Task D = Document

Cluster 1 – Working safelyUnits of competencyRTC2701A Follow OHS proceduresRTC2702A Observe environmental work practices

Element Performance Criteria Questions Practical TasksSupplementary

Evidence (Document no.)

RTC2701A Follow OHS proceduresElement 1 – Follow workplace procedures for hazard identification and risk control

1.1 Hazards in the workplace are recognised and reported to designated personnel according to enterprise procedures.

Q2, 3, 4, 5, 29, 35, 36

T1, 5, 6, 7, 8, 9 D4, 5, 6, 7

1.2 Assessment of risk associated with identified hazards is made in accordance with enterprise procedures.

Q2, 3, 4, 5, 29, 35, 36

T1, 5, 6, 7, 8, 9 D4, 5, 6, 7

1.3 Workplace procedures and work instructions for controlling risks are followed accurately.

Q2, 3, 4, 5, 29, 35, 36

T1, 5, 6, 7, 8, 9 D4, 5, 6, 7

1.4 Workplace procedures for dealing with accidents, fire and emergencies are followed whenever necessary within the scope of responsibilities and competencies.

Q2, 5 T1, 2 D8, 9, 10

1.5 Risks to fellow workers, other people and animals are recognised, and action is taken to eliminate or reduce them.

Q2, 3, 4, 5, 29, 35, 36

T1, 5, 6, 7, 8, 9 D4, 5, 6, 7

1.6 Employee responsibilities prescribed in OHS legislation are recognised and carried out.

Q2, 3, 4, 5, 29, 35, 36

T1, 5, 6, 7, 8, 9 D4, 5, 6, 7

1.7 Safety training is undertaken as directed. Q2, 5 D7, 12






RTC2701A Follow OHS proceduresElement 2 – Observe safe working practices during work operations

2.1 Work for which protective clothing or equipment is required is identified and personal protection equipment is used, maintained and stored in accordance with enterprise procedures.

Q5, 6 T5, 6, 7, 8, 9 D10, 15

2.2 Basic safety checks on all machinery and equipment are undertaken before operation according to enterprise procedures.

Q1 T1, 5, 6, 7, 8, 9 D4, 5, 6, 7

2.3 Hazards associated with handling of hazardous substances are identified and notified, and risk assessed in accordance with enterprise procedures and OHS requirements.

Q2, 29, 42 T1, 2 D11, 12, 13, 14

2.4 Noise hazards are identified and notified, and risk assessed in accordance with enterprise procedures and OHS requirements.

Q6, 7 T1, 2 D4, 5, 6, 7

2.5 Manual handling job risks are assessed prior to activity and work carried out according to currently recommended safe practice.

Q1, 2, 6 T1, 5, 6, 7, 8, 9 D2, 5

2.6 Information on OHS is accessed as required. Q1, 2, 3, 4 T5, 6, 7 D2, 5, 6, 13






RTC2701A Follow OHS proceduresElement 3 – Participate in arrangements for maintaining health and safety of all people in the workplace

3.1 Individuals have input into ongoing monitoring and reporting on all aspects of workplace safety.

Q4, 9 T1, 5, 6, 7, 8, 9 D2, 5

3.2 OHS issues are raised with designated personnel in accordance with enterprise procedures and relevant OHS legislation.

Q4, 9 T1 D2, 5

3.3 Contributions to participative arrangements in the workplace are made within organisational procedures and scope of responsibilities and competencies.

Q2, 21 T1, 2, 8, 9 D2, 5

3.4 Contributions are provided towards the development of effective solutions to control the level of risk associated with enterprise activities.

Q1, 2, 21 T1, 2, 5, 6, 7, 8, 9 D2, 5

Required knowledge Employee and employer responsibilities under the OHS Act. Q2, 3, 4, 9 T1 D2, 5, 9, 13

Enterprise procedures relating to hazards, fires, emergencies, accidents, risk control.

Q5, 9 T1, 2 D2, 5, 9, 13

OHS signs and symbols relevant to area of work. Q5 T1 D2, 5, 9, 13

Required skills Follow workplace procedures for hazard identification and risk control.

Q2, 3, 4, 5 T1 D2, 5, 9,13

Ability to read safety warning signs. Q5, T1 D2, 5, 9, 13

Observe safety during work operations. Q6, 8 T5, 6, 7, 8, 9 D2, 5, 9, 13

Participate in arrangements for maintaining health and safety of all people in the workplace.

Q2, 4, 21 T1, 8, 9 D2, 5, 9, 13

RTC2702A Observe environmental work practicesElement 1 – Follow 1.1 Workplace practices and work instructions relating to Q7, 8, 9 T1, 2 D8, 9, 10, 13, 14






environmental workplace practices

potential environmental impacts are recognised and followed, and clarification is sought where necessary.

1.2 Changes to work practices and procedures are responded to positively and promptly in accordance with enterprise requirements.

Q2, 5, 7 T1, 2, 8, 9 D8, 9, 10, 13, 14

1.3 Relevant legislation, codes and national standards that impact on workplace environmental practices are recognised and followed.

Q9, 10 T1, 2 D8, 9, 10, 13, 14

Element 2 – Contribute to improved environmental work practices

2.1 Suggestions are made to designated personnel for improvements to workplace practices where possible.

Q8, 9 T1, 2 D8, 9, 10, 13, 14

2.2 Information is gathered and improvements are suggested to support the development of improved workplace approaches to environmental practices.

Q10 T1, 2 D8, 9, 10, 13, 14

2.3 Environmental issues and their relationship to workplace practices are discussed in the workplace with colleagues and designated personnel.

Q9 T2 D8, 9, 10, 13, 14

2.4 Contributions to the review of environmental practices and policies are made within limits of responsibility.

Q7 T2 D8, 9, 10, 13, 14






RTC2702A Observe environmental work practicesElement 3 – Recognise and report on a potential environmental threat

3.1 Signs or symptoms of the potential environmental threat are recognised.

Q7 T2 D8, 9, 10, 13, 14

3.2 Information about or observations of a potential environmental threat are reported to supervisors and/or appropriate authorities.

Q9 T2 D8, 9, 10, 13, 14

3.3 Location and extent of the potential environmental threat are accurately recorded.

Q9 T2 D8, 9, 10, 13, 14

3.4 Reports on the potential environmental threat are completed according to enterprise guidelines.

Q9, 10 T2 D8, 9, 10, 13, 14

Element 4 – Maintain environmental records

4.1 Environmental records are accurately prepared as required according to enterprise policies and procedures.

Q8 2 D8, 9, 10, 13, 14

4.2 Environmental records are stored securely in a form accessible for reporting purposes.

Q10 2 D8, 9, 10, 13, 14

Required knowledge Relevant legislation from all levels of government on environmental issues.

Q9, 13 D8, 9, 10, 13, 14

Relevant environmental policies and workplace/industry practices and procedures.

Q9, 10 T2 D8, 9, 10, 13, 14

Good practice approaches relevant to work area particularly in regard to minimising environment hazards and risks, and improving environmental performance.

Q8, 9, 10 T2 D8, 9, 10, 13, 14

Environmental issues, especially in regard to water catchments, air, noise, ecosystems, habitat, and efficient use of resources, sustainability and waste minimisation.

Q13 T2 D13, 14






RTC2702A Observe environmental work practicesPotential environmental threats and problems relevant to a given region and occupation.

Q7, 8 T2

General workplace practices and their potential impact on the environment

Q7, 8, 9, 10 T2 D8, 9, 10, 13, 14

Required skills Communicate with supervisors and workplace colleagues. Q9 T2 D8, 9, 10, 13, 14

Recognise basic environmental hazards and threats. Q7, 8 T2 D8, 9, 10, 13, 14

Follow workplace directions and instructions. Q11, 16 T2 D8, 9, 10, 13, 14

Keep simple records. Q10 T1, 2 D8, 9, 10, 13, 14



Cluster 2 – Communication and employmentUnits of competencyRTC2705A Work effectively in the industryRTC2801A Participate in workplace communications



RTC2705A Work effectively in the industryElement 1 – Obtain information about the industry

1.1 Sources of information about the industry are correctly identified and accessed.

Q11, 13 T2, 3, 4 D15, 16, 17

1.2 Information to assist effective and safe work performance within the industry is collected.

Q13, 19 T1, 2, 3 D16

1.3 Specific information on sector of work is obtained and updated.

Q4, 13 T3, 4 D15, 16, 17

1.4 Industry and OHS information is correctly applied to day-to-day work activities.

Q16 T1, 2 D19

1.5 Employment terms and conditions are defined. Q13 T3, 4 D15, 16, 17

1.6 Career pathways within the industry are identified. Q16 T4 D15, 16, 17

Element 2 – Observe employment requirements

2.1 Industry developments are used in workplace context to improve quality, productivity and conditions.

Q13, 16 T5, 6, 7, 8, 9 D19

2.2 Work practices comply with codes of practice and workplace expectations.

Q13, 18, 19 T1, 2, 5, 6, 7, 8, 9 nil

2.3 Faults and abnormalities in workplace practices are recognised and remedial action is taken to enterprise requirements.

Q2, 4, 5 T1, 2, 5, 6, 7, 8, 9 D19

2.4 Dress and personal requirements comply with workplace standards.

Q6 T4 nil

2.5 Punctuality in work attendance is observed. Q17 T4 nil

2.6 Employers’ expectations are met through completion of workplace routines and specific instructions within enterprise policies and procedures.

Q11, 12, 13, 19, 20 T8, 9 nil






RTC2705A Work effectively in the industryElement 3 – Accept responsibility for quality of own work

3.1 Personal work space is kept in a well-organised and safe condition, and is in accordance with relevant standards and policies.

Q18, 19 T1, 2, 5, 6, 7, 8, 9 D4, 5, 6, 7

3.2 Workplace code of conduct is adhered to. Q3, 4, 16 T4, 8, 9 nil

3.3 Variations in the quality of service and/or products from required standards are detected and reported in accordance with workplace procedures.

Q12, 16, 18, 19 T8, 9 nil

Element 4 – Plan own work

4.1 Instructions are interpreted correctly and observed. Q11, 12, 13 T3, 4 nil4.2 Factors affecting work requirements are identified and

appropriate action is taken.Q11, 13, 7 T1, 2, 4, 5, 6, 7, 8,

9D4, 5, 6, 7

4.3 Workload is assessed and prioritised within allocated timeframes.

Q11, 19 T8, 9 nil

4.4 The need for assistance to improve performance is communicated clearly to the appropriate person.

Q16, 17 T8, 9 nil

Element 5 – Promote workplace cooperation

5.1 Responsibilities and duties are undertaken in a positive manner to promote cooperation and good relationships.

Q17 T8, 9 nil

5.2 Cooperation with others is conducted in a courteous manner and is appropriate to culture, special needs and linguistic background and position in the organisation.

Q13, 16, 17 T8, 9 nil

5.3 Problems and conflict are recognised and resolved, where possible, through personal communication and/or are referred to a supervisor, manager or employer for resolution.

Q11, 13, 17 T4, 8, 9 nil






RTC2705A Work effectively in the industryElement 6 – Contribute to a productive work environment

6.1 Commitments to undertake work or assist colleagues/co-workers are fulfilled.

Q11, 12, 13, 17 T8, 9 D1, 4, 5, 6,7

6.2 Information relevant to work is shared with colleagues/ co-workers to ensure designated work goals are met.

Q11, 16, 17 T1, 2, 8, 9 D1, 4, 5, 6, 7

6.3 Knowledge and skills are shared with colleagues/co-workers through conversations and meetings.

Q13, 16, 17 T8, 9 nil

6.4 Contribution of individuals of different gender and social and cultural backgrounds is recognised and sought.

Q13 T4 nil

6.5 The principles of equal employment opportunity are observed and implemented.

Q13 T4 nil

6.6 Work is consistent with workplace standards relating to anti--discrimination and workplace harassment.

Q13 T4 nil

Element 7 – Undertake an activity to workplace requirements

7.1 Interpretation of work schedules is consistent with the schedule and tasks defined.

Q12 T3, 4, 8, 9 nil

7.2 Knowledge and skills required for task are discussed with supervisors and co-workers.

Q13, 15, 16 T1, 2, 4 D19

7.3 Availability of materials and equipment are checked to ensure they are consistent with work schedules and the requirements of the tasks.

Q13, 19 T1, 2 nil

7.4 A daily schedule for completing workplace activities and allocated tasks including priorities, allocated start times, estimation of completion times and materials, equipment and assistance required for completion is decided upon.

Q12, 13, 18 T4 nil






RTC2705A Work effectively in the industryRequired knowledge Industry/workplace awards and conditions. Q13 T4

Employer's expectations. Q11, 12, 13 T4

Relevant legislation and codes of practice applying to the industry.

Q9 T1, 2, 4 nil

OHS policies and procedures. Q3, 9 T1 D4, 5, 6, 7, 19

Workplace policies and procedures including those relating to quality systems.

Q13, 17, 21 T1, 2, 4 nil

Emergency procedures. Q5 T1, 2 D4, 5, 6, 7, 19

Organisational structure. Q2, 4, 9 T3, 4 nil

Workplace communication channels. Q9, 21 T1, 2, 3, 4 nil

Required skills Collate information on the industry. T1, 2, 3 nil

Observe employment requirements. Q11, 13, 14, 19, 21 T3, 4, 8, 9 nil

Accept responsibility for quality of own work. Q17, 19 T8, 9 nil

Manage own work. Q21 T8, 9 nil

Maintain safety of others. Q2, 4, 21 T1, 2, 6, 8, 9 D4, 5, 6, 7, 19

Promote workplace cooperation. Q16, 17, 21 T8, 9 nil

Contribute to a productive work environment. Q16, 21 T8, 9 D4, 5, 6, 7, 19

Interpret work schedules. Q12, 13, 14, 15 T3, 4, 8, 9 nil

RTC2801A Participate in workplace communicationsElement 1 – Follow 1.1 Required information is gathered by listening, and is Q12, 14 T4






routine spoken messages

correctly interpreted.

1.2 Instructions/procedures are followed in appropriate sequence for tasks and in accordance with information received.

Q17, 19, 21 T1, 2, 6, 8, 9 nil

1.3 Clarification is sought from workplace supervisor on all occasions when any instruction/procedure is not understood.

Q14, 21 T3, 4, 8, 9 nil

Element 2 – Perform workplace duties following routine written notices

2.1 Written workplace notices and instructions are read and interpreted correctly.

Q21 T1, 2, 3, 4 D19

2.2 Routine written instructions/procedures are followed in sequence.

Q21 T1, 2 D19

2.3 Clarification is sought from workplace supervisor on all occasions when any instruction/procedure is not understood.

Q14, 21 T3, 4, 8, 9 nil

Element 3 – Obtain and provide information in response to workplace requirements

3.1 Specific, relevant information is obtained. Q11, 21 T1, 2, 3, 4 D193.2 Important information is interpreted correctly. Q11, 12, 13 T1, 2, 3, 4 D193.3 Information is written completely, accurately and legibly. Q15 T1, 2, 3 nil3.4 Sources of required information are identified and

appropriate contact established.Q11, 12, 13, 14 T1, 2, 3, 4 D19

3.5 Personal interaction is courteous and inquiries carried out clearly and concisely.

T4 nil

3.6 Defined workplace procedures for the location and storage of information are used.

Q20, 21 T3 nil

RTC2801A Participate in workplace communicationsElement 4 – Complete 4.1 Range of forms relating to conditions of employment is Q15 T4 D15, 26, 19






relevant work-related documents

completed accurately and legibly.

4.2 Workplace data is recorded on standard workplace forms and documents.

Q15, 20 T3 D15

4.3 Basic mathematical processes are used for routine calculations.

Q20 T3 D15, 16

4.4 Errors in recording information on forms/documents are identified and rectified.

Q20 T1, 2, 4 nil

4.5 Reporting requirements to supervisor are completed according to enterprise guidelines.

Q16, 17 T1, 2 nil

Element 5 – Participate in workplace meetings and discussions

5.1 Team meetings are attended on time. Q12, 18 T4 nil

5.2 Own opinions are clearly expressed and those of others are listened to without interruption.

Q13, 21 T4 nil

5.3 Meeting inputs are consistent with the meeting purpose and established protocols.

Q13, 21 T4 nil

5.4 Workplace interactions are conducted in a courteous manner appropriate to cultural background and authority in the enterprise procedures.

Q13, 21 T4 nil

5.5 Questions about simple routine workplace procedure and matters concerning conditions of employment are asked and responded to.

Q16, 21, T4 nil

5.6 Meeting outcomes are interpreted and implemented. Q17, 21 T3, 4 nil

RTC2801A Participate in workplace communicationsRequired knowledge Effective communication. Q11, 12, 21 T1, 2, 3, 4, 8, 9 D2, 5, 9, 13

Different modes of communication. Q11, 14, 15, 20 T3, 4 D2, 5, 9, 13






Written communication. Q15 T3 D2, 5, 9, 13

Effective communication in a work team. Q21 T3, 4 D2, 5, 9, 13

Communication procedures and systems, and technology relevant to the enterprise and the individual's work responsibilities.

Q9, 21 T1, 2, 3 D2, 5, 9, 13

OHS legislative requirements and codes of practice. T1, 6, 8, 9 D2, 5

Required skills Follow simple spoken messages. Q11,12, 21 T3, 4, 8, 9 nilPerform routine workplace duties following simple written notices.

Q21 T4 nil

Gather and provide information in response to workplace requirements.

Q11, 12, 21 T1, 2, 3, 4 D19

Complete relevant work-related documents. Q15, 20 T1, 2, 4 D2, 5, 9, 19Estimate, calculate and record routine workplace measures. Q20 T2 D15, 16Basic mathematical processes of addition, subtraction, division and multiplication.

Q20 T2 D15, 16

Estimation processes. Q20 T2 D19Participate in workplace meetings and discussions. Q21 T1, 2, 3, 4 D19



Cluster 3 – Preparation for shearingUnits of competencyRTE2302A Grind combs and cutters for machine shearingRTE2310A Prepare handpiece and downtube for machine shearing



RTE2302A Grind combs and cutters for machine shearingElement 1 – Determine need for sharpening combs and cutters

1.1 Combs and cutters are checked for wear in line with supervisors’ instructions.

Q23, 27 T6 nil

1.2 Combs and cutters are cleaned to enterprise and manufacturers’ recommendations prior to grinding.

Q27, 30 T6 nil

1.3 Potential and existing hazards are recognised, controlled and reported in line with OHS and organisational requirements.

Q25, 27, 29 T6 D4, 5, 6, 7, 19

Element 2 – Prepare grinder and pendulum for use

2.1 The grinder and its location are checked for serviceability. Q28,29 T1, 6 D19

2.2 Grinder faults or malfunctions are identified and reported to supervisor for repair or replacement.

Q23, 25, 26 T6 D19

2.3 Grinding papers are applied to grinder discs. Q24, 29, 30 T6 nil

2.4 Grinding papers are correctly stored and cared for. Q24 nil

2.5 The bottom bar of the pendulum is checked, cleaned and adjusted to ensure it is true.

Q26, 28, 29 T6 nil

2.6 The pressure bar and pins are set at the recommended distance in accordance with manufacturers’ guidelines.

Q28, 29 T6 nil

2.7 Height setting of pendulum is checked in line to manufacturers’ guidelines.

Q26, 28, 29 T6 nil






RTE2302A Grind combs and cutters for machine shearingElement 3 – Carry out grinding

3.1 Eye protection is worn while grinding is carried out. Q28, 29 T6 D4, 5, 6, 7, 19

3.2 Comb or cutter is secured for grinding. Q28 T6 nil

3.3 Correct pressure is applied while grinding. Q28 T6 nil

3.4 Combs and cutters are ground according to manufacturers’ specifications and/or supervisor’s instructions.

Q23, 27, 28 T6 nil

3.5 Combs and cutters are visually checked for even grinding. Q23, 27, 28 T6 nil

3.6 Faults or unevenness in grinding are identified and rectified. Q23, 27, 28 T6 nil

3.7 Grinding wheel is not left running when unattended. Q29 T6 D4, 5, 6, 7, 19

Required knowledge Types of combs and cutters. Q22 nil

Terminology, techniques and procedures for grinding combs and cutters.

Q23, 27, 28, 29 T6 19

Setting of, storage and caring for grinding papers. Q24, 25 nil

Tools and equipment used in grinding combs and cutters. Q24, 25, 26 T6 nil

OHS policies and practices related to grinding combs and cutters.

Q28, 29 T6 D4, 5, 6, 7, 19

Required skills Determine need for sharpening combs and cutters. Q23, 27 T6 D19

Prepare grinder and pendulum for use. Q24, 25, 26, 28 T6 D19

Carry out grinding. Q28, 29 T6 D19

Clearly report any OHS hazards to the appropriate person. Q29 T6 D4, 5, 6, 7, 19







Element 1 – Prepare combs and cutters for shearing

1.1 Combs and cutters are selected to suit fleece type and shearing conditions.

Q22, 33 T7 nil

1.2 Combs and cutters are checked for serviceability and prepared in line with manufacturers’ specifications and enterprise requirements.

Q22, 27, 33 T6, 7 nil

1.3 Comb and cutter faults or malfunctions are identified and reported for repair or replacement in accordance with enterprise requirements.

Q23, 27 T6 nil

1.4 Combs and cutters are cleaned prior to sharpening to enterprise requirements.

Q27, 30 T6 nil

1.5 Combs and cutters are changed during the shearing operations to suit shearing conditions.

Q27, 34 T8, 9 nil

1.6 Potential and existing hazards are recognised, controlled and reported in line with OHS and organisational requirements.

Q2, 3, 4, 5, 29, 35, 36

T1, 6 D4, 5, 6, 7, 19

Element 2 – Prepare handpiece for shearing

2.1 Comb and cutter are secured for shearing. Q31, 34 T7 nil

2.2 Handpiece is lubricated prior to shearing. Q31, 32 T7 nil

2.3 Tension is adjusted to suit shearing conditions and preference of the shearer.

Q31, 34 T7 nil

2.4 Handpiece is checked for serviceability and prepared in line with manufacturers’ specifications and enterprise requirements.

Q31, 32, 33, 34 T7 nil

RTE2301A Prepare handpiece and downtube for machine shearing2.5 Handpiece faults or malfunctions are identified and

reported for repair or replacement in line with enterprise Q31, 32, 34, 35, 36 T7 nil






requirements.

Element 3 – Prepare downtube for shearing

3.1 Downtube is checked for serviceability and prepared in line with manufacturers’ specifications and enterprise requirements.

Q32 T5 nil

3.2 Downtube faults or malfunctions are identified and reported for repair or replacement in line with enterprise requirements.

Q32 T5 nil

3.3 Safety clutch is adjusted in line with manufacturers’ specifications and enterprise requirements.

Q32 T5 D4, 5, 6, 7, 19

3.4 Downtube is adjusted in line with manufacturers’ specifications and enterprise requirements.

Q32 T5 nil

3.5 Downtube is lubricated prior to shearing. Q32 T5 nil

Required knowledge Components of a shearing handpiece. Q31 T7 nil

Components of a downtube. Q32 T5 nil

Terminology for handpieces and downtubes. Q31, 32, 34 T5, 7 nil

Maintenance and lubrication procedures for shearing equipment and handpieces.

Q31, 32, 34 T5, 6, 7 nil

Types of combs and cutters to use under different conditions. Q22, 34, 35 T7 ,8, 9 nil

OHS policies and practices in the wool shed before and during shearing and crutching.

Q2, 3, 4, 5, 29, 35, 36

T1, 2, 6 D4, 5, 6, 7, 19

Required skills Prepare combs, cutters, handpieces and downtubes for shearing.

Q22, 23, 27, 30, 31, 32, 34

T5, 6, 7 D19

Lubricate and maintain handpiece and downtube. Q32 T5, 7 nil

Carry out minor maintenance and repairs. Q31, 34 T5, 7 nil






Recognise and clearly report any OHS hazards to the appropriate person.

Q35, 36 T1 D4, 5, 6, 7, 19



Cluster 4 – Shearing and crutchingUnits of competencyRTE2107A Crutch sheepRTE1106A Shear sheep to novice levelRTE2149A Shear sheep to improver level



RTE2107A Crutch sheepElement 1 – Prepare for crutching operations

1.1 Crutching equipment is checked for correct operation prior to crutching session.

Q30, 31, 32, 33,3 4 T5, 6, 7 nil

1.2 Sheep to be crutched are identified, caught and moved in line with organisational, OHS, industry, and animal welfare standards.

Q40, 42, 43, 45 T8 D4, 5, 6, 7, 19

1.3 Sheep are positioned for crutching in line with organisation determined and industry agreed crutching methods.

Q40, 45 T8 D18, 19

1.4 Potential and existing hazards in the workplace are identified and reported to the supervisor.

Q1, 2, 3, 4 T1, 8 D4, 5, 6, 7, 19,

1.5 Suitable personal protective equipment is selected, used and maintained in line with OHS and workplace procedures.

Q5, 6 T8 D4, 5, 6, 7, 19

Element 2 – Perform crutching operations

2.1 Handpiece is activated and positioned in readiness for crutching.

Q34, 35, 36, 40 T7, 8 D18

2.2 Wool is shorn from face, crutch or belly as instructed and in line with industry standards.

Q41, 42, 43 T8 D18

2.3 Crutching methods are used to ensure that injury to the sheep and damage to the fleece are avoided.

Q41, 42, 43 T8 nil

2.4 Safe handling techniques are used at all times. Q40, 45 T8 D4, 5, 6, 7, 19






RTE2107A Crutch sheepElement 3 – Respond to complications

3.1 Contamination is identified during crutching and reported to wool handlers in line with enterprise requirements.

Q39, 40, 42, 50 T8 nil

3.2 Cuts are treated in accordance with industry standards and animal welfare requirements.

Q41, 43, 52 T8 nil

3.3 Flyblown sheep are identified and reported in line with industry standards and animal welfare requirements.

Q39, 42, 43, 50 T8 nil

3.4 Problem sheep are identified and reported in line with enterprise and industry requirements.

Q39, 41, 42, 43, 50 T8 nil

Element 4 – Complete crutching operation

4.1 Wool is placed to avoid contamination and for wool handlers to collect in line with enterprise and industry requirements.

Q40, 44, 50 T8 D18

4.2 Handpiece is switched off and re-positioned to non-operational position.

Q1, 40 T8 D18

4.3 Sheep are safely released from the board into the count-out pens.

Q40, 43 T8 D18

4.4 Crutching grievances and difficulties are reported in line with enterprise and industry requirements.

Q14, 21, 53 T8 nil







Required knowledge Types of shearing sheds, boards and catching pens. Q39, 40 T8 D18

Shearing machinery required and their relative functions. Q22, 24, 26, 28, 31, 32, 33

T5, 6, 7, 8 D18

Industry agreed crutching techniques, positions and methods of crutching.

Q39, 40, 41, 45 T8 D18, 19

Safe handling techniques for catching, dragging, crutching and releasing sheep.

Q40, 42, 43, 45 T8, 9 D4, 5, 6, 7, 19

Anatomy of all types of sheep. Q43, 46, 47 T8, 9 nil

Sheep diseases. Q42, 44 T8, 9 nil

Animal welfare requirements in relation to sheep. Q42, 43, 44, 45 T8 nil

Sheep behaviour. Q40, 43, 45 T8

Personal protective clothing and equipment, and when and how it should be used.

Q5, 6 T8 D4, 5, 6, 7, 19

Federal Pastoral Industry Award and/or State Shearing Award of Queensland or Western Australian Shearing Contractors’ Award.

Q4, 13, 14, 15 T1, 4, 8, 9 (under review 2009)

nil

Relevant State/Territory legislation and awards, regulations and codes of practice with regard to workplace OHS and animal welfare.

Q4, 9, 13, 14, 15 T1, 4, 8, 9 (under review 2009)

D4, 5, 6, 7, 19


Required skills Select and use equipment and materials appropriate for crutching sheep.

Q5, 22, 33, 34 T5, 6, 7, 8 nil

Avoid contamination, second cuts and damage to wool, Q47 T8 nil






animals and people.

Catch and release sheep safely. Q40, 42, 43, 45 T8, 9 D4, 5, 6, 7, 19

Demonstrate safe and responsible workplace practices. Q2, 3, 4, 5,2 9, 35, 36

T1, 6, 7, 8 D4, 5, 6, 7, 18, 19

Provide due care and handle sheep humanely. Q40, 41, 43, 45, 51, 52

T8 nil

Clean and maintain crutching equipment, site and facilities. Q30, 44 T5, 6, 7, 8 nil

Read and interpret manufacturers’ specifications, work and maintenance plans.

Q22, 23, 25, 28, 29, 31, 32, 34

T5, 6, 7 nil

Work in a team as a team member. Q2, 21 T8, 9 nil

Communicate problems, faults and workplace hazards, and to comprehend instructions provided by the owner or overseer.

Q2, 3, 4, 5, 9, 21 T8, 9 D4, 5, 6, 7, 19

Tally crutched sheep count. Q20 T8 D15

RTE1106A Shear sheep to novice levelElement 1 – Set up shearing handpiece

1.1 Potential and existing hazards in the workplace are identified.

Q2, 3, 4, 5, 29, 35, 36

T1, 2, 5, 6, 7, 8, 9 D4, 5, 6, 7, 19

1.2 Shearing equipment is checked for correct operation. Q23, 27, 28, 32, 34, 35, 36

T1, 5, 6, 7, 8, 9 nil

1.3 Assemble comb and cutter on handpiece. Q31, 33, 34, 36 T7 nil

1.4 Set lead and throw. Q34 T7 nil

1.5 Set tension to enable comb and cutter to cut wool cleanly with minimum friction.

Q34 T7 nil






1.6 Lubricate working surfaces and moving parts in line with manufacturers’ requirements.

Q34, 35 T7 nil

Element 2 – Follow health and fitness procedures

2.1 Prepare for exercises to warm up the body. Q6, 44 T8, 9 nil2.2 Perform back, shoulder, leg, arm and abdomen stretches. Q44 T8, 9 nil2.3 Recognise the necessities of hydration, nutrition and rest

periods.Q44 nil

Element 3 – Catch sheep for shearing

3.1 Suitable personal protective equipment is selected, used and maintained in line with OHS and the workplace.

Q44 T6, 7, 8, 9 D4, 5, 6, 7, 19

3.2 Sheep are caught and moved in line with organisational, OHS, industry and animal welfare standards.

Q40, 42, 43, 45 T8, 9 D4, 5, 6, 7, 19

3.3 Sheep are moved from the catching pen to the shearing board using safe manual handling techniques.

Q40, 42, 43, 45 T8, 9 D4, 5, 6, 7, 19

3.4 Sheep are positioned for shearing in line with industry agreed shearing method.

Q45 T8, 9 D18, 19

RTE1106A Shear sheep to novice levelElement 4 – Remove fleece

4.1 Handpiece is activated and positioned in readiness for shearing operations.

Q34, 35, 36, 40 T8, 9 D18,19

4.2 Shear section of sheep in position suitable to the individual's competence.

Q46, 45, 47 T9 D18, 19

4.3 Shear the six basic positions in sequence. Q46 T9 D18, 19

4.4 Minimise injury to sheep. Q40, 41, 43, 45, 52 T9 nil

4.5 Release sheep safely from the board into the count-out pens.

Q40, 46 T8, 9 D18

Required knowledge Types of shearing sheds, boards and catching pens. Q37, 38 T1 D18






Shearing machinery required and their relative functions. Q23, 27 T5, 6, 7, 8, 9 nil

Industry agreed shearing techniques, positions and methods of shearing.

Q45, 46, 47 T9 D18, 19

Safe handling techniques for catching, dragging, shearing and releasing sheep.

Q45, 46, 47 T8, 9 D18, 19

Anatomy of all types of sheep. Q39, 41, 46, 47 T8, 9 nil

Sheep diseases. Q42, 43, 46, 47 T8, 9 nil

Animal welfare requirements in relation to sheep. Q42, 43, 46, 47 T8, 9 nil

Sheep behaviour. Q40, 43, 45 T8, 9 nil

RTE1106A Shear sheep to novice levelPersonal protective clothing and equipment, and when and how it should be used.

Q5, 6 T8, 9 D4, 5, 6, 7, 19

Federal Pastoral Industry Award and/or State Shearing Award of Queensland or Western Australian Shearing Contractors’ Award.

Q4, 13, 14, 15 T1, 4, 8, 9 (under review 2009)

D4, 5, 6, 7, 19


Q4, 9, 13, 14, 15 T1, 4, 8, 9 (under review 2009)

D4, 5, 6, 7, 19

Required skills Select and use equipment and materials appropriate for shearing sheep.

Q22, 23, 27 T5, 6, 7, 8, 9 nil

Avoid contamination, second cuts and damage to wool, animals and people.

Q47 T7, 8,9 nil

Shear sufficient sheep within eight hours to match novice skill level suturing.

40 sheep/day T9 nil






Catch and release sheep safely. Q40, 44 T8, 9 D18, 19Demonstrate safe and responsible workplace practices. Q2, 3, 4, 5, 29, 35,

36T1, 5, 6, 7, 8, 9 D4, 5, 6, 7, 19


T8, 9 nil

Clean and maintain shearing equipment, site and facilities. Q30 T5, 6, 7, 8, 9 nilWork in a team as a team member. Q2, 21 T3, 4 nilCommunicate problems, faults and workplace hazards, and to comprehend instructions provided by the owner or overseer.

Q2, 3, 4, 5, 9, 21 T1, 8, 9 D4, 5, 6, 7, 19

Tally shorn sheep count. Q20 T8, 9 D15

RTE2149A Shear sheep to improver levelElement 1 – Prepare for shearing

1.1 Shearing equipment is checked for correct operation prior to shearing session.

Q23, 27 T5, 6, 7, 8, 9 nil

1.2 Potential and existing hazards in the workplace are identified, and reported to the supervisor.

Q2, 3, 4, 5, 29, 35, 36

T1 D4, 5, 6, 7, 19

1.3 Suitable personal protective equipment is selected, used and maintained in line with OHS and workplace procedures.

Q4, 44 T1, 6, 8, 9 D4, 5, 6, 7, 19

Element 2 – Perform shearing operations

2.1 Sheep to be shorn are identified, caught and moved in line with organisational, OHS, industry and animal welfare standards.

Q40, 42, 43, 45 T8, 9 D4, 5, 6, 7, 19

2.2 Sheep are positioned for shearing using identified positions in line with industry standards.

Q45 T9 D18, 19

2.3 Handpiece is activated and positioned in readiness for Q34, 35, 36, 40 T7, 9 D18, 19






shearing operations.

2.4 Sheep are shorn using identified method and positions in line with industry standards.

Q46 T9 D18, 19

2.5 Shearing methods ensure that injuries and damage to the sheep and fleece are avoided in meeting volume expectations.

Q40, 43, 46, 47, 49, 52

T9 nil

2.6 Safe and humane handling techniques are used at all times according to OHS and animal welfare requirements.

Q40, 41, 43, 45, 46, 52

T8, 9 D4, 5, 6, 7, 19

RTE2149A Shear sheep to improver levelElement 3 – Respond to complications

3.1 Contamination is identified during shearing operations and reported to wool handlers in line with enterprise requirements.

Q47, 50 T8, 9 nil

3.2 Sheep cuts are sutured in line with industry standards and animal welfare requirements.

Q52 T9 nil

3.3 Flyblown sheep are identified and reported in line with industry standards and animal welfare requirements.

Q39, 42, 43, 50 T9 nil

3.4 Problem sheep are identified and reported in line with industry and enterprise requirements.

Q39, 41, 42, 43, 50 T9 nil

Element 4 – Complete shearing operations

4.1 Wool is placed to avoid contamination and for wool handlers to collect in line with enterprise and industry requirements.

Q40, 44, 50 T9 D18,19

4.2 Handpiece is set to non-operational position and stored in line with manufacturers’ specifications and enterprise requirements.

Q1, 40 T9 D19






4.3 Sheep are safely released from the board into the count-out pens.

Q40, 44 T9 D18

4.4 Shearing grievances and difficulties are reported in line with enterprise requirements.

Q2, 3, 4, 5, 9, 21 T9 nil

RTE2149A Shear sheep to improver levelRequired knowledge Types of shearing sheds, boards and catching pens. Q37, 38 T1, 8, 9 D18

Shearing machinery required and their relative functions. Q22, 23 T5, 6, 7 nil

Industry shearing techniques and positions and method of shearing.

Q45, 46, 47 T8, 9 D18, 19

Safe handling techniques for catching, dragging, shearing and releasing sheep.

Q40, 42, 43, 45 T8, 9 D4, 5, 6, 7, 19

Anatomy of all types of sheep. Q39, 41, 46, 47 T8, 9 nil

Sheep diseases. Q42, 43, 46, 47 T8, 9 nil

Animal welfare requirements in relation to sheep. Q42, 43, 46, 47 T8, 9 nil

Sheep behaviour. Q40, 43, 45 T8, 9 nil

Personal protective clothing and equipment, and when and how it should be used.

Q5, 6 T6, 8, 9 D4, 5, 6, 7, 19

Federal Pastoral Industry Award and/or State Shearing Award of Queensland or Western Australian Shearing Contractors Award.

Q4, 13, 14, 15 T1, 4, 8, 9 (under review 2009)

nil


Q4, 9, 13, 14, 15 T1, 4, 8, 9 (under review 2009)

D4, 5, 6, 7, 19






RTE2149A Shear sheep to improver levelRequired skills Select and use equipment and materials appropriate for

shearing sheep.Q22, 24, 27 T5, 6, 7 D4, 5, 6, 7, 19

Avoid contamination, second cuts and damage to wool, animals and people.

Q47 T8, 9 nil

Shear sufficient sheep within eight hours to match novice skill level suturing.

Q48 T9 nil

Catch and release sheep safely. Q40, 44 T8, 9

Demonstrate safe and responsible workplace practices. Q2, 3, 4, 5, 29, 35, 36

T1, 8, 9 D4, 5, 6, 7, 19


T8, 9 nil

Clean and maintain shearing equipment, site and facilities. Q30 T5, 6, 7, 8, 9 nil

Work in a team as a team member. Q2, 21 T1, 3, 4 nil

Communicate problems, faults and workplace hazards, and to comprehend instructions provided by the owner or overseer.

Q2, 3, 4, 5, 9, 21 T1, 2, 6, 8, 9 nil

Tally shorn sheep count. Q20 T8, 9 D15
