Associated Assessment Criteria for Exit Level Outcome 1:
Different brake systems are identified and described in terms of their key features, operation, and advantages and disadvantages.
Locomotive tests are carried out according to set procedures, and results reported in accordance with site specific requirements.
The consequences for individuals and/or the team for not complying with sign-on and sign-off procedures are explained with reference to legal and company-specific liability.
Associated Assessment Criteria for Exit Level Outcome 2:
Range: A defined work area is any area in which the operator is required to operate and which is governed by specific sets of legislation, regulations and/or procedures.
Range: Areas include but are not limited to yards, sidings, sheds, railroads.
Range: Locomotives may include rolling stock and carriages.
Road knowledge is applied to regulate the acceleration and deceleration of a train.
Range: Road knowledge includes but is not limited to gradient, signal-layout, curves, train/trajectory speed.
Railroad topographical concepts are interpreted in accordance with train dynamic and train handling principles.
Railroad trajectory operating equipment is used in accordance with specific operating instructions.
Range: Operating equipment includes but is not limited to signals, points, derailers, catch points.
A locomotive in service is operated in accordance with manufacturer’s specifications and company specific procedures.
A train is prepared and despatched in accordance with company specific requirements.
Associated Assessment Criteria for Exit Level Outcome 3:
A shunting plan is drafted to compile a train.
The shunting area is inspected and made safe in terms of the planned activities.
Shunting is conducted in terms of the shunting plan.
Integrated Assessment:
Assessment should take place within the context of:
Given Quality Assurance policies, procedures and processes.
A guided and supported learning environment.
Assessment will take place according to the detailed specifications indicated in the unit standards above.
Assessors should note that the evidence of integration (as above) could well be presented by learners when being assessed against the unit standards – thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration. Well designed assessments should make it possible to gain evidence against each unit standard while at the same time gain evidence of integration.
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