Teacher guide
Metal & Engineering Training Package – MEM98
Series 9 Flexible Learning Toolbox
Supporting resources for Certificate lll in Engineering – Fabrication Trade –
MEM30305
Version 1.0
Part of the Australian Flexible Learning Framework
© Commonwealth of Australia 2006
The views expressed herein do not necessarily represent the views of the
Commonwealth of Australia.
This work is copyright. It may be reproduced in whole or in part for study or training
purposes, subject to the inclusion of an acknowledgement of the source and it is not
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Reproduction for purposes other than those indicated above requires the prior written
permission from the Commonwealth. Requests and enquiries concerning
reproduction and copyright should be addressed to the Branch Manager, Technology
and Information Services Branch, Industry Skills Development Group, Department of
Education, Science and Training, GPO Box 9880 Canberra City, ACT, 2601.
Part of the Australian Flexible Learning Framework
Total Fabrication Teachers Guide
Table of contents
Introduction ............................................................................................................................ 2
Units of competency .............................................................................................................. 2
What do I need to start? ........................................................................................................ 2
Hardware........................................................................................................................... 2
Software ............................................................................................................................ 2
Target audience .................................................................................................................... 3
The context ............................................................................................................................ 3
Design ................................................................................................................................... 4
Seven skills sets ............................................................................................................... 4
Tasks within each skills set ............................................................................................... 5
Start up.............................................................................................................................. 5
Find out ............................................................................................................................. 6
Try it .................................................................................................................................. 7
Do it ................................................................................................................................... 7
Navigation ......................................................................................................................... 7
Pedagogy .............................................................................................................................. 8
Projects ............................................................................................................................. 8
Assessment....................................................................................................................... 8
The role of the facilitator ................................................................................................... 8
Delivery strategies - How to use this Toolbox ....................................................................... 9
Suggestions for each skill set .............................................................................................. 10
Calculations..................................................................................................................... 10
Drawing ........................................................................................................................... 10
Template making ............................................................................................................ 11
Marking out ..................................................................................................................... 11
Presetting ........................................................................................................................ 12
Material cutting ................................................................................................................ 12
Forming ........................................................................................................................... 12
Customising this Toolbox .................................................................................................... 13
Facilitation ........................................................................................................................... 14
Preparing yourself to use the material ............................................................................ 14
Preparing learners to use the material ............................................................................ 14
Appendix 1: Competency map
Skill sets and tasks mapped to competencies in the Certificate III in Engineering Metal
Fabrication Trade, MEM30305
Appendix 2: Sample proforma for mapping projects to skill sets and competencies covered
in the Total Fabrication Toolbox
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Total Fabrication Teachers Guide
Introduction
Total Fabrication is a Toolbox which has relevance nationally for the metal fabrication
industry. Skill shortages in this industry mean that employers are requiring
apprentices and other workers to learn quickly and efficiently to up-skill and gain
trade qualifications with greater flexibility than ever.
This Toolbox provides learning resources and activities to assist flexible learning in a
range of training contexts including self-paced study, on-campus study and
on-the-job training. This will benefit remote and industry based learners who have
little opportunity or time to travel to urban registered training organisations (RTO) as
well as providing valuable and much needed resource material for project-based and
workplace-based learning in all locations. Urban students can benefit from online
training as an alternative or supplement to face-to-face classes. Total Fabrication can
also be used by facilitators as a resource in their on-campus delivery.
Units of competency
The Total Fabrication Toolbox supports* delivery of six competencies from the
MEM30305 Certificate III in Engineering – Fabrication Trade:
MEM5.10B
MEM5.37B
MEM9.2B
MEM12.23A
MEM12.24A
MEM18.1C
Apply fabrication, forming and shaping techniques
Perform geometric development
Interpret technical drawing
Perform engineering measurements
Perform computations
Use hand tools
A Competency map is provided in Appendix 1.
*Note: Total Fabrication supports delivery rather than provide full coverage of these
competencies.
What do I need to start?
To use the resources in this Toolbox, you will need a computer with the following
features:
Hardware
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

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
IBM® compatible with a 1000 MHz processor running Windows 2000, XP
(including Service Pack 2) or above, or
Apple Macintosh® with a 500 MHz processor running OSXv10.2.0 or above,
with
128 Mb of RAM
800 x 600 pixel display
2 x ISDN (128k) T1 preferred
CD-ROM drive
Internet access
Sound card
or the Macintosh equivalent of the above.
Software


Internet Explorer® 6.0 or higher, or Mozilla Firefox® 1.0 or higher
CD-ROM drive
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Microsoft Word 97 or a similar word processing program to open and use
downloadable forms, checklists and worksheets.
Macromedia® Flash 7 Player - if you haven't got this plug-in, you can
download and install the latest free version from Macromedia®
(http://www.macromedia.com/go/getflashplayer).
Adobe® Acrobat PDF Reader 6.0 - if you haven't got this plug-in, you can
download the latest free version from Adobe®
(http://www.adobe.com/products/acrobat/readstep2.html).
Incorrect versions of these applications could result in information being shown in an
unreadable form or not shown at all.
Target audience
Learners
This Toolbox is targeted at learners from the vocational and technical education
(VTE) sector, predominantly apprentices, developing competencies in the Certificate
III in Engineering – Fabrication Trade (MEM30305). The Toolbox is designed for a
variety of contexts, for example:
•
•
•
TAFE colleges and private registered training organisations (RTOs)
private businesses
government departments.
The online learning environment provides flexibility for the learner and access to
interactive multimedia learning resources that simulate processes.
The learners will need to have basic to average computer skills; they may not be
familiar with online learning environments and will need orientation in this regard.
Here is a very useful resource for orientation:
http://www.scilnet.com.au/readysetgo/index.htm
Learners could be encouraged to go through this independently or facilitators could
guide them through this in an online classroom encouraging self direction.
Teachers / trainers / facilitators
Teachers / trainers / facilitators (referred to as facilitators in this document) will be
highly skilled in the metal fabrication trade and likely to be:

vocational trainers in an educational setting who deliver training, conduct
assessments and issue qualifications

workplace trainers working in a one-to-one or group training situation.
The context
The skill sets and tasks are set within the workshop of Total Fabrication, a company
which specialises in general and heavy metal fabrication. Barrie, the supervisor,
welcomes learners at the beginning of each task and explains its relevance in the
industry. Barrie appears again at the final stage of each task to link learners to the
practical application of the skills and knowledge they have been developing. This
may be through practical activities on the Project sheet or through workplace or
workshop activities they are undertaking.
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Design
The Total Fabrication Toolbox is designed for self-guided study and group learning in
online or blended delivery settings and can be used in conjunction with practical
projects and on-the-job training.
The web interface has been designed to appeal to learners in a metal fabrication
context and to be easy to read and navigate.
Seven skills sets
On entering the Toolbox, learners can choose from seven skill sets that relate to the
metal fabrication process:
▫
Calculations
▫
Drawing
▫
Template making
▫
Marking out
▫
Presetting
▫
Material cutting, and
▫
Forming.
Calculations is a fundamental skill and the remaining skill sets are ordered to reflect
the sequence of the production process.
Each skill set contains a series of tasks that help learners build their skills and
knowledge, engage in practical activities and link to projects in their workplace, RTO
or community setting. Appendix 1 shows how the skill sets map to the competencies
for the Certificate III in Engineering Metal Fabrication Trade, MEM30305.
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Tasks within each skills set
On selecting a skill set, learners can view and choose from a number of tasks.
For example the tasks listed in the Drawing skill set are shown below.
Each task is organised into four sections.
Start up
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In Start up learners are introduced to Barrie the
supervisor, who provides an audio introduction to
guide them through that task. This anchors the
learning within a metal fabrication context because
Barrie uses industry language and raises some key
issues for the task. These features give an
authentic feel to this learning task.
Start up provides information about the task
requirements, prerequisites and how to proceed.
The Workbook can be downloaded at this point and
is presented as a Word document so that:
a) learners can use it to record notes in
relation to the Find out FAQs
b) facilitators can customise it as required. For
example they may wish to add additional
research questions or problems to solve.
Find out
In Find out learners can gather information
via Frequently Asked Questions (FAQ's). This
enables them to pass over the ones they
already know and focus on what they need to
know. Responses to these questions have
been designed to be direct and
straightforward. They are presented in the
form of interactive multimedia, text and
graphics to clearly demonstrate concepts and
processes.
In the Calculations skill set there are
sometimes additional Activity sheets for
learners to practice applying the concepts or
skills. Facilitators may like to develop Activity
sheets to insert in other tasks if they find their
learners need additional practice or
extension.
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Try it
Try it provides a quiz for learners to test their
understanding of the information required for this
task. Learners get immediate feedback.
Do it
Do it provides opportunities to apply the
knowledge and skills learnt in each task.
The Project sheet is important here and is
provided as a downloadable Word document. It
provides some activities and these can be
customised in response to negotiations
between the learner and facilitator about how
the various skills can be demonstrated in
current workshop or workplace activities.
The Project sheet also allows learners to
document workplace or workshop tasks that
require them to use these skills.
The Project sheet can be signed off by the
supervisor/facilitator and contribute to a
portfolio of evidence that can be submitted for
assessment.
Note
This Toolbox is not designed as a definitive
assessment tool, but may be used as support
material for the assessment process.
Navigation
The Total Fabrication Toolbox interface has been designed so that it can be
separated into individual learning objects. This has meant that the Glossary and
Toolbook have had to be linked at the Task level – and not to the Find out pages.
When working through each task you might find it useful to open up the Glossary and
Toolbook page in another browser window so they are more accessible.
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Pedagogy
The metal fabrication industry has recognised that learners (comprising mainly of
apprentices) relate more easily to skill sets and associated tasks rather than
competencies and performance criteria. The Total Fabrication Toolbox has therefore
been designed in seven skill sets that cover the target competencies and replicate
expected and meaningful components of metal engineering tasks.
This, plus the addition of Barrie‘s friendly persona, guidance and industry-based
language are designed to create an authentic metals engineering learning context to
support situational learning. The Glossary of terms and the Toolbook provide
additional contextual support. The Toolbook provides photos and descriptions of
hand tools, their use, maintenance and OHS considerations which allows for smooth
integration of the Hand tools competency.
There are opportunities for facilitators to interact with learners in an online
environment through the section called Contact, which could link to online forums or
chat. Facilitators may like to create an online gallery of objects formed through
workshop projects or examples of how the engineering skills learners are gaining are
applied in industry.
Projects
It is intended that the Toolbox be used in conjunction with workplace, RTO or
community-based projects to provide a meaningful metal fabrication context for the
learning and development of practical skills. Linking to practical projects is highly
desirable because achieving project outcomes motivates, and indeed drives the
learning.
In a workplace, the project might be an aspect of a learner’s job. In a training
organisation it might be a practical project adopted in the workshop by individuals or
a group to build competencies and focus the learning.
Where there is group work, facilitators will need to ensure that each participant has
the opportunity to develop the full range of skills involved in the project.
Assessment
Note that there is no set assessment in this Toolbox. This is left to the facilitator to
determine according to local conditions and current workshop projects. The Project
sheet for each task provides a useful tool for the assessment process as it allows
learners (usually with assistance from facilitators) to record evidence of how they
have applied their skills in their current (or past) workshop activities and facilitators
can sign this off. The Project sheets can therefore contribute to a portfolio of
evidence. These Project sheets can also be customised so facilitators can add their
own assessment tasks and requirements.
The Try it sections in the Toolbox are designed for formative assessment, providing
immediate feedback to learners in relation to the information in the FAQs under Find
out. These sections could be customised with additional assessment material if
required.
The role of the facilitator
Facilitators should link the tasks, skills and assessment in their current workplace or
workshop projects to the skill sets and assessment opportunities in this Toolbox.
The Project sheet in Do it provides limited suggestions for practical activities but it is
expected that it will be customised by each facilitator so that learners focus on
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relevant aspects of their current projects that cover these skills. In this way the skill
practice (and competency development) is an inherent part of the project at hand and
assessment evidence will emerge seamlessly as the components of the project are
completed. Facilitators can then sign off this evidence on the Project sheet for each
task.
Delivery strategies - How to use this Toolbox
The Toolbox can be used in a variety of ways either on or off campus using the
resources via CD ROM or online environment.
For example
1. To develop a particular competency or set of competencies that will enable
learners to:
o
build competency sets to prepare for employment or particular
projects
o
complete a qualification.
Facilitators can assist learners to identify the skill sets and tasks that cover
the target competencies and develop an individualised learning program. This
is a customised learning program approach. Learners may work
independently online or with face to face support for the theory components.
Practical skill development will require workshop practice supervised by a
facilitator skilled in the trade.
Alternatively, facilitators may decide to use selected tasks or resources to
enhance their own delivery program to groups.
2. To support learners whilst they are undertaking a workplace-based project.
As they identify skills or knowledge gaps, learners can access the Toolbox
resources to learn what they need to know. This is a just in time (JIT)
approach, making learning highly relevant and relative to an immediate need.
Access to computers
Ideally learners will have access to computers in the workshop/workplace or close
by. However access could also be achieved away from the work floor at home or in a
separate classroom or resource centre/library out of hours or during block/day
release.
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Suggestions for each skill set
Calculations
It is recommended that facilitators do a diagnostic pre-test with all learners to identify
their level of maths skills and skills gaps. This will determine the level of support
required. Normally there is quite a range of mathematical ability in a group, so
strategies need to cater for this. Learners with a sound level of basic skills will be
able to operate independently: others will need varying levels of basic numeracy
support. Some peer support may be possible but specialised numeracy tutoring may
be necessary for those with significant skills gaps.
The Toolbox supports individuals in revising or updating their skills in the basic
computational processes at the beginning and throughout their course.
Facilitators can supplement the Toolbox resources with problems that are relevant to
their particular trade area eg applying formulae or computations that are critical in the
workplace and solving typical problems. This could be done by customising or
creating additional Activity sheets (Word documents) which are attached to the Find
out section for each task. This supplementary material could also provide extension
for more advanced learners.
Options for use

Introduce the skill set by highlighting the importance of maths in engineering
fabrication. Many learners change their attitudes to maths when they can see its
practical relevance. Provide some simple examples to illustrate this eg calculation
and estimation of weight, measurement, surface areas, volumes of cylinders,
welding consumables.

Facilitators could take a step by step approach guiding a class through each task
with a presentation to cover the FAQs followed by individual work using the online
resources.

Alternatively, learners could work through the tasks independently at their own
pace, obtaining individual assistance as required from peers, the facilitator or a
numeracy specialist if required.

The Toolbox could be available for learners as a reference during their project
work.
Drawing
Skills in technical drawing and interpretation are fundamental in engineering and are
generally required prior to workshop activities.
The Toolbox Drawing tasks can be used to teach the basic skills. Facilitators could
supplement this with additional material to enable learners to practise the drawing
disciplines ie - the standards re language, technical skills and interpretation, and
applications in their specific trade area.
Options for use

Facilitators could take a step-by-step approach to guiding a class through each
task and the FAQs, followed by individual work using the online resources.
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Total Fabrication Teachers Guide

Alternatively, learners could work through the tasks independently at their own
pace, obtaining individual assistance as required from peers, the facilitator or a
numeracy specialist if required.

Facilitators could refer learners to the Toolbox resources as required by a current
project.

The Toolbox could be available to learners as an ongoing reference to revise
concepts and skills as they need.
Template making
The Drawing skill set is a prerequisite for Template making.
Options for use

It is suggested that the first six tasks of Template making be completed a) without
consideration of material thickness and then b) repeated with consideration of
material thickness.

Facilitators could take a step-by-step approach guiding a class through each task
and the FAQs, followed by individual work using the online resources.

The Flash animations in this skill set provide valuable demonstrations of parallel
line development, radial line development, triangulation and constructing a
pattern for a transitional shape. Facilitators may like to present these to learners
in the first instance and narrate the steps. From then on learners could revise
these as often as they like, which will help them learn the steps.

Another option is for learners to work through the tasks independently at their
own pace, obtaining individual assistance as required.

Facilitators could refer learners to the Toolbox resources as required by a current
project.

The Toolbox could be available to learners for revision purposes.

Within an RTO the skills could be practised by applying to small scale
objects/forms.

The Toolbook provides information on hand tools used in this skill set eg pencils,
compasses, squares, measuring devices.
Marking out
This skill set applies template making skills to full size objects/forms and introduces
the use of engineering hand tools and marking out tools eg trammels, engineering
dividers, scribers centre punches. The Toolbook provides information on these hand
tools.
Options for use


Facilitators could guide a class through the task and the FAQs, followed by:
o
individual work using the online resources, including the quiz, and
o
workshop demonstrations and practice in marking out techniques.
This skill set can be applied to:
o
marking out on a layout board,
o
transferring to a template
o
transferring to the metal
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
Learners could work through the task independently at their own pace, obtaining
individual assistance as required.

Facilitators could refer learners to the Toolbox resources for update or revision as
required by the demands of a current project.

The Toolbox could be available to learners for their own revision purposes.
Presetting
The presetting skill set could be used in introducing learners the machinery for rolling
and pressing.
Options for use

Facilitators could guide a class through the task and the FAQs (or selected
aspects) followed by:
o
individual work using the online resources, including the quiz and
o
workshop demonstrations and practice.

Learners could work through the task independently and at their own pace.

Learners could be referred to this resource for update or revision as required by
the demands of a current project.

The Toolbox could be available to learners for their own information or revision
purposes.
Material cutting
Prerequisite - competency in ‘Thermal cutting’.
Options for use

Facilitators could guide a class through the tasks and their FAQs (or selected
aspects) followed by:
–
individual work using the online resources, including the quiz
–
workshop demonstrations of cutting (and associated safety precautions) and
laying out to make effective use of material
–
workshop practice.

Learners could work through the Material cutting tasks independently and at their
own pace.

Facilitators could supplement this resource with additional layout problems and
demonstration of layout software practical demonstrations.

Learners could refer to the Toolbox resources for update or revision as required
by the demands of a current project.
Forming
Safety is a key issue in this practising this skill set as the machinery can inflict severe
injuries. The Toolbook section provides information on the hand tools used in
forming.
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Options for use

Facilitators could guide a class through the tasks and the FAQs (or selected
aspects) followed by:
–
individual work using the online resources, including quizzes
–
workshop demonstrations of using the various machines and tools safely,
forming cylindrical and transitional shapes, forming accurately and correcting
faults.
–
supervised workshop practice.

Learners could work through the tasks independently at their own pace, obtaining
individual assistance as required. This could be supplemented with practical
demonstrations and supervised workshop practice.

Learners could refer to the Toolbox resources for update or revision as required
by the demands of a current project.
Customising this Toolbox
Total Fabrication provides numerous opportunities for customisation.
For example
▫
The company Total Fabrication could be replaced by another company
website and the Start up page adapted accordingly.
▫
The Glossary and Toolbook can be expanded.
▫
The Workbook (for learners to record notes in response to the FAQs) could
be customised.
▫
The Find out page contains resources organised under FAQs. These can be
further customised to suit the trade specialisation or workshop projects.
▫
Additional Activity sheets (as found in Calculations) could be created and
added to supply additional information, practice activities or worked
examples.
▫
The Try it section contains activities to test learners’ knowledge and
understanding of information and concepts and provide immediate feedback.
Some of these activities are quizzes and these could be customised.
Additional quizzes and activities could be added.
▫
The Do it section for each task contains Project sheets listing practical
activities and projects to practise skills. These could be customised to specific
projects. This would enable the skills to be directly applied and assessed in
learners’ own projects. Appendix 2 provides a sample proforma that could be
used to map the skill sets and competencies to a current project.
▫
Facilitators could select specific skills sets, tasks or Flash animations to use
in learning programs or presentations.
▫
The contact area could be customised by each group and include additional
resource material, discussions, a gallery of projects and examples of formed
pieces using the techniques covered in the course.
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Facilitation
Preparing yourself to use the material

Allocate adequate time to familiarise yourself with the Toolbox and its resources,
so you can properly support your learners. Teachers have reported the greatest
success when they had familiarised themselves with the Toolbox, integrated it
with their course, developed student activities and additional material and thus
confidently guided the learners through using the resource.

Plan ahead and obtain management support (particularly in relation to physical
requirements), set realistic timeframes for implementation and gain support from
the learner’s employer.

Make sure that you are aware of legislation which may impact on flexible delivery
of the Toolbox. For example, learners working at home, traineeship agreements,
apprenticeship agreements and enterprise-based arrangements.

It is recommended that you make an effort to integrate the Toolbox into your
teaching delivery, just as you would when building any new teaching resource.
Flexible delivery is not about leaving learners alone to learn for themselves, but
about using a new medium as a part of an overall teaching delivery structure that
is well defined.
Preparing learners to use the material

Provide orientation to the Toolbox in a practical, face-to-face session with
learners actually using the Toolbox. Encourage them to work through the Toolbox
Tour, so they can familiarise themselves with the resources used in the activities.

Introduce learners to the language of the Internet, using email, sending and
receiving attachments, using web browsers, and using web forums and chat
systems. Some may already have these skills but others may not.

If you want to have learners participate in collaborative activities using the
discussion forum (under Contact), you will need to set up discussion threads prior
to commencing the activity. Learners will need to be advised of these
requirements if you have not included instructions in the Toolbox content.

If you are delivering the program online, email will be the primary method of
communication with your learners, so ensure that you have a clear system of
email folders for managing the traffic. You should also encourage learners to use
the discussion board to ask for assistance if they are unsure of where to find a
resource. You may need to provide instructions to the learners on how to use
communication tools such as e-mail, discussion board or chat.

Send a weekly email to all learners with reminders of the tasks that should be
completed, the tasks in progress with reminders for times of chats or forums
during that week. Alerting learners to activities for which they should be
undertaking individual learning prior to a group activity in the week to come can
also be helpful. You might comment on the quality of work in the preceding week
and provide tips and encouragement for the task at hand.

Plan ahead and be clear to learners by setting targets for learning so they know
what to do and when to do it. These can help you with your ‘online lesson’
planning.

If you manage a very large group of learners, create a sense of community online
by setting up study groups of 4 – 8 students, all of whom begin the Unit at more
or less the same time. This makes it easier for learners to gain the benefits of
social learning and to form networks as they study.
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
Once you have set up the study group, facilitate an online ‘icebreaker’ activity
when learners start the skill set. This can even be used for on campus groups
learning to use an online environment as part of their classroom activities.
If you intend your learners to collaborate online (using email, a learning
management system, or a web discussion board) it’s important to give them a
chance to get familiar with each other by using the medium, before they get
down to the serious part.
Suggestions

Go to www.thiagi.com for some ideas. Follow the link to Freebies, then to
Training games.

At the coalface – focusing on a particular topic eg the importance of safety,
learners tell each other about their own experiences at work. The questions
you set for the group should also encourage some critical reflection, eg ‘What
would you do differently?’

WebQuest – learners find good websites on a particular topic, containing
useful tools etc. Each group is responsible for preparing a report to the larger
group of websites with a brief review of each. A good way to develop web
research skills and collaboration skills at the same time.

Workplace research – use team research to get students to look at a
particular issue/problem/process in their workplace(s). Put learners in 'miniteams' then get them to report back to the larger group.

Peer review – student’s team up with a study buddy and give structured
feedback on each other’s work on the task. Useful to encourage group
collaboration and support, and to practise the important skill of giving and
receiving feedback. Use the process of Praise-Improvement-Praise to
facilitate this:
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Appendix 1: Competency map
Skill sets and tasks mapped to competencies in the Certificate III in Engineering Metal Fabrication Trade, MEM30305
MEM5.10B Apply fabrication, forming and shaping techniques
ELEMENT 1: Select and set up forming/shaping equipment for a specific operation
Performance Criteria
Skill Set
Task
1.1
Most appropriate tools and equipment are selected. Forming
Roll a cylinder / Press a transitional shape
1.2
Equipment is correctly set up and adjusted for
operation to standard operating procedures.
Forming
Roll a cylinder / Press a transitional shape
1.3
Allowances for shrinkage, thickness and
inside/outside measurements are correctly made.
Template making Allow for material thickness
ELEMENT 2: Operate forming/shaping equipment
2.1
Machine is safely started up and shut down to
standard operating procedures.
Forming
Roll a cylinder / Press a conical shape / Press a transitional shape / Roll a
conical shape / Press a conical shape
2.2
Material and safety guards are correctly positioned. Forming
Roll a cylinder / Press a conical shape / Press a transitional shape / Roll a
conical shape / Press a conical shape
2.3
Equipment is correctly operated and adjusted.
Forming
Roll a cylinder / Press a conical shape / Press a transitional shape / Roll a
conical shape / Press a conical shape
ELEMENT 3: Form and shape material
3.1
Material is levelled, straightened, rolled, pressed or Forming
bent to specifications/ drawings using fabrication
techniques.
Part of the Australian Flexible Learning Framework
Roll a cylinder / Roll a conical shape / Press a conical shape / Press a
transitional shape
Total Fabrication Teachers Guide
3.2
Correct hot or cold forming procedures are
followed.
Forming
Roll a cylinder / Roll a conical shape / Press a conical shape / Press a
transitional shape
3.3
Final form/shape is checked for compliance to
specification and adjusted as necessary to
standard operating procedures.
Forming
Roll a cylinder / Roll a conical shape / Press a conical shape / Press a
transitional shape
Part of the Australian Flexible Learning Framework
1
Total Fabrication Teachers Guide
MEM5.37B Perform geometric development
ELEMENT 1: Transfer dimensions from a detail drawing to work
Performance Criteria
Skill Set
Task
1.1
Specifications and work requirements are
determined and understood using correct and
appropriate calculations.
Drawing
Dimensioning a drawing / Identify the main features of a drawing
1.2
Development is carried out to specifications or
standard operating procedures using appropriate
tools and equipment.
Template making Identify the types and means of generating a pattern / Interpret true shapes
and true line lengths / Construct shapes using parallel lines / Construct shapes
using radial lines
1.3
Datum points are correctly established and marked Drawing
appropriate to task requirements.
Marking out
Dimension a drawing
Perform the 4 basic rules
ELEMENT 2: Make templates as required
2.1
Appropriate template material is chosen.
Template making Identify the types and means of generating a pattern
2.2
Templates are produced to specification.
Template making Identify the types and means of generating a pattern
2.3
Correct storage procedures are followed including
labelling and identification to standard operating
procedures.
Template making Identify the types and means of generating a pattern
ELEMENT 3: Develop patterns as required
3.1
Parallel line, radial line and triangulation
development methods are chosen and applied.
Part of the Australian Flexible Learning Framework
Template making Identify the types and means of generating a pattern / Interpret true shapes
and true line lengths / Construct shapes using parallel lines / Construct shapes
using radial lines / Construct shape using triangulation
2
Total Fabrication Teachers Guide
3.2
Allowances for fabrication and assembly are
correctly determined and transferred.
Part of the Australian Flexible Learning Framework
Template making Identify the types and means of generating a pattern / Interpret true shapes
and true line lengths / Construct shapes using parallel lines / Construct shapes
using radial lines / Construct shape using triangulation
3
Total Fabrication Teachers Guide
MEM9.2B Interpret technical drawing
ELEMENT 1: Select correct technical drawing
Performance Criteria
Skill Set
Task
1.1
Drawing is checked and validated against job
requirements or equipment.
Drawing
Identify the types of drawing used in industry
1.2
Drawing version is checked and validated.
Drawing
Identify the types of drawing used in industry
ELEMENT 2: Interpret technical drawing
2.1
Components, assemblies or objects are recognised Drawing
as required.
2.2
Dimensions are identified as appropriate to field of
employment.
Drawing
Dimension a drawing
2.3
Instructions are identified and followed as required. Drawing
Interpret the drawing
2.4
Material requirements are identified as required.
Drawing
Interpret the drawing
2.5
Symbols are recognised in the drawing as
appropriate.
Drawing
Interpret the drawing / Interpret sectional views / Identify welding symbols used
in drawings
Part of the Australian Flexible Learning Framework
Identify the main features of a drawing sheet / Understanding 2 & 3
dimensional drawing
4
Total Fabrication Teachers Guide
MEM12.23A Perform engineering measurements
ELEMENT 1: Select appropriate device or equipment
Performance Criteria
Skill Set
Task
1.1
Measurement requirements are determined from
specifications.
Template making Interpret true shapes and true line lengths / Construct shapes using parallel
lines / Construct shapes using radial lines / Construct shape using
triangulation
1.2
Appropriate device or equipment is selected
according to standard operating procedures, to
achieve required outcome.
Template making Interpret true shapes and true line lengths / Construct shapes using parallel
lines / Construct shapes using radial lines / Construct shape using
triangulation
ELEMENT 2: Obtain measurements using a range of measuring techniques
2.1
Correct and appropriate measuring technique is
used.
Template making Construct shapes using parallel lines / Construct shapes using radial lines /
Construct shapes using triangulation / Check accuracy of patterns
2.2
Measurements are accurately obtained.
Template making Construct shapes using parallel lines / Construct shapes using radial lines /
Construct shapes using triangulation / Check accuracy of patterns
2.3
Dimensions are determined or verified using basic
calculations, where required.
Template making Construct shapes using parallel lines / Construct shapes using radial lines /
Construct shapes using triangulation / Check accuracy of patterns
Calculations
Calculate length, perimeter, area & volume / Round off numbers / Perform
simple algebraic expressions
Forming
Roll a cylinder / Roll a conical shape / Press a conical shape / Press a
transitional shape
ELEMENT 3: Maintain measuring devices
3.1
Routine care and storage of devices is undertaken
to manufacturers’ specifications or standard
operating procedures.
Part of the Australian Flexible Learning Framework
5
Total Fabrication Teachers Guide
3.2
Routine adjustments to devices are made and
checked.
Template making Construct shapes using parallel lines / Construct shapes using radial lines /
Construct shape using triangulation
Marking out
Perform the 4 basic rules
ELEMENT 4: Communicate measurements as required
4.1
Measurements are accurately recorded, where
required.
Template making Allow for material thickness
4.2
Freehand sketch which depicts required
information is prepared, as required.
Drawing
Allow for material thickness / Dimension a drawing
Drawing
Identify the types of drawing used in industry
Part of the Australian Flexible Learning Framework
6
Total Fabrication Teachers Guide
MEM12.24A Perform computations
Performance Criteria
Skill Set
Task
ELEMENT 1: Determine work requirement
1.1
Required outcomes are established from job
instructions.
Drawing
Interpret a drawing / Understand 2 & 3 dimensional drawings
1.2
Data is obtained from relevant sources and
interpreted correctly.
Drawing
Interpret a drawing / Understand 2 & 3 dimensional drawings
1.3
Required calculation method is determined to suit
the application, including selection of relevant
arithmetic operations and/or formulae.
Calculations
Calculate length, perimeter, area and volume / Dealing with fractions / Perform
simple algebraic expressions
1.4
Expected results are estimated, including rounding Calculations
off, as appropriate.
Round off numbers
ELEMENT 2: Perform calculations
2.1
Calculation method is applied correctly.
Template making Construct shapes using parallel lines / Construct shape using triangulation
Calculations
Calculate length, perimeter, area and volume / Dealing with fractions / Perform
simple algebraic expressions / Perform the 4 basic rules / Round off numbers /
Perform simple algebraic expressions
2.2
Correct answer is obtained.
Calculations
Calculate length, perimeter, area and volume / Dealing with fractions / Perform
simple algebraic expressions / Perform the 4 basic rules / Round off numbers /
Perform simple algebraic expressions
2.3
Answer is checked against estimation.
Calculations
Round off numbers
Part of the Australian Flexible Learning Framework
7
Total Fabrication Teachers Guide
ELEMENT 3: Produce charts and graphs from given information
3.1
Data is transposed accurately to produce charts or
graphs.
Template making Construct shapes using parallel lines / Construct shapes using radial lines /
Construct shape using triangulation / Check accuracy of patterns
3.2
Charts or graphs accurately reflect data on which
they are based.
Template making Construct shapes using parallel lines / Construct shapes using radial lines /
Construct shape using triangulation / Check accuracy of patterns
Part of the Australian Flexible Learning Framework
8
Total Fabrication Teachers Guide
MEM18.1C Use hand tools
Performance Criteria
Skill Set
Task
ELEMENT 1: Use hand tools
1.1
Hand tools are selected appropriate to the task
requirements.
1.2
Hand tools are used to produce desired outcomes
to job specifications which may include finish,
tension, size or shape.
1.3
All safety requirements are adhered to before,
during and after use.
1.4
Unsafe or faulty tools are identified and marked for
repair according to designated procedures before,
during and after use.
1.5
Routine maintenance of tools, including hand
sharpening is undertaken according to standard
operational procedures, principles and techniques.
1.6
Hand tools are stored safely in appropriate location
according to standard operational procedures and
manufacturers’ recommendations.
Part of the Australian Flexible Learning Framework
Addressed in Toolbook and Workbooks and Project sheets for:
 Drawing
 Template making
 Forming
 Marking out
Forming
Roll a cylinder / Roll a conical shape / Press a conical shape / Press a
transitional shape
Template making Construct shapes using parallel lines / Construct shapes using radial lines /
Construct shape using triangulation
Marking out
Perform the 4 basic rules
9
Total Fabrication Teachers Guide
Appendix 2: Sample proforma for mapping projects to skill sets and competencies covered in the
Total Fabrication Toolbox
SKILL SET: DRAWING
Task
Indicate where demonstrated in
work project
Competency links
Identify the types of drawing used in
industry
Identify the main features of a drawing
sheet
Understand 2 and 3 dimensional
drawings
Interpret the drawing
Dimension a drawing
Interpret sectional views
Identify welding symbols used in
drawings
Part of the Australian Flexible Learning Framework
10
Signed off
Toolbox contact details:
Flexible Learning Toolbox Help Desk
Phone: 1300 736 710
Email: toolboxhelp@flexiblelearning.net.au
Website: flexiblelearning.net.au/toolbox
For more information contact:
2006 Australian Flexible Learning Framework
National Communication
Phone: (07) 3307 4700
Fax:
(07) 3259 4371
Email: enquiries@flexiblelearning.net.au
Website: flexiblelearning.net.au
GPO Box 1326
Brisbane QLD 4001
Australia
Part of the Australian Flexible Learning Framework