UNIT 1 - AURASA002 - (Follow Safe Working Practices)

MARKING GUIDE
AURASA002 FOLLOW SAFE WORKING

PRACTICES IN AN AUTOMOTIVE
WORKPLACE
AUR30616 Certificate III in Light Vehicle Mechanical Technology
AUR – Automotive Retail, Service and Repair Training Package (Release 3.0)
© 2017 Adelaide Educators Pty Ltd trading as Adelaide College of Technical Education
Cover images © Bigstock www.bigstockphoto.com
Assessment information...................................................................................................................................... 4
Definitions............................................................................................................................................................ 6
Assessment Task 1: Written questions............................................................................................................... 9
Assessment Task 2: Observation 1................................................................................................................... 15
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AURASA002_AUR Marking Guide v2.00 April 2018
© Adelaide Educators Pty Ltd ABN 84136893831
RTO ID: 40336 CRICOS ID: 03187D
Assessment information
About this marking guide

This document is to be used as a guide to marking the assessment tasks required for this unit.
This document outlines the instructions provided to the student for each task and accompanying sample/
benchmark answers and any relevant instructions for the assessor.
Assessment tasks
This unit is assessed in the following ways:
Assessment Task Overview
Assessment Task 1: Written questions Students must correctly answer all 30 questions to show that they
understand the knowledge required of this unit.
Assessment Task 2: Observation 1 Students are to be observed while identifying and following emergency
procedures in the automotive workshop.
Assessment Task 3: Observation 2 Students are to be observed while carrying out a safety inspection in the
automotive workplace and contributing to a safety meeting.
Assessment Task 4: Observation 3 Students are to be observed while moving two heavy items in the
automotive workplace.
Assessment Task 5: Observation 4 Students are to be observed while using two different dangerous goods
in the automotive workplace.
Assessment plan
The Student Assessment Pack includes an assessment plan that students are required to read and sign. Get
this plan signed before students begin the assessment tasks for this unit. Students can use this plan to declare
whether they need any support or reasonable adjustments.
Assessment documents
We have developed a range of comprehensive assessment documents for assessment of this unit.
Assessors will need the following documents:
 Assessment Record Tool – to be used by the assessor to record the decision-making process. Details
about workplace-based tasks (if applicable) are also included in this document.
 Record of Assessment – to record the outcome of each assessment task and the final result.
 This Marking Guide, which includes:
- a guide to assessors on the process of assessment
- benchmark responses to assessment tasks.
Please Note: mapping of assessment tasks to unit of competency requirements is in a separate
document.
Students will need to receive:
 Student Assessment Pack for this unit/topic.
Assessors must provide students with the due date for each assessment task for this unit – students should be
instructed to write the dates in their Student Assessment Pack.
Assessment attempts and resubmissions

Students have up to three attempts to complete assessment tasks satisfactorily. If after the third attempt, the
student has not completed the task satisfactorily, the assessor must make alternative arrangements for
assessment. Depending on the task, this may include:
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 resubmitting incorrect answers to questions (such as written tasks and case studies)
 resubmitting part or all of a project, depending on how the error impacts on the total outcome of the
task
 redoing a role play after being provided with appropriate feedback about their original performance
 being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback.
Students should be provided with an appropriate timeframe in which to resubmit their work. For example,
students may:
 be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
 be provided with feedback on the day about their performance in an observation or a role play and then
redo the task during the next task
 need to redo workplace-based tasks (if applicable) during the same workplace visit or a follow-up
observation may be required – you should discuss arrangements with the student’s supervisor to agree
on a suitable time and date for reassessment.
Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further
information.
Assessment outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). Students
must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one
or more of tasks are assessed as Not Satisfactory, students will be given an overall outcome for the unit of Not
Yet Competent (NYC).
Students can be given two further attempts to complete the task and achieve a Satisfactory outcome. Students
need to be given a timeframe for resubmission and advised what they must include in the resubmission.
Assessors are required to use the Assessment Record Tool to record the assessment decision for each task.
The Record of Assessment document must be completed by the assessor upon completion of the Assessment
Record Tool, to record the assessment result.
Assessment Cover Sheet

Assessors must ensure that students have completed the Assessment Cover Sheet for each assessment task.
Assessment appeals
All students have the right to appeal an assessment decision. To make an appeal about an assessment
decision, students must follow the process outlined in the Student Handbook.
Training and Assessment Strategies

Each RTO will have a Training and Assessment Strategy that outlines the assessment methods and tasks to be
used in the delivery of each course.
All assessors should be provided with a copy of the relevant Training and Assessment Strategy for the courses
they deliver.
Assessors must ensure they work within the parameters and guidelines of the strategy and communicate any
areas that may need improvement or updating as they are identified.
Plagiarism, cheating and collusion

Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should refer
to their RTO’s policy and procedures regarding training and assessment for further information.
Resources and equipment required for these assessments

You will need to ensure that the following items are available for students to complete their assessments:
 Access to textbooks and other learning materials
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 Access to workplace safety policies and procedures
 Access to a computer, printer and the Internet
 Access to the automotive workshop emergency evacuation plan
 Incident reporting form (provided)
 Automotive workshop inspection checklist (provided)
 Safety improvement suggestion form (provided)
 Safety tags and locks for machinery and equipment
 Mechanical aids for lifting and carrying (e.g., jigs, slings, dollies, chains)
 Automotive workshop dangerous goods (petrol, brake fluid)
Definitions
Assessment
Assessment is ‘the process of collecting evidence and making judgements on whether competency has been
achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a
training package or VET accredited course.’1
Dimensions of competency
To be competent, a person must show their ability to perform effectively in a broad capacity. The dimensions of
competency ensure the person being assessed has the skills to perform competently in variety of different
circumstances. To be competent, a person must demonstrate the following:
 Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and
practical skills and these are usually described in the performance criteria.
 Task Management Skills: These are skills in organising and coordinating, which are needed to be able
to work competently while managing a number of tasks or activities within a job.
 Contingency Skills: The skills needed to respond and react appropriately to unexpected problems,
changes in routine and breakdowns while also performing competently.
 Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position,
location and with others. These skills may be described in the range of variables and underpinning
skills and knowledge.
Principles of assessment and rules of evidence

Assessment must be conducted in accordance with the rules of evidence and principles of assessment.
PRINCIPLES OF ASSESSMENT
 Validity:
Each task has been mapped to unit of competency requirements. Refer to the ‘Unit mapping’ for more
information.
Assessment tasks are varied and are required to be completed over a period of time and, where required,
on a number of occasions. Practical observations provide opportunities for students to demonstrate both
knowledge and skills.
 Reliability:
This marking guide provides benchmark answers for each assessment task to ensure accuracy and
consistency in the assessment decision-making process.
1
From the Users’ Guide: Standards for Registered Training Organisations (RTOs) 2015
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 Flexibility:
A range of assessment methods are provided that are relevant to the unit’s context.
 Fairness:
Students are required to sign an agreement in their Student Assessment Pack and state if they have any
special needs or considerations that may affect their ability to complete the assessments. Any reasonable
adjustments that are required to be made to these assessments must be noted in the Assessment Record
Tool for this unit, in the checklist for the relevant task.
Students are provided with information about the appeals process in their Student Assessment Pack and in
their Student Handbook.
RULES OF EVIDENCE
 Validity:
This Marking Guide provides a set of benchmark responses for each assessment task. Assessors are to
record assessment outcomes for each task in the accompanying Assessment Record Tool. Assessor
observations require the assessor to watch the student complete specific workplace activities in which they
can demonstrate the skills and knowledge required.
 Sufficiency:
The ‘Unit mapping’ demonstrates how assessment tasks align with unit of competency requirements. Some
units may require the student to demonstrate assessment over a period of time and more than once. These
requirements will be made clear in the relevant assessment task.
 Currency:
Evidence for each assessment task will be gathered over the duration of the course. Workplace-based
tasks (if applicable) will allow the student to draw from current workplace conditions and experiences, and
students will be able to use technology, tools and equipment specific to their workplace.
 Authenticity:
Students are required to sign the Assessment Task Cover Sheet, indicating that the work they have
submitted for assessment is their own.
Practical classroom tasks and workplace observations (if applicable) by the assessor ensure that the
assessor sees the student demonstrating the skills and knowledge required of this unit.
Third party reports (where applicable) require third party persons to sign that they have observed the
student undertake the tasks detailed in the checklist.
Reasonable adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and training
across Australia. Under this framework, providers of vocational education and training must take steps to
ensure that learners with recognised disabilities can access and participate in education and training on the
same basis as learners without disabilities. Sometimes reasonable adjustments, are made to the learning
environment, training delivery, learning resources and/or assessment tasks to accommodate the particular
needs of a learner with a disability. An adjustment is reasonable if it can accommodate the learner’s particular
needs, while also taking into account factors such as: the views of the learner; the potential effect of the
adjustment on the learner and others; the costs and benefits of making the adjustment.
Adjustments must:
 be discussed and agreed to by the learner with a disability
 benefit the learner with a disability
 maintain the competency standards
 be reasonable to expect in a workplace.
Adjustments are not required if they could:
 cause the RTO unjustifiable hardship
 harm other learners.
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Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it
is not likely to be reasonable.2
Some examples of reasonable adjustments that could be made for the assessments in this booklet include:
 verbal responses to written activities (such as questions and answers tasks and case studies)
 conducting assessor workplace observations via Skype or other video format (for example, in cases of
students in remote areas)
 rescheduling assessor observations in the event that workplace conditions may not be suitable (for
example, safety concerns, required resources not being available, lack of appropriate clients on the
day, and so on)
 providing students with large-print copies of the Student Assessment Pack.
Record any reasonable adjustments made in the space provided in the relevant task’s checklist in the
Assessment Record Tool.
2
From https://www.ibsa.org.au/sites/default/files/media/BSBv1.1_Business_Services_Implementation_Guide.pdf
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Assessment Task 1: Written questions
INFORMATION FOR THE ASSESSOR

Purpose of the task
Students are to demonstrate that they understand the knowledge required of this unit.
How to prepare for this task
Students may complete this task in class or at home as appropriate. Students may be provided with access
to a computer and word processing software if they prefer to type their responses to each question.
Submission
Students need to submit answers to all of the questions in this task.
Reassessment arrangements
If students answer any questions in this task incorrectly, they will need to be given an appropriate time in
which to resubmit. Students should only redo questions that are incorrect; however, they will need to resubmit
the entire assessment.
Students can be given the opportunity to answer questions verbally if appropriate.
Discuss timeframes for resubmission with the student when you tell them the outcome for this task.
Guidance to assessing this task
Benchmark responses are provided for each question.
TASK SUMMARY
This is an open book test.
Students need to answer all 11 questions correctly.
Students must answer the questions by writing in the space provided.
If students need more space, they can use extra paper. All additional sheets of paper must include their name
and the question number/s they are answering.
Students may prefer to use their computer to type their answers. Advise students if they can email their
answers as a Word file, or if they must print and submit hard copies.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

 Access to textbooks and other learning materials.
 Access to workplace safety policies and procedures.
 Access to a computer, printer and the Internet.
WHEN AND WHERE SHOULD THE TASK BE COMPLETED?
 Students will do this task in the classroom or as homework – advise the students as to which is required.
 Provide students with the due date for this assessment so they can write it in their Student Assessment
Pack.
 WHAT NEEDS TO BE SUBMITTED?

 Their answers to each question.
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INSTRUCTIONS
Instructions to students:
Answer the questions that follow.
Student answers should broadly be as follows:
QUESTION 1
What are the legal responsibilities of employers in relation to work health and safety?
Ensuring a safe workplace for employees, clients and visitors.
QUESTION 2
What are the legal responsibilities of employees in relation to participating in work health and safety practices?
Following workplace safety policies and procedures, attending induction and training, raising safety concerns.
QUESTION 3
What are the duty of care responsibilities of employees in relation to work health and safety?
Protecting their own safety and the safety of others; preventing an action that could cause harm to occur.
QUESTION 4
Briefly explain the purpose and structure of a work health and safety committee?
The purpose of work health and safety committees is to facilitate cooperation between employers and workers
to promote and ensuring workplace safety, including assistance to develop safety standards, rules and
procedures. The structure includes a number of representatives as agreed between the employer and the
workers. The employer can only nominate up to half of the committee members. Work health and safety
committees must meet at least once every three months.
QUESTION 5
What is the role of a health and safety representative?
Health and safety representatives have the role of representing the health and safety interests of a work group.
A work group is a group of workers who share a similar work situation.
QUESTION 6
Identify the Personal Protective Equipment (PPE) required for working in an automotive workplace.
Hearing protection
Skin protection (e.g. gloves)
Protective clothing (e.g. overalls)
Protective footwear (e.g. boots)
Eye protection (e.g. safety glasses, face shields)
QUESTION 7
Explain the manual handling considerations in relation to the following:
a) Storing items
Items should be stored within easy reach and at waist height to prevent stretching and bending.
b) Planning a lift
Considering the size and shape of the load, the route for carrying the load, the need for equipment or
assistance.
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c) Using lifting techniques and lifting equipment
Squatting close to the load, using the legs to lift the load, carrying the load close to the body, refraining
from bending, keeping the back in a neutral position. Lifting equipment should always be used for
heavy loads.
QUESTION 8
Briefly describe automotive workplace requirements in relation to the following:
a) Housekeeping
Keeping all areas clean and free from hazards, cleaning and storing tools and equipment appropriately,
cleaning spills immediately, safely storing chemicals and hazardous substances.
b) Observing personal hygiene
Wearing protective clothing and gloves, washing hands before eating and after using the toilet
c) Identifying slip and trip hazards
Conducting visual inspection of the area, removing any tolls, equipment and materials that constitute a
trip hazards, cleaning up spills and/or using appropriate signage to prevent accidents.
QUESTION 9
How can you tell the difference between warning, prohibition, mandatory and emergency information signs?
Warning signs have a yellow background, and a black triangle is depicted around the hazard symbol.
Prohibition signs contain a red circle and slash over the symbol of the action that is prohibited. Mandatory signs
are depicted in white over a blue circular background. Emergency information signs are white over a green
background.
QUESTION 10
What are the safety risks associated with using compressed air equipment?
There are risks associated with dirt and particles penetrating the skin and damaging the eyes of a person.
QUESTION 11
How are machine guards meant to be used?
Machine guards should be appropriate to respective machine or equipment. They should be free from
damaged and properly attached to the machine and equipment to ensure their effectiveness.
QUESTION 12
What are the procedures for checking and using electrical tools?
Checking cables and plugs to identify any issues requiring attention, checking overall conditions of the
equipment for any risks, using a residual current device (RCD).
QUESTION 13
Explain the requirements in relation to tagging and isolating faulty equipment.
Faulty equipment must be tagged with an out of service tag and isolated from service until repair is carried out.
The out of service tag should details what is wrong with the equipment. It can only be removed by the person
who attached it, the supervisor responsible for the operation or repair of the equipment or the maintenance
person who carried out the repair.
QUESTION 14
What are the risks of using electrical equipment around water?
Electricity can run through water or wet surfaces and cause electrical shocks, injury and even death.
QUESTION 15
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Explain the safety procedures for using jacks and stands.
Jacks and stands must be placed at the correct jacking points for the vehicle, stands must be used after vehicle
has been raised by a jack, stands must always be used if work is to be done under a vehicle, daily and routine
inspections should be carried out and recorded on the appropriate log.
QUESTION 16
What are the safety considerations in relation to using hoists?
Vehicles must be suitably positioned with lifting arms and pads correctly placed, moving parts should have a
clearance from any fixed structure or other equipment that moves, electric hoists and wiring must be tested,
hoist controls must be in good conditions, well positioned and clearly marked for operation, hoist safety devices
must be operational, hoist operators must be trained in correct use and inspection, daily and routine
inspections should be carried out and recorded on the appropriate log.
QUESTION 17
What does Safe Working Load (SWL) means in relation to jacks and hoists?
It refers to the nominated capacity in kilograms of the jack or hoist. These must be clearly displayed on the
equipment. Load must not exceed the safe working load capacity.
QUESTION 18
Outline the risks associated with engine moving parts.
Hands or clothing may get caught by moving parts such as drive belts, pulleys and fans. Electric fans may be
temperature controlled and a stationary fan could start up abruptly if the ignition is switched on.
QUESTION 19
Which precautions should you take when working on engine and exhaust hot components?
Removing the radiator cap when the engine is cold (or covering the cap with a heavy pad or rag and open just
enough to release pressure before continuing). Waiting for the exhaust manifolds and other components of the
exhaust system to cool down before working on these parts.
QUESTION 20
Explain the safety considerations of working on ignition systems.
The ignition system produces high voltages and should be turned off prior to work. Contact with the ignition
system should be avoided when the engine is running. Additional precautions must be taken by people who
have a heart pacemaker as high voltages could affect its operation.
QUESTION 21
Why should you refrain from wearing jewellery when working around high current wiring systems?
Metal is a good conductor for electricity, which can reduce the skin resistance against electrical shocks.
QUESTION 22
What are the safety considerations of working with vehicle batteries?
Sulphuric acid from batteries can cause skin irritation, damage clothes and corrode metal parts. Skin should be
washed if in contact with battery acid, and eyes should be flushed with water and medical advice sought.
Electrical contact with the battery terminals, or between the live terminal and the engine or body, can cause
burns.
QUESTION 23
Outline the risks associated with fuel, including petrol, diesel and natural and petroleum gas.
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Fuel is highly flammable. Petrol vaporises at room temperature and is easy to ignite. Diesel emissions are
highly toxic and can cause asphyxiation, worsen symptoms of asthma and allergies, and increase the risk of
heart and lung diseases, including lung cancer. Liquified petroleum gas (LPG) can also cause asphyxiation and
have toxic effects. In addition, it can cause cold burns to the skin.
QUESTION 24
Why the batteries of electrical and hybrid vehicles may impose higher safety risks than other batteries?
These batteries commonly have electrical energy stored at high voltages.
QUESTION 25
Describe the requirements for handling and storing the following:
a) Oils
Careful handling to prevent spills or damage to containers, storing oils indoors and in the same area to
protect from weather and temperature conditions, refraining from mixing different brands or types of
oils, avoiding exposure to dust or chemical fumes, using clean dispensing equipment, promptly
cleaning spills, clearly marked containers.
b) Brake fluid
Storing brake fluids on their original container in a clean and dry location, room temperature or below,
packaging should be appropriately marked, preferably stored separately from other petroleum products
or fluid materials.
c) Brake dust
Controlling the release of brake dust to the lowest level possible, using a vacuum/enclosure system or
an especially designed low-pressure wet spray, using pre-ground ready to install parts when possible,
refraining from cleaning brake dust with air hoses, brushes or rags, ordinary vacuum system, storing
and disposing of brake dust in accordance with legislation for asbestos waste.
d) Chemicals
Ensuring chemicals are appropriately labelled. Handling and storing chemical according to the
requirements outlined in the chemical labels and safety data sheets (SDS).
e) Cleaning products
Keeping products on their original containers. Following safety precautions outlined in the labels of the
cleaning products.
QUESTION 26
What are the purpose and requirements in relation to Safety Data Sheets (SDS)?
Safety data sheets (SDS) provide critical information in relation to the chemical identify and ingredients, health
and physical hazards, safe handling and storage procedures, emergency procedures and disposal
considerations. Most workplace chemicals must have safety data sheets (SDS) readily accessible to any
person using, handling or storing the chemical, emergency service workers and anyone else who may be
exposed to the chemicals.
QUESTION 27
What is the role of a first aid officer?
Providing immediate response to an accident or incident while ensuring own safety and the safety of others.
QUESTION 28
What is the role of an evacuation or fire warden?
Assist in the safe and effective evacuation of workers and visitors from the workplace according to emergency
evacuation procedures.
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QUESTION 29
What is the responsibility of employees in case of an emergency evacuation?
Follow instructions from the evacuation or fire warden, adhere to workplace emergency procedures,
congregate at the designated assembly point.
QUESTION 30
Who should be notified in case of a workplace injury?
The first aid officer and the supervisor should be immediately notified.
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Assessment Task 2: Observation 1
Purpose of the task

Students need to demonstrate the ability to identify and follow emergency procedures in an automotive
workshop, including fire safety procedures, emergency evacuation procedures and incident, accident and
illness response.
You must ensure that students are provided with access to workplace procedures in relation to emergencies,
fire safety and incidents, accident and illness reporting.
In addition, you must ensure the following in relation to each part of this assessment task:
PART A
Ensure that fire extinguishers have been inspected and the information on labels can be easily read. Identify
the location of all fire extinguishers and fire safety blankets in the automotive workshop. Students must not
use fire extinguishers or blankets for this assessment task, but they must describe when and how they should
be used.
PART B
Identify the location of emergency evacuation plans and the designated emergency response personnel for
the automotive workshop. Students must be able to demonstrate that they can read and interpret emergency
evacuation procedures. Ensure that an emergency evacuation drill is scheduled for this task.
PART C
Select an appropriate accident scenario that can be simulated for this task. The accident should be realistic
and performed as a role play. Ensure a first aid officer is available to provide immediate response to the
accident. Students will be required to notify the first aid officer in first instance and then the site supervisor
(the assessor in this case).
Note: For each part of this task, you must ask questions to confirm that students can correctly interpret and
apply their skills and knowledge. You must record your questions and the student answers in the appropriate
sections of the Assessment Record Tool.
Submission
Students will need to submit an incident report form at the end of this assessment task.
Students need to complete this task completely and satisfactorily, otherwise they will have to redo the task.
Discuss timeframes for a second attempt with the student when you tell them the outcome for this task.
Refer to the Assessment Record Tool for information on the observation points and additional requirements
for this task.
TASK SUMMARY
This task has been divided in three different parts.
PART A
Student will be required to identify the automotive workshop fire safety equipment and its correct application.
PART B
Students will be required to identify and follow the automotive workshop emergency evacuation procedures.
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PART C
Students will be required to identify the workplace procedures for incidents, accidents and illness, and follow
these procedures to respond to an automotive workplace accident.
For each part of this task, students will also be required to answer to a series of follow up questions determined
by the assessor in order to demonstrate correct interpretation and application of skills and knowledge.

 Access to the automotive workshop emergency evacuation plan
 Incident reporting form (provided)
 Students will do this task in the automotive workshop.

 Provide students with the date for this assessment so they can write it in their Student Assessment Pack.
WHAT NEEDS TO BE SUBMITTED?

 Completed incident report form
INSTRUCTIONS
PART A: FIRE SAFETY EQUIPMENT AND PROCEDURES FOR USE
You are required to locate the fire safety equipment in your automotive workshop and explain its correct
application and use.
Your assessor will be observing to ensure that you:

 Locate all fire safety equipment, including fire extinguishers and fire blankets
 Recognise the different types of fire extinguishers
 Interpret the safety signs and information in the fire extinguisher labels
 Explain the correct application of each type of fire extinguisher
 Explain the correct use of fire blankets
 Respond to all follow up questions correctly
PART B: EMERGENCY EVACUATION PROCEDURES
You are required to identify, interpret and follow the emergency evacuation procedures in your automotive
workshop.

 Locate the emergency evacuation plan, emergency exits and assembly point
 Interpret emergency evacuation signs, including emergency alarms
 Identify emergency evacuation response personnel (evacuation/fire wardens)
 Explain the correct procedures and requirements for exiting the building
 Follow the emergency evacuation procedures during a safety drill
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PART C: INCIDENTS, ACCIDENTS AND ILLNESS PROCEDURES AND RESPONSE
You are required to identify the procedures for incidents, accidents and illness in your automotive workshop.
You will also be required to respond to an accident situation in accordance with these procedures. This will
include completing an incident report form.

 Locate and identify the procedures for incidents, accidents and illness
 Interpret the steps and requirements within these procedures
 Explain the reporting requirements in relation to incident, accidents and illness
 Identify incidents, accidents and illness response personnel (first aid officers, WHS officers)
 Respond to a workplace accident in accordance with these procedures
 Complete an incident report form promptly and accurately
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Incident Report Form
Name: Date:
Signature: Location:
Incident Details
Date: Time:
Witnesses: Reported to:
What was the incident, accident or illness?
Were there any injuries? What were they?
Which factors contributed to the incident, accidents or illness?
Which corrective actions were taken (if any)?
Are there any future recommendations? What are they?
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Purpose of the task

Students need to demonstrate the ability to conduct a safety inspection in the automotive workshop and
actively participate and make contributions to a safety meeting. Students are also required to raise individual
safety concerns and propose safety improvements to resolve them.
You must ensure the following in relation to each part of this assessment task:
PART A
The automotive workshop must present a reasonable number of safety hazards. You must prepare the area
to ensure these hazards are present and can be identified through a safety inspection. A variety of hazards
must be present, and you must ensure that:
 at least one hazard is related to a faulty machine or equipment
 at least one hazard is related to a fire risk
These hazards can be simulated for assessment purposes.
You should also have safety tags and locks for the faulty machinery and equipment readily available.
PART B
You must prepare and coordinate a safety meeting to discuss safety procedures and findings in relation to
the safety inspection. When coordinating the meeting, you must ensure that all students have the opportunity
to raise a safety concern and propose safety improvements to resolve the issue.
Submission
Students will need to submit an automotive workshop inspection checklist and a safety improvement
suggestion form at the end of this assessment task.
for this task.
TASK SUMMARY
This task has been divided in two different parts.
PART A
Student will be required to conduct an automotive workshop safety inspection and implement appropriate risk
control measures.
PART B
Students will be required to participate and actively contribute to a workplace safety meeting.
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 Automotive workshop inspection checklist (provided)
 Safety improvement suggestion form (provided)
 Safety tags and locks for machinery and equipment


 Completed automotive workshop inspection checklist
 Completed safety improvement suggestion form
INSTRUCTIONS
PART A: AUTOMOTIVE WORKSHOP SAFETY INSPECTION
You are required to conduct a safety inspection in the automotive workshop and record your findings in the
automotive workshop inspection checklist.

 Identify and interpret a range of safety signs and requirements
 Identify unsafe situations and safety hazards, including fire hazards
 Identify faulty machinery and equipment hazards
 Implement appropriate risk control methods for identified hazards
 Implement procedures for isolation and tagging of faulty equipment
 Complete the automotive workshop inspection checklist
PART B: ACTIVELY CONTRIBUTE TO A SAFETY MEETING
You are required to actively contribute to a safety meeting by raising a safety concern and making an
improvement suggestion. You will also be required to complete a safety improvement suggestion form.

 Attend a workplace safety meeting
 Raise a safety concern to be discussed during the meeting
 Make a safety improvement suggestion based on your safety concern
 Complete a safety improvement suggestion form
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Automotive Workshop Inspection Checklist
Name: Date:
Workshop Areas Yes / No Comments / Controls

All exist clear and accessible
Toilets and shower provided and clean
Kitchen facilities provided and adequate
Adequate lighting provided
Fire extinguishers provided, maintained and accessible
Electrical equipment adequately maintained
Hoists, jacks and stands adequately maintained
600mm clearance between hoist and other equipment
Compressors adequately maintained
Power tools adequately maintained
Parts stored in appropriate areas with racking, shelves, etc.
Guards fitted to equipment where required
Lifting equipment adequately maintained
Emergency evacuation plan displayed
Safety signs available and displayed
First aid kit provided
Chemicals Yes / No Comments / Controls
Dangerous goods/hazardous substances stored and labelled
appropriately
Safety data sheets (SDS) available for all chemicals
Dangerous goods/hazardous substances register kept and
maintained
Waste oils and other products disposed appropriately
Housekeeping Yes / No Comments / Controls
Workshop floor free of slips and trips hazards
Fluid spills cleaned up immediately
Rubbish not stored near flammable substances
Spill-containment equipment available
Tools and equipment stored appropriately
Air lines, hoses and tools clear of floor surfaces
Gas cylinders stored and secured appropriately
Metal rubbish bins provided and emptied regularly
Personal protective equipment Yes / No Comments / Controls
Hearing protection provided
Eye protection provided
Gloves provided
Welding screen provided
Page 22 of 27
Safety Improvement Suggestion Form
Name: Date:
What is your safety concern?
What safety risks did you identify?
What would be the consequences of these risks?
What are the chances that they could happen?
What is your suggestion for improvement?
Page 23 of 27
Purpose of the task

Students need to demonstrate the ability to move two heavy items in accordance with workplace manual
handling procedures. One item will be manually lifted and carried, and the other item will be lifted and carried
with the assistance of mechanical aids.
PART A
A number of items of different weights should be readily available to cater for the different needs of students
performing this task. You must ensure that students do not attempt to lift and carry items in a way that puts
their safety at risk. If students attempt to lift and carry an item in a way that is unsafe, you must stop the
assessment. Students will fail assessment if they attempt to lift and carry items in an unsafe manner.
PART B
Mechanical aids for lifting and carrying equipment must be readily available for this task. You must ensure
students select the most appropriate mechanical aids for lifting and carrying the particular item. The item
weight must be within the range of the respective mechanical aids. If students attempt to lift and carry an item
in a way that is unsafe, you must stop the assessment. Students will fail assessment if they attempt to lift and
carry items in an unsafe manner.
Submission
Students do not need to submit anything for this assessment task.
for this task.
TASK SUMMARY
PART A
Students will be required to move a heavy item in the automotive workshop by manually lifting and carrying the
item.
PART B
Students will be required to move a heavy item in the automotive workshop by using mechanical aids (e.g., jigs,
slings, dollies, chains).
Page 24 of 27
 Mechanical aids for lifting and carrying (e.g., jigs, slings, dollies, chains)


 Students are not required to submit anything for this task.
INSTRUCTIONS
PART A: MANUALLY LIFTING AND CARRYING A HEAVY ITEM
You are required to manually lift and carry a heavy item from one location to another in the automotive
workshop. You must ensure that the item weight is within your comfort zone and does not offer risks to your
personal safety.

 Follow workplace procedures for manual handling
 Plan you lift correctly, including selecting a suitable route
 Assess the risks to perform the lift and carry the item
 Use appropriate lifting and carrying techniques
 Ensure your own safety and the safety of others at all times
PART B: LIFTING AND CARRYING A HEAVY ITEM USING MECHANICAL AIDS
You are required to lift and carry a heavy item from one location to another in the automotive workshop by
using mechanical aids. You must ensure that the mechanical aids used are appropriate to the task and the
weight of item being lifted.

 Follow workplace procedures for manual handling
 Plan you lift correctly, including selecting a suitable route
 Assess the risks involved in lifting and carrying the item by using the mechanical aids
 Apply appropriate techniques to use the mechanical aids in order to lift and carry the item
Page 25 of 27
Purpose of the task

Students need to demonstrate the ability to use, handle and store dangerous goods in accordance with
workplace procedures and safety data sheets (SDS) requirements. They will be required to add engine oil
and coolant to a vehicle to reach the appropriate levels.
PART A
Ensure that engine oil is partially removed from vehicle so that students can add the product to reach the
appropriate level. Engine oil appropriate to the vehicle must be made available. Make sure safety data sheets
(SDS) and chemical labels are readily available and easy to be read. Monitor the students while performing
the task to prevent any risks to their safety or the safety of others. If a spill occurs, make sure the student
cleans it promptly and appropriately in line with procedures.
PART B
Ensure that a significant amount of coolant is removed from the vehicle so that students can add the product
to reach the appropriate level. The recommended coolant for the vehicle must be made available. Students
will need to calculate the required amount of coolant and water to successfully perform this task. Make sure
safety data sheets (SDS) and chemical labels are readily available and easy to be read. Monitor the students
while performing the task to prevent any risks to their safety or the safety of others. If a spill occurs, make
sure the student cleans it promptly and appropriately in line with procedures.
Submission
Students do not need to submit anything for this assessment task.
for this task.
TASK SUMMARY
PART A
Students will be required to add engine oil to a vehicle until it reaches the appropriate level.
PART B
Students will be required to add engine coolant to a vehicle until it reaches the appropriate level.
Page 26 of 27
 Access to a vehicle with low engine oil and coolant levels
 Engine oil and coolant appropriate to the vehicle


 Students are not required to submit anything for this task.
INSTRUCTIONS
PART A: USING, HANDLING AND STORING ENGINE OIL
You are required to add engine oil to a vehicle until it reaches the appropriate level. You will need to safely use,
handle and store the product in accordance with safety requirements and procedures.

 Follow workplace procedures for using, handling and storing dangerous goods
 Identify and interpret safety requirements from safety data sheets (SDS) and label
 Implement risk control measures in relation to using and handling the product
 Take appropriate measures to prevent the risk of spills
 Clean any spills promptly and in line with safety requirements if they occur
 Store the product correctly and in line with workplace requirements
PART B: USING, HANDLING AND STORING ENGINE COOLANT
You are required to add engine coolant to a vehicle until it reaches the appropriate level. You will need to safely
use, handle and store the product in accordance with safety requirements and procedures.

 Follow workplace procedures for using, handling and storing dangerous goods
 Identify and interpret safety requirements from safety data sheets (SDS) and label
 Implement risk control measures in relation to using and handling the product
 Calculate and measure the appropriate rates of product and water in line with instructions
 Take appropriate measures to prevent the risk of spills
 Clean any spills promptly and in line with safety requirements if they occur
 Store the product correctly and in line with workplace requirements
Page 27 of 27

UNIT 1 - AURASA002 - (Follow Safe Working Practices)

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UNIT 1 - AURASA002 - (Follow Safe Working Practices)

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MARKING GUIDE

AURASA002 FOLLOW SAFE WORKING

About this marking guide

Assessment Task Overview

Assessment attempts and resubmissions

Assessment Cover Sheet

Training and Assessment Strategies

Plagiarism, cheating and collusion

Resources and equipment required for these assessments

Principles of assessment and rules of evidence

INFORMATION FOR THE ASSESSOR

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

WHEN AND WHERE SHOULD THE TASK BE COMPLETED?

 WHAT NEEDS TO BE SUBMITTED?

Student answers should broadly be as follows:

INFORMATION FOR THE ASSESSOR

Purpose of the task

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

WHEN AND WHERE SHOULD THE TASK BE COMPLETED?

 Students will do this task in the automotive workshop.

WHAT NEEDS TO BE SUBMITTED?

Your assessor will be observing to ensure that you:

PART B: EMERGENCY EVACUATION PROCEDURES

Your assessor will be observing to ensure that you:

PART C: INCIDENTS, ACCIDENTS AND ILLNESS PROCEDURES AND RESPONSE

Your assessor will be observing to ensure that you:

Witnesses: Reported to:

What was the incident, accident or illness?

Were there any injuries? What were they?

Which factors contributed to the incident, accidents or illness?

Which corrective actions were taken (if any)?

Are there any future recommendations? What are they?

INFORMATION FOR THE ASSESSOR

Purpose of the task

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

WHEN AND WHERE SHOULD THE TASK BE COMPLETED?

 Students will do this task in the automotive workshop.

WHAT NEEDS TO BE SUBMITTED?

Your assessor will be observing to ensure that you:

PART B: ACTIVELY CONTRIBUTE TO A SAFETY MEETING

Your assessor will be observing to ensure that you:

Workshop Areas Yes / No Comments / Controls

What is your safety concern?

What safety risks did you identify?

What would be the consequences of these risks?

What are the chances that they could happen?

What is your suggestion for improvement?

INFORMATION FOR THE ASSESSOR

Purpose of the task

WHEN AND WHERE SHOULD THE TASK BE COMPLETED?

 Students will do this task in the automotive workshop.

WHAT NEEDS TO BE SUBMITTED?

Your assessor will be observing to ensure that you:

PART B: LIFTING AND CARRYING A HEAVY ITEM USING MECHANICAL AIDS

Your assessor will be observing to ensure that you:

INFORMATION FOR THE ASSESSOR

Purpose of the task

WHEN AND WHERE SHOULD THE TASK BE COMPLETED?

 Students will do this task in the automotive workshop.

WHAT NEEDS TO BE SUBMITTED?

Your assessor will be observing to ensure that you:

PART B: USING, HANDLING AND STORING ENGINE COOLANT

Your assessor will be observing to ensure that you: