Covering the unit of competency: FPICOT2219A: Use hand held tools
Introduction
Using hand-held tools covers the safe and efficient operation of the hand and power tools that are commonly used in the timber industry, such as hammers, drills, circular saws and nail guns.
The unit is presented in two sections:
- Types of hand-held tools
- Operating power tools.
Tasks
Each section in the unit has a Task for completion. Its purpose is to provide an activity that tests the learner's understanding of the principles, and their ability to apply these principles to their own day-to-day job. The Tasks are suitable for use as assessment activities, and may be either emailed to the trainer or submitted in hard copy as assessment evidence. They are also useful in gauging the learner's readiness for the practical demonstrations, which will form the major component of the competency evidence for this unit.
The Task for Types of hand-held tools asks the learner to compare two tools that perform the same function but operate on different power sources, such as electricity and compressed air, and list their relative advantages and disadvantages.
The Task for Operating power tools asks the learner to choose a tool they regularly use and write up a Safe Operating Procedure for it.
Learning activities
Each section contains several Lessons, which provide the content information for the subject. Within each lesson is a Learning activity, designed to reinforce the concepts presented and allow the learner to apply them to their own workplace situation. For learners who are undertaking group training, or have access to learners in other locations, these activities also provide the opportunity for them to share their thoughts and discuss the similarities and differences in their experiences.
The learning activities are set out below.
Section 1: Types of hand-held tools
Lesson | Description of learning activity |
---|---|
Common hand tools | Provides a drag and drop exercise to match a range of tools with their correct names. |
Common power tools | Requires the learner to describe the power tools they regularly use at work, listing their brand names, sizes and power sources. |
Section 2: Operating power tools
Lesson | Description of learning activity |
---|---|
Using electricity | Requires the learner to examine three-pin electrical plugs or sockets and identify the colours used and the pins they are connected to. |
Using compressed air | Asks the learner to answer a series of questions designed to help them gain a better understanding of compressed air systems. |
General safety for power tools | Provides a drag and drop exercise involving the identification of safety hazards in a work area. |
Employability skills
Below are the employability skills and learning and assessment strategies applicable to this unit.
- Communication
- Working in groups, either face-to-face or via a social networking site
- Communicating with and responding to other learners
- Teamwork
- Group discussion, either face-to-face or electronically
- Working in a team
- Interactive activities
- Problem solving
- Case studies
- Researching
- Decision making activities
- Initiative and enterprise
- Research
- Suggesting changes and improvements
- Planning and organising
- Planning
- Collecting and analysing information
- Self management
- Work plans
- Learning
- Using skills in different contexts
- Self-evaluation tools
- Technology
- Using the internet
- Using ICT skills to complete activities and communicate with others
Communication activities
It is envisaged that most learners will be undertaking a qualification via flexible delivery mode, and will be working independently through the learning material in this Toolbox in between scheduled site visits by their trainer/assessor. Where learners in different locations are undertaking the same units of competency with a Registered Training Organisations (RTO), the trainer may decide to put them in contact with each other via email, and to hold regular web-based group training sessions.
The learning activities are designed to promote discussion between learners and their trainer, either in a face-to-face group session, or via a range of electronic means, including telephone hook-ups, group emails or a social networking site.
Assessment suggestions
Each section contains a Task, which is designed to provide some of the evidence required for an RTO to assess a learner as competent in the unit being undertaken. Other evidence that would need to be gathered by the RTO would include a third party report from the learner's supervisor. Trainers may also wish to use the completed learning activities and the discussions generated between learners as further evidence of competence.
For candidates who believe they may be eligible for recognition of prior learning (RPL) assessment, the RPL Expressway provides detailed information on the specific performance criteria that apply to the unit, and the types of evidence they would need to present to the RTO. The RPL Expressway is also useful for learners who are self-assessing their progress and identifying any gaps in their current level of skills and knowledge.
Related resources
All resources needed to complete activities are provided within the site, with the exception of external sources of information that the learner may consult while carrying out their own research. Internally linked resources include a range of PDF and Word documents. Website links are also provided for learners to follow up if they wish to research a topic more thoroughly.
Unit of competency
The Unit of Competency relating to this Toolbox unit is linked below.
For more information about the Competency, please go to the National Training Information Service (NTIS) website to see the Forest and Forest Products Training Package (FPI05).
FPI05 Training Package (NTIS website)