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Unit Requirements 
Unit Requirements 
What is the purpose of this document?
The Unit Requirements is a document that contains information related to the unit of competency for the student and trainer/assessor. 
The document is developed to enable students, trainers/assessors and training organisation administration staff to understand the requirements of this unit of competency. 
Administration Evaluation Form 
This document was designed after thorough industry consultations. However, staff should evaluate the document on an ongoing basis and make any necessary customisations to meet the requirements of their training organisation. 
Links to other unit documents 
· The Assessor Pack is a benchmarking document that defines the skills and knowledge required for the students to demonstrate competency in a unit of competency. This document outlines the evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules). The Assessor Pack is used by Trainers/Assessors.
· The Student Pack is a document which students complete to demonstrate their competence. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.
· The Unit Mapping is a document that contains comprehensive mapping to the training package requirements. The Unit Mapping is used for validation.
Document Usage
CAQA Resources 
https://caqaresources.com.au/ 
Unit Requirements © 2019 CAQA Resources, CAQA and RTO Training Resources
This template and all its including associated content is a copyrighted work under Australian and other copyright laws. Do not submit copies or modifications of this template to any website or any third parties. Please review the following license agreement to learn how you may or may not use this template. 
License Agreement: 
Copyright protects this material. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher to use for a specific intended purpose. The only exception is brief quotations embodied in critical reviews and certain other noncommercial uses permitted by Copyright Act 1968 (Cth). For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the address below. 
If you believe that information of any kind in this publication is an infringement of copyright, in the material in which you either own the copyright or are authorised to exercise the rights of a copyright owner, and then please advise us by contacting CAQA, Career Calling International Pty. Ltd. 2/10 Lawn Court, Craigieburn, Victoria 3064. 
1. Qualification and unit of competency
	Qualification/Course/Program Details 
	Code:
	
	Name: 
	
	Unit of competency 
	Code:
	AURETR011
	Name: 
	Install basic ancillary electrical systems and components
	Releases: 
	1.0 
	Release date:
	14/April/2016
2. Unit purpose/application 
	This unit describes the performance outcomes required to install and test basic ancillary electrical systems and components in vehicles or machinery. It involves preparing for the task, installing and testing the operation of the systems and components, and completing workplace processes and documentation. These electrical systems and components will not require programming following installation as they do not communicate with the vehicle or machinery controller area network data bus (CAN-bus or LIN-bus) topography.
It applies to those working in the automotive service and repair industry. Basic ancillary electrical systems and components include those being installed in agricultural machinery, heavy commercial vehicles, light vehicles, marine vessels, mobile plant machinery, motorcycles or outdoor power equipment.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
3. What the student can expect to learn by studying this unit of competency 
	
The Key Outcomes are: 
· Prepare to install basic ancillary electrical system and components
· Install and test basic ancillary electrical system and components
· Complete work processes
· install two of the following basic ancillary electrical systems and components to non CAN-bus embedded networked circuits in different vehicles or machinery, including:
· driver interlocks, including alcohol interlock devices
· remote keyless entry
· security alarm system
· audio system
· mobile phone
· speed alert system
· navigation system
· reverse parking aids, including sensors, audible alerts and cameras
· driver gauges and instruments
· electric tailer brake controller
· trailer harness connector
· driving lights or fog lights
· dual battery system.
· work health and safety (WHS) and occupational health and safety (OHS) requirements relating to installing basic ancillary electrical systems and components, including procedures for:
· using specialised tools and equipment
· selecting and using appropriate personal protective equipment (PPE)
· identifying hazards and controlling risks associated with:
· working on high voltage ignition systems
· wearing jewellery while working around high current wiring systems
· types and basic operation of the common ancillary electrical systems and components, including:
· driver interlocks, including alcohol interlock devices
· remote keyless entry systems
· security alarm systems
· audio systems
· mobile phones
· speed alert systems
· navigation systems
· reverse parking aids, including sensors, audible alerts and cameras
· driver gauges and instruments
· electric tailer brake controllers
· trailer harness connectors
· driving lights and fog lights
· dual battery systems
· procedures for installing basic ancillary electrical systems and components, including:
· techniques for reading and interpreting technical information, wiring diagrams and graphic symbols
· methods of determining wiring and connection type and size for system
· methods of determining placement of components on vehicle or machinery
· methods of connecting system and components to existing electrical system without causing damage or problems, including:
· selecting and soldering wires
· selecting and crimping terminals
· removing and replacing connectors
· removing and replacing existing electrical components
· post-installation testing procedures of basic ancillary electrical systems and components, including procedures for:
· checking full operation of installed system
· checking operation of existing electrical systems.
4. Unit Pre-requisite and Co-requisite 
	N/A
5. AQF Level 
	
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of the AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/ 
6. Foundation Skills 
	
The Foundation Skills describe the required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
7. Unit Outcome 
	
· This unit is not graded, and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent. 
· Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS) result for each assessment task (AT). 
· The final unit result will be recorded as Competency achieved/Competent (C) or Competency not yet achieved/Not yet competent (NYC). 
8. Other important unit specific information 
	N/A
9. Competency-based training (CBT) 
	
You will need to demonstrate competence andcomplete all assessment tasks satisfactorily. 
What does this mean? 
Competency means the ability to perform tasks and duties to the standard expected in employment.
Competence involves the application of specific skills, knowledge and attitudes towards work performance in an industry, industry sector or an enterprise. Competence is seldom achieved in a one-off demonstration. It has to be developed holistically, bringing together a range of skills and knowledge and in a real or simulated workplace over time. 
In order to achieve competence, you must prove that you can perform a given task according to the standard set in an endorsed unit of competency. 
Competency-based training (CBT) is a style of education that focuses on what you can achieve in the workplace after completing a course, or because of your workplace training and experience. 
10. Context and conditions of assessment 
	Learner cohort
	Tick the correct box: Domestic student ☐ International student ☐ 
	Delivery mode 
	Tick the correct box: Classroom ☐ Blended ☐ On-the-job ☐ 
	Training and assessment resources required to complete this unit of competency
	You will have access to the following: 
· Learner guide 
· PowerPoint presentation
· Student Unit Tool (UST) 
· Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
· Access to a computer, the Internet and word-processing system such as MS Word
· An operational business environment to implement the learning plan
· Computer technology and documentation as required
· Codes of practice and standards issued by government regulators or industry groups
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.
For a full list of training and assessment resources required for this unit, please refer to the Unit Training and Assessment Resources List in the Unit Requirements Tool (URT)
	
Assessment duration and/or due dates
	Your trainer/assessor will provide you with the due dates and submission procedure at the commencement of this unit. 
11. Assessment process 
	Assessment tools and methods are designed to provide evidence that you have the required skills and knowledge to achieve competency in this unit. The assessment process varies depending on your individual circumstances. 
Before the assessment commences, your trainer/assessor will: 
•	Make sure that you know the time, date and location of the assessment; 
•	Explain each of the assessment tasks; 
•	Provide any reasonable adjustments that you may require; and 
•	Organise and arrange all the required resources you need to demonstrate competency. 
After the assessment is completed, your trainer/assessor will: 
•	Communicate the results and feedback for future performance; 
•	Record the assessment outcome and complete the assessment documentation; and 
•	Acknowledge the assessment task outcomes and provide feedback and sign and date the assessment documentation. 
12. Principles of assessment and rules of evidence 
	All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to. 
The principles of assessment ensure that assessments must be valid, reliable, flexible, fair and consistent. The rules of evidence state that evidence must be valid, sufficient, current and authentic.
Principles of Assessment
Validity:
· Each assessment task has been mapped to the unit of competency requirements. 
· Refer to the ‘Unit Mapping’ document 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.
· Assessment of knowledge and skills is integrated with their practical application;
· Assessment to be based on evidence that demonstrates that a learner can demonstrate these skills and knowledge in other similar situations.
Reliability:
· Reliability refers to the degree of consistency and accuracy of the assessment outcomes. That is, the extent to which the assessment will provide similar outcomes for students with equal competence at different times or places, regardless of the Assessor conducting the assessment.
· Trainer Tool provides benchmark performance checklists and answers for each assessment task to ensure accuracy and consistency in the assessment decision-making process.
Flexibility:
· All students should be fully informed of the purpose of assessment, the assessment criteria, methods and tools used, and the context and timing of the assessment.
· A range of assessment methods is provided that are relevant to the unit’s context.
· Assessment methods are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.
Fairness:
· Students are required to declare reasonable adjustments 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 assessment tasks must be recorded in the reasonable adjustment strategies matrix section, in the unit pre-assessment checklist for the relevant task. 
· An assessment should not place unnecessary demands on students that may prevent a student from demonstrating competence (for example, an assessment should not demand a higher level of English language or literacy than that which is required to perform to the workplace standard outlined in the competencies being assessed).
· The Training Organisation informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.
· Students are provided with information about the appeals process in their Student Handbook.
Rules of Evidence
Validity:
· The Trainer Pack provides a set of benchmark performance responses/checklists/answers for each assessment task. 
· There is a clear relationship between the evidence requirements of the unit of competency and the evidence on which the assessment judgment is made. 
· Assessors are to record assessment outcomes for each task in the Student Pack Assessment Result Sheet (ARS). 
· Assessor observations require the Assessor to watch and observe the student complete specific workplace-related 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.
· All dimensions of competency are addressed.
· Competency in different contexts is demonstrated. 
· The Assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgment to be made of a learner’s competency.
Currency:
· Evidence for each assessment task must demonstrate the student’s current knowledge and skills. 
· Workplace-based related tasks 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. 
· The Assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.
Authenticity:
· Students are required to sign the declaration in the Assessment Result Sheet, indicating that the work they have submitted for assessment is their own. 
· The Assessor is assured that the evidence presented for assessment is the student’s own work.
13. Appeals and reassessment 
	Make sure you know your rights and the Complaints and Appeals processes as outlined in your Training Organisation’spolicies and procedures. If you disagree with the assessment outcome, you can appeal the assessment outcome, and either re-submit additional evidence, undertake gap training and/or have your submission re-assessed according to the guidelines and policy framework of your Training Organisation. Your assessor should discuss this process with you before the assessment commences.
14. Administration, recording and reporting requirements 
	The Training Organisation may take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking). The Training Organisation must securely retain - and produce in full if required at audit - all completed student assessment items for each student on which the judgement of competence for the student was made according to the regulatory requirements and applicable guidelines. This includes retaining the actual piece(s) of work completed by students where possible. Any queries related to the administration, recording and reporting requirements you might have should be discussed with your assessor in the first instance.
15. Learner characteristics 
	The Student Pack and relevant documents are suitable for: 
· Language, literacy and numeracy requirements as described in the Training Organisations marketing material (including website) and student handbook. 
· Students who wish to study at AQF level 5
· There are no specific characteristics identified that may impact performance in the assessment of this unit.
· No licensing, legislative, regulatory or certification requirements apply to this unit.
· Students who complete the Student Pack in the workplace must complete any required workplace documentation. 
16. Unit Training and Assessment Resources List 
	The following training and assessment resources are required to be able to successfully complete the assessment tasks in the Student Pack: 
· Access to a computer, the Internet and word-processing system such as MS Word
· An operational business environment to implement the learning plan
· Computer technology and documentation as required
· Codes of practice and standards issued by government regulators or industry groups
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.
17. Submission instructions 
	
Trainer/assessor must confirm the assessment submission details for each assessment task.
18. Relevant Legislation and Regulatory Guidelines 
	Federal:
· Australian Human Rights Commission Act 1986
· Age Discrimination Act 2004
· Disability Discrimination Act 1992
· Racial Discrimination Act 1975
· Sex Discrimination Act 1984
· Work Health and Safety Act 2011 
· The Privacy Act 1988 (Privacy Act) and the Australian Privacy Principles (APPs)
· Add any other applicable relevant legislation and guidelines
19. Academic integrity, plagiarism and collusion 
	Academic Integrity 
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. 
As a student, you are required to:
· Undertake studies and research responsibly and with honesty and integrity
· Ensure that academic work is in no way falsified
· Seek permission to use the work of others, where required
· Acknowledge the work of others appropriately
· Take reasonable steps to ensure other students cannot copy or misuse your work
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and of passing them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, Training Organisation staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
· Paraphrasing and presenting work or ideas without a reference
· Copying work either in whole or in part
· Presenting designs, codes or images as your own work
· Using phrases and passages verbatim without quotation marks or referencing the author or web page
· Reproducing lecture notes without proper acknowledgement
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another Training Organisation student or with individuals or students external to the Training Organisation. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
· Work with one or more people to prepare and produce work
· Allow others to copy your work or share your answer to an assessment task
· Allow someone else to write or edit your work (without Training Organisation approval)
· Write or edit work for another student
· Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work, please refer to the Training Organisation’s policy on academic integrity, plagiarism and collusion. 
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion, as outlined in the Training Organisation’s policy. 
Proven involvement in plagiarism or collusion may be recorded on the student’s academic file and could lead to disciplinary action.
20. Additional Information 
	· This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.
· Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit. 
· You will be provided with one more attempt to complete this Student Unit Tool (SUT) if the trainer/assessor has deemed you not yet satisfactory (NS) in any of the assessment tasks. 
· The Pre-Assessment Checklist will be reviewed by the trainer/assessor to ensure you are ready for assessment. 
· Feedback regarding this Student Pack can be emailed to the Compliance and Quality Assurance Department/Administration Department in your Training Organisation for continuous improvement of our assessment and student resources. 
21. Feedback to student 
	Feedback on your assessment performance is a vital element to your learning. Its purpose is to justify to you how your competency has been assessed, as well as to identify and reward specific qualities in your work, to recommend aspects needing improvement, and to guide you on what steps to take. 
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. 
At its best, feedback should:
· Be provided for each Assessment Method 
· Guide students to adapt and adjust their learning strategies
· Guide trainers/assessors to adapt and adjust teaching to accommodate student’s learning needs
· Be a pivotal feature of the learning and assessment design
· Focus on course and unit learning outcomes
· Guide students to become independent and self-reflective learners and their own critics
· Acknowledge the developmental nature of learning
Feedback should not provide short/one-word comments, such as “Fantastic” or “Great work!”. Feedback needs to be:
· Constructive - highlighting the strengths and weaknesses of a given piece of work, it should set out ways in which the student can improve the work.
· Timely – should be given while the assessed work is still fresh in a student's mind before the student moves on to subsequent tasks.
· Meaningful- should target individual needs, be linked to specific assessment criteria, and be received bya student in time to benefit subsequent work.
If students have not received proper feedback, they can speak to the Compliance or Administration Department responsible for looking after the quality and compliance services of the Training Organisation
For more information, please refer to the Training Organisation’s Student Handbook. 
22. How your trainer/assessor will assess your work
	· This assessment task requires you to complete the task in full.
· Answers must demonstrate the student’s understanding, knowledge and skills of the unit.     
· If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). 
· If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). 
· Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). 
· The “Assessment Plan” is available with the Student Pack – Cover Sheet.
Version Number: 10 (Review date: 01/06/2022) Unit Code: AURETR011	Page 2 of 3
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Version Number: 10 (Review date: 01/06/2022) Unit Code: 
AURETR011
 
Page 
1
 
of 
2
 
Unit 
Requirement
s
 
 
 
What is the purpose of this document?
 
 
The 
Unit 
Requirement
s
 
is a document that contains information related to the unit of competency for the 
student and trainer/assessor.
 
 
 
Th
e
 
document 
is developed to enable students, trainers/assessors and 
training organisation
 
administration staff
 
to 
understand the requirements of this
 
unit of competency
. 
 
 
Administration
 
Evaluation Form 
 
 
Th
is
 
document 
was
 
designed after thorough industry consultation
s
. However, 
staff
 
should
 
evaluate th
e
 
document 
on an ongoing basis and make any necessary customisations to meet the requirements of their
 
t
raining 
o
rganisation
.
 
 
 
Link
s
 
to
 
other unit documents 
 
 
·
 
The 
Assessor Pack
 
is 
a benchmarking document that defines the skills and knowledge required for 
the students to demonstrate competency in a unit of competency. This document outlines the 
evidence criteria used to judge the quality of performance (i.e. the asse
ssment decision
-
making 
rules).
 
The 
Assessor Pack 
is used by Trainers/Assessors
.
 
·
 
The 
Student 
Pack
 
is a document 
which
 
students
 
complete to demonstrate their competenc
e
. This 
document includes context and conditions of assessment, tasks to be administered to
 
the student, 
and an outline of the evidence to be gathered from the 
student
.
 
·
 
The 
Unit Mapping is a document that contains comprehensive mapping 
to
 
the training package 
requirements. 
The U
nit Mapping
 
is used for validation.
 
 
Document
 
Usage
 
CAQA Resources 
 
https://caqaresources.com.au/
 
 
 
Unit Requirements
 
© 2019 
CAQA Resources
,
 
CAQA
 
and
 
RTO 
Training Resources
 
 
This template
 
and all its
 
including associated content is a copyrighted work under Austr
alia
n
 
and other copyright 
laws. Do not submit copies or modifications of this template to any website or 
any third parties
. 
Please review the 
following license agreement to learn how you may or may not use this template. 
 
 
License Agreement:
 
 
 
 
Copyright protects this material. No part of this publication m
ay be reproduced, distributed, or transmitted in any 
form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the 
prior written permission of the publisher to use for a specific intended purpose. The only 
exception is brief 
quotations embodied in critical reviews and certain other noncommercial uses permitted by Copyright Act 1968 
(Cth). For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the 
address below. 
 
 
If you believe that information of any kind in this publication is an infringement of copyright, in 
the 
material in 
which you either own 
the 
copyright or are authorised to exercise the rights of a copyright owner, and then please 
advise us by contacting CA
QA, Career Calling
 
International
 
Pty. Ltd. 2/10 Lawn Court, Craigieburn, Victoria 3064. 
 
 
Version Number: 10 (Review date: 01/06/2022) Unit Code: AURETR011 Page 1 of 2 
Unit Requirements 
 
What is the purpose of this document? 
 
The Unit Requirements is a document that contains information related to the unit of competency for the 
student and trainer/assessor. 
 
The document is developed to enable students, trainers/assessors and training organisation 
administration staff to understand the requirements of this unit of competency. 
 
Administration Evaluation Form 
 
This document was designed after thorough industry consultations. However, staff should evaluate the 
document on an ongoing basis and make any necessary customisations to meet the requirements of their 
training organisation. 
 
Links to other unit documents 
 
 The Assessor Pack is a benchmarking document that defines the skills and knowledge required for 
the students to demonstrate competency in a unit of competency. This document outlines the 
evidence criteria used to judge the quality of performance (i.e. the assessment decision-making 
rules). The Assessor Pack is used by Trainers/Assessors. 
 The Student Pack is a document which students complete to demonstrate their competence. This 
document includes context and conditions of assessment, tasks to be administered to the student, 
and an outline of the evidence to be gathered from the student. 
 The Unit Mapping is a document that contains comprehensive mapping to the training package 
requirements. The Unit Mapping is used for validation. 
 
Document Usage 
CAQA Resources 
https://caqaresources.com.au/ 
 
Unit Requirements © 2019 CAQA Resources, CAQA and RTO Training Resources 
 
This template and all its including associated content is a copyrighted work under Australian and other copyright 
laws. Do not submit copies or modifications of this template to any website or any third parties. Please review the 
following license agreement to learn how you may or may not use this template. 
 
License Agreement: 
 
Copyright protects this material. No part of this publication may be reproduced, distributed, or transmitted in any 
form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the 
prior written permission of the publisher to use for a specific intended purpose. The only exception is brief 
quotations embodied in critical reviews and certain other noncommercial uses permitted by Copyright Act 1968 
(Cth). For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the 
address below. 
 
If you believe that information of any kind in this publication is an infringement of copyright, in the material in 
which you either own the copyright or are authorised to exercise the rights of a copyright owner, and then please 
advise us by contacting CAQA, Career Calling International Pty. Ltd. 2/10 Lawn Court, Craigieburn, Victoria 3064.