TG 503 Panelbeating

certificate iii in automotive (body)
panel beating
Content
CONTENT .........................................................................................................2
COMPETENCIES COVERED...........................................................................4
THE TARGET AUDIENCE.................................................................................5
THE FEATURES OF THE TOOLBOX LEARNING ENVIRONMENT...............6

The learning activities 6
The Teach Me About … topics 7
The Show Me demonstrations 8
Using the Automotive Toolbox 8
THE STRUCTURE OF THE TOOLBOX OPERATING ENVIRONMENT.......11

The Jobs and Tasks lists 11
The presentation frame set 11
Technical requirements 12
INSTALLATION GUIDE...................................................................................14
Installing the Toolbox software 14
Setting up the Communications Centre 14
CUSTOMISATION .........................................................................................15
Customisation at a file level 17
COVERAGE OF TOOLBOX............................................................................18
The elements covered 18
Jobs and tasks 18
Features of the learning activities 18
Learning resources 18
Model answers for the tasks 18
AUR30203 — Apply rust prevention and sound deadening materials 19
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AUR30508 – Carry out buffing and burnishing 21
AUR31708 — Carry out vehicle detailing 23
AUR18708 — Carry out Minor Repairs to Electrical Circuit / Systems 25
AUR23708 – Carry out welding, thermal heating and cutting procedures. 27
AURT3810 — Carry out oxy-acetylene welding, thermal cutting and thermal heating
procedures 27
AURT3813A Carry out gas metal arc (MIG) welding procedures 29
AUR26108A — Carry out pre-repair operations 32
AUR26508 — Carry out vehicle body and underframe alignment 33
AUR26608A — Carry out vehicle measurement 36
AUR26708 — Carry out major sectional repair 39
AUR70314 — Contribute to workplace communication 41
AUR65116 — Determine vehicle damage and recommend repair procedures 43
AUR70421 — Establish customer relations 45
AUR70125 — Follow workplace occupational health and safety procedures 47
AUR31649 — Prepare vehicle, components and equipment for customer’s use 50
AUR30349 — Prepare vehicle components for minor paint repairs 52
AUR26864 — AUR26864A Remove and replace vehicle body parts, panel sections
and ancillary fittings 54
AUR26965 — Remove and replace/fit protector mouldings, transfers and decals 56
AUR27064 — Remove and replace mechanical units/assemblies 58
AUR27164 — Remove and replace electrical/ electrical units/assemblies 60
AUR26266 —Repair body panels 62
AUR26366 —Repair minor structural damage 65
AUR26367 —Replace major welded panels 67
AUR18676 — AUR18676 Test, service and replace batteries 69
AUR70278 — Use and maintain workplace tools and equipment 72
........................................................................................................................75
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Competencies covered
The Automotive (Body) Toolbox covers the following competencies from the
Automotive Retail, Service and Repair (AUR 99) Training Package.
Code Unit of Competency Title

Core
AUR70125A Follow workplace occupational health and safety procedures.
AUR70278A Use and maintain workplace tools and equipment.
AUR70314A Contribute to workplace communication.
AUR70421A Establish relations with customers.
Electives
AUR18676B Test, service and replace batteries.
AUR23708B Carry out welding, thermal heating and cutting procedures.
AUR18708A Carry out minor repairs to electrical circuit/systems.
AUR26108A Carry out pre-repair operations.
AUR26266A Repair body panels.
AUR26366A Repair minor structural damage.
AUR26367A Replace major welded panels.
AUR26508A Carry out vehicle body and underframe alignment.
AUR26608A Carry out vehicle measurement.
AUR26708A Carry out major sectional repair.
AUR26864A Remove and replace vehicle body panels, panel sections and
ancillary fittings.
AUR26965A Remove and replace/fit protector mouldings, transfers and decals.
AUR27064A Remove and replace mechanical units/assemblies.
AUR27164A Remove and replace electrical/electronic units/assemblies.
AUR30203A Apply rust prevention and sound deadening materials.
AUR31649A Prepare vehicle/component/equipment for customer use.
AUR65116A Determine vehicle damage and recommend repair procedures.
AUR30508A Carry out buffing and burnishing.
AUR31708A Carry out vehicle detailing.
AUR30349A Prepare vehicle components for minor paint repairs.
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The target audience
The Panel Beating Toolbox provides a flexible learning resource for
apprentices undertaking the Certificate III in Automotive (Body) – Panel
Beating.
The tasks associated with the toolbox are based on real situations found
in panel beating workshops, These tasks aim to provide an authentic
learning experience that relates to the work environment that the
apprentice encounters.
The toolbox activities and tasks simulate the tasks that are carried out in
a workshop. This provides an engaging learning environment for
learners who traditionally do not relate well to a more theoretical or text
based approach to training. The reading level of information presented is
kept to a Flesch-Kincaid Reading grade level of 6 to 7 and a readability
ease of at least 75%.
The resources within the toolbox also support a number of other

qualifications.
AUR10199 Certificate I in Automotive

AUR22599 Certificate II in Automotive (Vehicle Body - Detailing)
AUR22899 Certificate II in Automotive (Vehicle Body - Paint/Panel
Preparation)
AUR31699 Certificate III in Automotive (Vehicle Body - Panel
Beating)
Both of the Certificate II qualifications from the Automotive Training

Package have been approved for part-time Apprenticeships for
Secondary School Students:
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The features of the toolbox learning
environment
Each of the competencies has two main learning processes. These are
the Learning Activities (or jobs and tasks) and a series of Teach Me
About ..topics.
There is also a Communications Centre facility in which the instructor is

able to link to a range of online communications facilities including e-
mail, chat and discussions board.
The learning activities

The learning activities are presented to the learner as jobs to be
undertaken in a simulated work environment. Whilst there has been no
overall work environment developed for the learning activities, each one
has its own simulated environment. The learning activities are presented
to the learners as a number of jobs that are to be undertaken in the
workplace.
At the end of each job the learner is to present a report on the

successful outcome of the job to the supervisor or instructor.
Jobs to be done
The learning activities within each of the competencies are arranged as
jobs to be undertaken by the learner. These jobs are associated with a
number of learning activities. Each learning activity consists of a number
of tasks that the learner is required to carry out. In most cases the jobs
to be completed are based on a simulation of a real work place
operation.
Task checklist
At the start of each competency the learner is presented with a list of the
jobs and tasks that are required to be undertaken. At this point the
learner can download a Checklist as a Word document. This file can be
updated and saved as the learner starts and completes each of the tasks
in the job being undertaken. The checklist describes the online tasks to
be undertaken and the work that is to be submitted.
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The Scenario
A Scenario, providing the context for the tasks in the competency, is
accessed from the Job List. The scenario is presented in several parts
that relate to each of the tasks. Each individual part of the scenario can
also be accessed from the instructions page of each task.
The Teach Me About … topics

Each of the competencies is supported by a number of Teach Me topics.
These learning resources present underpinning knowledge required to
undertake the tasks associated with the learning activities. Each topic
provides information about an aspect of the tasks in the learning activity.
Learners can access a complete list of topics associated with the
competency as they enter each competency.
The Teach Me topics associated with each activity are presented within
the navigation bar for each of the activities. This allows the learner to
access the Teach Me topic in the context of their learning activity. The
Teach Me topics open in a secondary window so that the activity remains
open at the place the learner selected the topic. In most cases the
learner will need to access the Teach Me topics to get the details of how
to complete the tasks within each learning activity.
Each of the Teach Me topics have a range of associated self check

activities such as quiz or simulated tasks for the learner to check their
understanding of the topic.
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The Show Me demonstrations
Some of the competencies have Show Me demonstrations associated
with them. These present to the learner a simple overview of how a task
is undertaken. Each demonstration provides a series of visual images of
how to do a task. This provides the learner with a quick way of seeing if
they are carrying out a task correctly or an idea of what to do next in a
task. Not all competencies have Show Me resources. These are mainly
associated with tasks that require a visual explanation.
The Show Me demonstrations are provided from the navigation bars

associated with the activities. Learners are able to access the Show Me
demonstrations in the context of the learning activities they are
undertaking. Each Show Me topic opens in a new window above the
activity window so that the activity remains open at the place the learner
selected the demonstration.
Using the Automotive Toolbox

The learner is able to select (or be directed by the instructor) a Job to
undertake. Each of the Jobs has a number of tasks associated with it.
These are presented in a logical order but a learner may undertake them
in any order if they wish. The navigation panel at the bottom of the task
pages presents buttons for each task
The buttons take the learner to the instructions page for each
task. The green button denotes the task the learner is in
currently.
Using the scenario

The scenario at the start of the task presents the context in which the
learner is to complete the task. The learner can at this stage use the
Teach Me resources if they feel they don’t have the prerequisite
knowledge to start the tasks. If the learner wishes they can go to see the
full scenario for the competency at this point. Closing the scenario
window brings the learner back to where they entered.
Check your understanding

Prior to commencing a task the leaner can do a “Check your
understanding about…” which tests their prior understanding required for
the task. The feedback from the learners' responses to the quiz provides
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a diagnostic evaluation of their knowledge and a suggestion of what
Teach Me About resources should be used before undertaking the task.
Accessing the required resources

Before entering the task (getting on with the job) the learner should
download any resources required to complete the task. These may
include a report form that can be printed off and industry based
documents such as procedures, data sheets, etc. These resources can
be saved or printed out as required.
Task reports
The learner is required to complete each of the tasks and complete a
report on what they have done in each of the activities. These reports
can be downloaded as Word documents and saved. Once the report has
been completed it can be submitted to the instructor via an attachment to
an email. In most cases the reports are presented to the learner as
preformatted forms that provide places for the learner to enter
responses. Before submitting the report the learner can check the
correctness of the response using a “check your results” facility. The
feedback from the check of the results allows the learner to return to the
task and recheck their result. They are also prompted to use the Teach
Me topics related to the task.
Using the Check Your Answers

Before the learner submits the report on the task they have the
opportunity to check if they have completed the task correctly. If any of
their answers are wrong they are prompted to return to the task and
recheck what they have done. The learner can change their response or
go to the Teach Me topic to see what they need to do. The "Check your
Answer" facility is only available where the tasks are not self checking. In
most cases these are where the learner has had to record
measurements or make selections that do not lead on to further activities
within the task. In most cases the learner will be able to determine if they
have correctly completed a task from within the task itself.
The report that is submitted to the instructor should be completed

correctly before submission. The submitted report becomes evidence of
the tasks having been completed correctly.
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Starting the task (Getting on with the job)
Once the learner is ready to start the task they can click on the “Get on
with the job” button. This takes the learner to the tasks in which the
learner needs to carry out activities. In most cases, but not all, the
learner is expected to record response to the tasks on a print out of the
report form. These responses can then be entered into the original word
document and saved and submitted to the instructor.
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The structure of the toolbox
operating environment
All of the competency areas are linked to a list of associated learning
tasks that the learner will be required to complete. Selecting a job takes
the learner to a list of tasks associated with the job. At the job list level
the learner is also able to access a list of all of the Teach Me topics
associated with the competency.
The Jobs and Tasks lists

The learner can access all of the tasks involved in the competency by
selecting each of the job titles listed on the clipboard. A list of tasks is
presented which are linked to each specific task in the job being
undertaken.
The navigation bar at the bottom of the Job List window provides access
to the following:
• All of the Teach Me topics associated with the Learning Activities in

the competency
• All of the Show Me demonstrations associated with the Learning
Activities in the competency
• The Glossary
• The Communications Centre
• The list of competencies to allow the learner to select another area to
work in.
The presentation frame set

Each of the learning resources is presented in a frame set consisting of
a main presentation frame in which the details of the task are presented
and a navigation frame in which an environment specific Navigation Bar
is provided.
The navigation bar

The navigation bar at the base of the window is specific to the
environment in which the learner is operating.
In the task environment the navigation bar provides access to:
• The first page of each topic associated with the tasks in the activity
• A list of Teach Me topics associated with the tasks in the learning
activity
• A list of Show Me demonstrations associated with the tasks in the
learning activity
• A link to the Glossary
• A link to the Communication Centre page
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• A link back to the Competency's Job List
• A link back to the list page of all the Competencies.
In the Teach Me and Show Me environments the navigation bar

provides:
• A link to each page associated with the topic or demonstration

• A link back to the list of Teach Me topics associated with the tasks in
the learning activity
• A link back to the list of Show Me demonstrations associated with the
tasks in the learning activity.
• A link to the Glossary.
The presentation frame

The presentation frame presents the details of the task Teach Me About
topic or Show Me demonstration. At the top of the presentation frame the
title of the Task, Topic or Demonstration is presented along with the page
number out of the total pages associated with the task.
In the Task environment the first page of each task provides details and
instructions for carrying out the task. The learner can access this page at
any time by selecting the topic button in the navigation bar.
In the Teach Me and Show Me environments each page can be

accessed by selecting the page button in the navigation bar.
Each page of a task has links between the components within the task.
These may be as buttons or hypertext links to the appropriate aspects of
the task.
Technical requirements
The resources of the toolbox consist primarily of HTML pages that have
been developed in Macromedia Dreamweaver MX. Many of the tasks
have been developed in javascript and a browser that is javascript
enabled must be used. Animations and audio resources have been
developed in Macromedia Flash MX and require that Flash 6 player or
later to be installed into the browser.
Resources that require the learner to complete a report have been

developed in Microsoft Word 98 as a locked word document.
The resources have been optimised to download on a 28.8k bps

modem.
All resources have been developed for viewing at a monitor resolution of

600 x 800. At lower resolutions the web pages may not display correctly.
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Learner’s requirements
To use the toolbox the learner will require the following hardware and
software:
• IBM compatible computer with a 300 MHz processor, 64 Mb of
SDRAM or an Apple Macintosh capable of running OS 8.9
• 800 x 600 display
• 1.44 Mb floppy disk
• sound card
• 28.8 k modem, or higher configuration.
Browser and other software

• Netscape (versions 4.7 or 6.2) or Internet Explorer (versions 5 or 6)
• Macromedia Flash 6 player
• Adobe Acrobat 5 plug in or later
• Microsoft Word 98 or 2000.
Where reports and other evidence of work completed are to be

submitted electronically, the learner will need to have access to an e-
mail account.
Teacher’s requirements
To use the toolbox the teacher will require the following hardware and
software.
• IBM compatible computer with a 300 MHz processor, 64 Mb of
SDRAM or a Apple Macintosh capable of running OS 8.9
• 800 x 600 display
• 1.44 Mb floppy disk
• sound card
• 28.8 k modem, or higher configuration.
Browser and other software:

• Netscape (versions 4.7 or 6.2) or Internet Explorer (versions 5 or 6)
• Macromedia Flash 6 player
• Adobe Acrobat 5 plug in or later
• Microsoft Word 98 or 2000.
Editing software for customisation purposes

• An HTML Editor – if the teacher uses Macromedia Dreamweaver MX
they will be able to use the templates and library items
• Flash MX.
Where reports and other evidence of work completed are to be

submitted electronically, the teacher will need to have access to an e-
mail account.
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System requirements
If the toolbox is to be delivered online via the Internet a standard web
server is required.
Installation guide
Installing the Toolbox software
The toolbox software is provided on two CDs, one for the web site and
one for the source code for the media that is used. To run the web site
you only need to install the resources from the Web Site CD.
Copy the entire directories "panelbeating" and "Generic" as well as the

index.htm and upgradeplugin.htm files to the specific directory on the
server. The link to the toolbox site will then be
Your_site/Your directory/ index.htm
Setting up the Communications Centre

The toolbox will need to be linked to a Discussion Board and Chat
facilities to enable communication activities. The links to these facilities
can be made in the communications centre files.
Edit the following file
GENERIC/GEN_HTM/communications_centre.htm
Edit the following links
1. Change the text to the instructor's name and e-mail.
Mr Name Instructor_1
mailto:instructor@institute.edu.au
2. Change the link to the address for the chat facility.
Go to the Chat Rooms

<a href="Link to chat rooms" target="_blank">Go to the Chat
Rooms</a>
3. Change the link to the address for the discussions facility.
Go to the Chat Rooms

<a href="Link to discussion board" target="_blank">Go to
the Discussion board</a>
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Customisation
The Automotive Vehicle Body Toolbox has been designed along learning
object principles. This will allow the resources within the toolbox to be
used at a task level, a job level or a competency level.
The directory structure of the toolbox has the following structure:
Generic This directory contains resources that are used in all

files such as cascading style sheets and library items
Competency There is a directory for each of the competencies and
is labelled with the competency code. Each directory
contains all the files, except the generic files, for that
competency. These include the Activity, Teach Me,
and Show Me directories.
The index page in the competency directory provides
a list of the activities associated with the competency.
The Activity and Teach Me framesets are used to
provide the presentation and navigation windows.
Activities This directory contains a separate directory for each
activity associated with the competency.
Activity The specific Activity directory.
Task In the task directory there are the html files and a
resources directory containing the graphics, flash and
other documents associated with the task.
Any competency directory and the GENERIC directory can be copied

and installed as a stand-alone presentation of the resources so long as
the integrity of the levels within the directory structure is maintained.
Incorporation into a Learning Management System
Each of the competency directories and files are independent of the

navigation panel in the demonstration site. The competency directory
and the Generic Directory can be up-loaded to a Learning Management
System (LMS) and the files linked via the internal navigation of the LMS
system.
Rather than using the navigation system involved in the frameset

structure within the toolbox, each individual file can be linked within the
LMS. Any internal navigation based on a specific page will continue to
work.
In the case of WebCT, the directories would be up-loaded and then the
Content Module Tool would be used to navigate between files within an
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activity. The Teach Me and Show Me resources can be treated in a
similar manner or be attached, as in the case of WebCT, as links to other
resources.
It is important to note the relative levels of files in the toolbox structure.

This hierarchy of levels must be retained if resources are to be used
within a LMS.
Root level Level 2 Level 3 Level 4 Level 5 Level 6
Toolbox Competency Activity Task 1 Res Media files
HTML
files
Task 2 Res
HTML
files
Generic HTML files
Res Media
files
SCN HTML and

media files
TME
Act_fset
TME_fset
Sme_fset
Generic Gen Res Graphics
Gen HTML HTML
Style sheets CSS files
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General level structure of the toolbox file and directory resources .
Customisation at a file level
The file names for each of the files are based on the following scheme
Competency_Activity_task_page
For example the second page of task 2 in activity 1 in competency

AUR26608 has the file name
AUR26608_1_2_2.htm
Any graphics associated with the page is also numbered in order
Graphic 3 on the above page would be
AUR26608_1_2_2_3.jpg
You can edit the content of an html page using an html editor such as
Macromedia Dreamweaver or Microsoft Frontpage.
Graphics can be replaced on a page by replacing the graphic in the

resources directory with the new one. Make sure you keep the name of
the graphic the same as the one you are replacing.
The Automotive Vehicle Body Toolbox has been developed using

Macromedia Dreamweaver MX and uses templates as the basis of the
pages. The template controls the banner/header of the page. Alternative
banners in which the organisation’s logo is incorporated can be easily
substituted using the templates.
The image of the instructor as it appears in the toolbox can be changed

to an image that matches the current instructor. Change the following
files in the Generic directory
GENERIC/GEN_RES/intro.jpg
and
GENERIC/GEN_RES/small_john.jpg
The dimensions of the image on the instructions page are 153 x 341
pixels.
The dimensions of the image at the bottom of the tasks pages is 86 x 91

pixels.
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Coverage of toolbox
The following section provides the details of each of the competencies
covered by the toolbox.
The following details are provided:
The elements covered

This provides a list of the aspects of the elements from the training
package that have in some way been addressed by the toolbox. The
elements may be covered within the tasks that have been developed or
within the learning materials contained in the Teach Me About .. topics.
Jobs and tasks

Each of the jobs that the learner needs to undertake and the
associated tasks are listed. Each of these tasks has a report form
associated with it that the learner is to submit to the instructor.
The suggested answers/responses to the tasks are provided on the

CD.
Features of the learning activities

This provides an overview of the tasks that the learner is to complete
as part of the competency. Further activities or ways of incorporating
the resources into a learning program are given here.
Learning resources
A list of the Teach Me About topics are provided. It may be worthwhile
having students look at Teach Me About topics in other competencies
as there is a degree of inter-relationships between the competencies.
Model answers for the tasks

The appropriate response for the report for each task is provided in a
directory on the CD called "Report form answers". The file names are
based on the Job and Task number within the competency and have the
suffix _ans.
For example the answers for the report for task 2 in Job 1 in competency
AUR26366 has the file name
AUR26366_1_2_report_ans.doc
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AUR30203 — Apply rust prevention and sound
deadening materials
Elements covered
The following aspects of the elements of the competency are covered in the
activities in the toolbox:
• Special treatments are applied without causing damage to any

component or system.
• Appropriate protective clothing and equipment are used during
application processes.
• The environment for the application of special treatments or materials
conforms to requirements for temperature, extraction of fumes and
cleanliness.
• Special treatments or materials are applied as per manufacturer
recommendation, using approved methods.
• Application of special treatments or materials is completed within
established industry guidelines.
• Waste materials are disposed of and/or stored in accordance with
statutory and enterprise requirements.
• Application activities are carried out according to industry
regulations/guidelines, OH&S legislation, statutory legislation and
enterprise procedures/policies.
Jobs and tasks in the competency

The jobs and tasks associated with this competency are as follows:
Jobs Tasks
Job 1 Task 1
Apply corrosion treatment Select corrosion treatments for
locations in the vehicle
Features of the learning activities in this competency

The learner is presented with a number of different parts of vehicles that are
being repaired. In the first vehicle these include treatments that need to be
applied to a sill and quarter panel and pillar during repair. In the second
vehicle the treatments that are to be applied to a door that has been repaired
are selected. The last vehicle has had a sectional repair and the corrosion
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treatments that are to be applied to the box sections, the welded seams and
the floor pan are selected.
This task may provide a good introduction for a learner to select the required
treatments and their application to a vehicle in the workshop.
Learning resources available to support the competency
Teach Me About topics

The following Teach Me About topics are associated with this competency:
• Corrosion
• Using cavity wax
• Using zinc primer
• Using anti-chipping paints
• Using joint and seam sealers
• Using spray on sealers
• Using seam seal tape.
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AUR30508 – Carry out buffing and burnishing
Elements covered
The following elements of the competency are covered in the activities in the
toolbox:
• Buffing and re-burnishing (polishing) heads are installed and set up

according to enterprise procedures.
• Surface materials and finish requirements are identified.
• Job surface is finished to specified enterprise requirements.
• Hazards are correctly identified.
• All activities are carried out according to industry

Job Task
Job 1 Task 1
Wet sand paint on vehicle panels Select materials and safety equipment
for wet sanding
Task 2
Order the procedure for wet sanding
the vehicle
Job 2 Task 1
Compound paint on vehicle Identify areas for hand and machine
panels compounding
Task 2
Select materials, tools and safety
equipment for compounding
Task 3
Order the procedure for compounding
the vehicle
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Job 3 Task 1
Polish paint on vehicle panels Identify areas for hand and machine
polishing
Task 2
Select materials and safety equipment
for polishing
Task 3
Order the procedure for polishing the
vehicle
The learners are presented with a selection of tools, materials and safety
equipment to choose to use to buff and burnish the panels on a vehicle. They
are then presented with a vehicle on which they are to select the areas that
require hand and machine buffing and burnishing.

• Wet sanding a painted panel

• Identifying areas for hand or machine buffing and polishing
• Compounding a vehicle panel
• Polishing a vehicle panel.
Show Me topics
There are no Show Me topics for this competency
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AUR31708 — Carry out vehicle detailing
Elements covered
• Work is completed without causing damage to any component or

system.
• Checklist is used to ensure all appropriate detailing and final
inspections have been completed.
• Vehicle/component is cleaned in the prescribed manner, to industry
standard, and secured in preparation for customer pick-up.
• Vehicle detailing and inspection operations are carried out according to
industry standards/ regulations/ guidelines, OH&S legislation, statutory
legislation and enterprise procedures/policies.

The jobs and tasks associated with competency are as follows:
Job Task
Job 1 Task 1
Prepare to detail a car Remove items from vehicle before
detailing
Task 2
Cut and polish the vehicle
Task 3
Degrease the vehicle
Task 4
Clean the interior of the vehicle
Task 5
Repair paintwork on the vehicle
Job 2 Task 1
Use correct tools and equipment Identify detailing requirements for a
to carry out specific vehicle specified vehicle
detailing tasks
Task 2
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Detail a vehicle in the correct order

The tasks in this competency require the learner to select and place in the
correct order the steps involved in the detailing of a vehicle.

• Inspect a vehicle for damage

• Identify steps in which vehicles are detailed
• Use of chemicals.
Show Me topics
There are no Show Me topics for this competency.
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AUR18708 — Carry out Minor Repairs to Electrical
Circuit / Systems
Elements covered
toolbox:
AUR18708A/01 Test systems/components and identify faults

• Systems/components are tested without causing damage to any
• Correct information is accessed and interpreted from appropriate
manufacturer specification.
• Tests are carried out to determine faults using appropriate tools and
techniques.
• Faults are identified and preferred repair action determined.
AUR18708A/02 Complete minor repairs to circuit wiring
• Minor repairs to circuit wiring are completed without causing damage to
any component or system.
manufacturer specifications.
• Necessary repairs, component replacement and adjustments are
carried out using appropriate tools, techniques and materials.

Job Task
Job 1 Task 1
Test systems/components and Check a vehicle for electrical faults
identify faults
Task 2
Locate the cause of an electrical fault
Task 3
Use a wiring diagram and circuit tester
to locate fault
Job 2 Task 1
Repair the wiring faults in a vehicle
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Complete minor repairs to circuit Task 2
wiring
Reconnect the wiring in a vehicle

The tasks in this competency are based on the learner assessing the
electrical components of a vehicle. Based on the findings of the inspection
and using a wiring diagram and a simulated fault tester the learner is then to
locate the problem in the circuit.
The learner is also presented with a repair job on the wiring in the vehicle. The
task for the learner is to select the correct tools and methods to repair the
wiring.
The tasks in this competency provide the basis on which a learner can read a
wiring diagram and locate components in a circuit and test to see if they are
operational in a vehicle in the workshop.

• How an electrical circuit works

• Understanding wiring diagrams
• Tools and techniques for testing and fault finding
• Using a manufacturer's wiring diagram to identify repair
• Methods used for wiring repair.
Show Me topics
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AUR23708 – Carry out welding, thermal heating and
cutting procedures.
This competency is broken down into two sections based on the revised
competencies in the training package. These sections are "Carry out oxy-
acetylene welding, cutting and thermal heating" and "Carry out gas metal
(MIG) welding".
AURT3810 — Carry out oxy-acetylene welding,

thermal cutting and thermal heating
procedures
Elements covered
toolbox:
AURT3810A/01 Prepare for work

• OH&S requirements, including personal protection needs, are
observed throughout the work.
• Material for repairs and replacements are selected and inspected for
quality.
• Correct hand, power tools and safety equipment for safe use.
AURT3810A/02 Carry out oxy-acetylene welding procedures
• Welding procedures are completed without causing damage to any
• Information is accessed from appropriate sources to enable welding to
be performed in accordance with vehicle and equipment
manufacturer/component supplier procedures.
• Welding is carried out according to a standard that meets industry
regulations/guidelines, OH&S legislation, and legislation and enterprise
policy/procedures.
AURT3810A/03 Clean up work area and maintain equipment
• Equipment and work area are cleaned and inspected for serviceable
conditions in accordance with workplace procedures.
• Unserviceable equipment is tagged and faults identified in accordance
with workplace procedures.
• Operator maintenance is completed in accordance with
manufacturer/component supplier specifications and workplace
procedures.
• Tooling is maintained in accordance with workplace procedures.
Page 27
Job Task
Job 1 Task 1
Set up for oxy-acetylene welding Select personal safety equipment
Task 2
Set up a safe working environment
Task 3
Set up the oxy-acetylene welding plant
Job 2 Task 1
Weld a panel using oxy- Prepare to weld a panel
acetylene
Task 2
Carry out the welding process
Job 3 Task 1
Use oxy-acetylene to cut out a Set up the equipment for cutting
panel
Task 2
Cut the panel using oxy-acetylene
The tasks associated with this competency are based on a simulated welding
environment in which the leaner is required to use a Welding Settings Chart to
set up a welding plant. This involves selecting gases, fitting regulators and
hoses and setting gas pressure pressures.
Once the plant is set up, the learner is required to select the correct set of
conditions to perform a butt weld on a piece of steel. Based on the settings
selected the learner is presented with a representation of the weld that is
formed. The learner needs to evaluate the weld and then select the conditions
until a satisfactory weld is created.
A similar simulated environment is also provided for oxy acetylene cutting.

The learner selects the settings and cutting tips required and cuts a piece of
steel plate. Based on the settings the learner needs to change the settings
until a satisfactory cut has been achieved.
Page 28

• Personal safety equipment

• Safe welding environment
• Using gas cylinders safely
• Connecting to the gases
• The hand piece
• Oxy-acetylene flames
• Setting up for welding
• The welding process
• Evaluating the effectiveness of a weld
• Oxy-acetylene cutting equipment
• Oxy-acetylene cutting process.
Show Me topics
AURT3813A Carry out gas metal arc (MIG) welding

procedures
AURT3813A/01 Prepare for work

• Work instructions are used to determine job requirements including
job sheets, quality and quantity of material.
• Job specifications are read and interpreted.
• OH&S requirements, including personal protection needs, are
observed throughout the work.
• Material for repairs and replacements are selected and inspected for
quality.
• Correct hand, power tools and safety equipment for safe use.
• Products are determined to minimise waste material.
• Procedures are identified for maximising energy efficiency whilst
completing the job.
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AURT3813A/02 Carry out Gas Metal Arc (MIG) welding procedures
• Gas Metal Arc (MIG) welding procedures are completed without
causing damage to any component or system.
• Information is accessed from appropriate sources to enable welding to
be performed in accordance with vehicle and equipment
manufacturer/component supplier procedures.
• MIG welding is carried out according to a standard that meets industry
regulations/guidelines, OH&S requirements, legislation and enterprise
policy/procedures.
AURT3813A/03 Clean up work area and maintain equipment
• Material that can be reused is collected and stored.
• Waste and scrap is removed following workplace procedures.
• Equipment and work area are cleaned and inspected for serviceable
conditions in accordance with workplace procedures.
• Unserviceable equipment is tagged and faults identified in accordance
with workplace.
• Operator maintenance is completed in accordance with
manufacturer/component supplier specifications and site procedures.
• Tooling is maintained in accordance with workplace procedures.

Job Task
Job 1 Task 1
Setting up for MIG welding Select personal safety equipment
Job 2 Task 1
Carry out a butt weld using MIG Set up MIG welding plant
welding techniques
Task 2
Weld a panel using MIG welding plant
Job 3 Task 1
Plug weld a panel using a MIG Plug weld a hole using a MIG welder
welder
Page 30
The tasks associated with this competency are based on a simulated welding
environment in which the leaner is required to use a Welding Settings Chart to
set up a welding plant. This involves selecting gases, fitting regulators and
hoses and setting gas pressure pressures as well as selecting the appropriate
wire diameter.
Once the plant is set up, the learner is required to select the correct set of
conditions to perform a butt weld and a plug weld on a piece of steel. Based
on the settings selected the learner is presented with a representation of the
weld that is formed. The learner needs to evaluate the weld and then select
the conditions until a satisfactory weld is created.

• Setting up a MIG welder

• Safety using a MIG welder
• Setting MIG controls
• Setting up for MIG welding a butt weld
• Setting up for MIG welding a plug weld
• Evaluating problems with MIG welds.
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AUR26108A — Carry out pre-repair operations
Elements covered
toolbox:

Job Task
Job 1 Task 1
Remove, clean, tag and store Clean a dirty component
components
Task 2
Clean a dirty component

• Remove components in the correct manner

• Clean components before repairs occur
• Use chemicals
• Storing components.
Show Me topics
Page 32
AUR26508 — Carry out vehicle body and underframe
alignment
Elements covered
toolbox:
• Rectifying of body and underframe misalignment is completed without

causing damage to any component or system.
• Protective clothing and equipment appropriate to the repair activities
are used.
• Equipment selected for the assessment of alignment is appropriate to
the vehicle manufacturer specification.
• Equipment used for the assessment of alignment is prepared and
adjusted in accordance with the equipment manufacturer specification.
• The item to be aligned is prepared and, where appropriate,
installed/located on the alignment equipment in accordance with the
equipment manufacturer instructions.
• Hydraulic repair equipment is prepared and attached using equipment
manufacturer approved methods.
• Hydraulic repair equipment is operated using approved methods and
techniques.
• The alignment of the item is reinstated to the manufacturer
specification and tolerances.

Job Task
Job 1 Task 1
Align vehicle body damage Inspect vehicle body for damage
Task 2
Measure vehicle body for damage
Task 3
Set up for alignment of damaged
vehicle body
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Job 2 Task 1
Align vehicle underframe damage Inspect vehicle for underframe damage
Task 2
Measure the vehicle for underframe
damage
Task 3
Align the underframe of a vehicle
Job 3 Task 1
Use body jacks to align body Set up to align body structural damage
structural damage

It would be advisable for a learner to have completed the competency
AUR26608A — Carry out vehicle measurement, prior to commencing these
tasks.
The tasks in this competency are based around the learner setting up vehicles
in a simulated alignment area. In the first job the learner is to inspect and
measure a vehicle for body panel damage. Based on these findings the
learner sets up a vehicle on a floor mounted alignment frame and stands and
selects the appropriate clamps and the locations to place them around the
vehicle.
The second vehicle has underframe misalignment and the learner uses a
simulated Car-O-Liner measuring system to determine the extent of the
damage. Using a copy of the measuring data sheet the learner places
alignment rams around the vehicle and applies pulling forces to different parts
of the vehicle. These forces are applied until the vehicle has been aligned to
manufacturer's tolerances
The third vehicle has had body structure misalignment. The learner measures
the body openings and places body jacks and appropriate fittings around the
vehicle to realign it.
These tasks would provide a way for a learner to be come familiar with
measuring techniques and alignment strategies prior to undertaking alignment
activities on a vehicle in the workshop.
Page 34

• Alignment equipment
• Setting up a vehicle for alignment
• Three dimensional measuring
• Safety during alignment
• Re-alignment directions
• Aligning body panels
• Aligning with body jacks.
Show Me topics
Page 35
AUR26608A — Carry out vehicle measurement
Elements covered
toolbox:
• Equipment selected for vehicle measuring is appropriate to the vehicle

manufacturer specification.
• Equipment used for vehicle measuring is prepared and adjusted in
accordance with the equipment manufacturer specification.
• The vehicle is prepared and, where appropriate, installed/ located on
the equipment in accordance with the equipment manufacturer
instructions.
• The nature and extent of misalignment is determined using approved
measuring methods.
• The results of measurements of vehicle alignment are recorded
accurately and completely.

Job Task
Job 1 Task 1
Measure minor panel damage Identify control points
Task 2
Compare measurements on the
vehicle
Job 2 Task 1
Measure panel and structural Carry out a visual inspection
damage
Task 2
Identify reliable control points for
measuring the vehicle
Task 3
Measure the dimensions of the vehicle
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Job 3 Task 1
Use a laser measurement system Select target sites on the vehicle
to measure vehicle underframe
dimensions Task 2
Set up the vehicle for measurement
Task 3
Measure the vehicle dimensions using
the laser system
In “Job 1 Measure minor panel damage” and “Job 2 Measure panel and
structural damage” it is suggested that the learner participate in a discussion
with other members of the group. These activities enable the learner to decide
on the nature of the damage that the vehicles have sustained by discussing
their results and ideas. The instructor can lead these discussions by asking
questions such as
• Which dimensions do not meet the vehicle standards?

• If the vehicle were damaged in the front near side corner (for example)
what would you expect to happen to the diagonal dimensions of the engine
bay?
Depending on the nature of the group these discussions may be carried in

class, using a discussion board as an asynchronous activity (where the
learners participate at different times) or using a chat facility as a synchronous
activity (where the learners participate at the same time).
Tasks from the competency AUR26508 — Carry out vehicle body and
underframe alignment may also be included in this competency. "Task 1
-Inspect vehicle for underframe damage" and "Task 2 - Measure the vehicle
for underframe damage" in "Job 2 - Align vehicle underframe damage" would
be appropriate to be included in this competency as further extension work or
to provide experience on different types of measuring equipment.

• Measurement control points

• Comparative measurements
• Reading and recording measurements
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• Using a trammel
• Visual indicators of damage
• Setting a datum for a laser measurement system
• Reading the laser measuring system vehicle dimension sheet.
Show Me topics
Page 38
AUR26708 — Carry out major sectional repair
Elements covered

are used.
• Damaged sections are removed using approved methods and
equipment.
• Damaged surfaces are restored to a condition suitable for the fitting of
new sections.
• Replacement sections are aligned and secured within the tolerance
specified for the particular vehicle.
• Sections are refitted using approved methods, materials and
equipment.
• Sealant is selected and applied according to the manufacturer
specification for type method of application and thickness.

Job Task
Job 1 Task 1
Replace a roof section Select appropriate places to cut pillars
Task 2
Cut the pillar sections of the vehicle
Task 3
Attach replacement roof section
The tasks involved in this competency require the learner to make selections
about the tools and equipment required to remove and replace a roof/turret on
a vehicle. Selections are made as to where to place the cuts around the
section so that the joins will be staggered and meet industry standard for
undertaking sectional repairs.
Page 39
The learner needs to measure the vehicle and determine when the replaced
section ahs been placed in the correct position.
The final task involves the learner undertaking a simulated activity in which
the section is welded in place.

• Preparing to remove a section
• Removing a section
• Replacing a section.
Show Me topics
Page 40
AUR70314 — Contribute to workplace communication
Elements covered
toolbox:
AUR70314A/01 Maintain, interpret and convey workplace information

• Information is accessed from appropriate sources to ensure effective
communication skills are applied when sending or receiving
information.
• Assistance is provided to colleagues in the workplace as necessary, to
foster common understanding.
• Requests from colleagues are met promptly and willingly.
• Workplace objectives and goals are identified and met.

Job Task
Job 1 Task 1
Maintain, interpret and convey Receive information for job request
workplace information
Task 2
Assist colleague to foster common
understanding
Task 3
Access information to meet workplace
objective
Task 4
Send information using effective
communication

The tasks in this competency are based on a scenario in the workplace in
which the learner needs to make choices about how to communicate with
colleagues and supervisors. The scenario provides a range of options that the
learner needs to work through to achieve a satisfactory outcome to the
scenario. While working through the scenario the learner will need to record
particular pieces of information that will be required further on in the task.
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The tasks involve identifying barriers to effective communications and the
suitability of styles of communications with other people.

• Communication Processes
• How messages are sent
• Communication Breakdown
• Non Verbal communication
• Written communication skills.
Show Me topics
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AUR65116 — Determine vehicle damage and
recommend repair procedures
Elements covered
toolbox:
• Inspection is carried out according to industry regulations/guidelines,

OH&S legislation, statutory legislation and enterprise
procedures/policies.
• Written damage inspection report is prepared with sufficient information
to enable preparation of the repair quote including repair option.
• Damage inspection report is appropriate to the type of damage
sustained.
• Repair methods that conform to vehicle manufacturer, insurance
company, enterprise and statutory guidelines are identified and
recommended.

Job Task
Job 1 Task 1
Determine removable panel Identify panel and component damage
damage
Task 2
Assess damaged guards
Task 3
Assess damaged doors
Job 2 Task 1
Determine fixed panel damage Assess damaged radiator support
panels
Task 2
Assess damaged quarter panels
Task 3
Assess damaged sill panels
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Job 3 Task 1
Carry out a full vehicle Assess a damaged vehicle
assessment

The tasks involved in this competency require the learner to assess a number
of vehicles for the type of damage that is present. Based on the results of the
inspection the learner uses the Teach Me About topics to determine the best
repair options. These are based on "repair on" and "repair off" the vehicle
options.
The final task involves the learner carrying out a full inspection of a vehicle
and preparing a report on the options that should be selected to repair it.
The learner uses a preformatted inspection form to report the damage and to
indicate the repair procedures that are appropriate for each vehicle. These
report forms are based on forms that are used in the industry.

• Identifying body panels

• Determining vehicle damage by visual inspection
• Repair options for damaged guards
• Repair options for damaged doors
• Common terms and abbreviations
• Repair procedures for a damaged radiator support panel
• Repair procedures for a damaged quarter panel
• Repair procedures for a damaged sill.
Show Me topics
Page 44
AUR70421 — Establish customer relations
Elements covered
toolbox:
AUR70421B/01 Establish contact with customer

• Customer is greeted warmly according to enterprise policies and
procedures.
• An effective service environment is created through verbal and non-
verbal presentation according to enterprise policies and procedures.
AUR70421B/02 Clarify specific needs of customer

• Customer needs are determined through questioning and active
listening. Customer needs are accurately assessed against the
products/services of the enterprise.
• Customer details are recorded clearly and accurately in required
format, if applicable.
AUR70421B/03 Provide information and advice

• Features and benefits of products/services provided by the enterprise
are described/ recommended to meet customer needs.
• Correct information to satisfy customer needs is provided.
• Alternative sources of information/advice are discussed with the
customer.
• Alternatives are followed up, if necessary.

Job Task
Job 1 Task 1
Establish contact with customers Answer the phone and take details
Job 2 Task 1
Clarify client needs Find out the customers needs
Task 2
Record client details
Task 3
Describe products and services
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Job 3 Task 1
Provide client with information Inform customer of alternatives
and advice

• Active listening
• Telephone skills
• Customer service
• Assess client needs
• Recording details on a pre-quote form
• Knowing your product
• Provide correct information to the client
• Giving advice to the client
• Dispatch further information to client as required
• Identify gaps in available information.
Show Me topics
Page 46
AUR70125 — Follow workplace occupational health
and safety procedures
Elements covered
toolbox:
AUR70125B/02 Follow workplace procedures for hazard identification and

avoidance
• Hazards in the work area are recognised and appropriate control
actions are taken.
• Established workplace policies and procedures for controlling risks are
followed.
• Displayed safety signs and warnings are followed.
• Safety apparel is worn as required.
• Appropriate manual handling/lifting techniques are used.
AUR70125B/04 Locate and identify workplace fire extinguisher types,

applications and operating procedures
• Fire extinguishers identified are to be appropriate to the type required
for the workplace environment.
• Fire extinguisher application and operating procedures are to be
identified in accordance with equipment manufacturer specifications,
OH&S legislation, statutory legislation and enterprise
AUR70125B/05 Carry out emergency procedures

• In the event of warning, procedures for isolating machines are followed.
• Workplace alarm/alert/evacuation procedures are followed.
• Appropriate professional emergency services are summoned
immediately by authorised persons.
AUR70125B/07 Carry out basic first aid

• First aid treatment is carried out correctly.
• First aid treatment given is accurately reported/recorded in accordance
with OH&S legislation, statutory legislation and enterprise

Page 47
Job Task
Job 1 Task 1
Carry out a safety audit of the Carry out a safety audit of the pulling
workshop area
Task 2
Carry out a safety audit of the paint
shop
Task 3
Carry out a safety audit of the welding
area
Job 2 Task 1
Carry out first aid procedures Perform CPR on a casualty
Task 2
Apply basic first aid to control bleeding
Task 3
Apply basic first aid to treat a burn
Job 3 Task 1
Help in an emergency Put out a fire
Task 2
Evacuate a building
The learner takes on the role of a member of the safety committee and an
emergency warden in the tasks involved this competency. In the first job the
learner has the task of carrying out an extensive safety audit on several areas
in the workshop. Based on these audits the learner needs to recommend
corrective actions for any unsafe situations or practices that are identified.
In the second job the learner undertakes simulated first aid treatments based
on an incident that has occurred in the workshop. In the CPR task the learner
is timed as choices are made about the actions to be taken. The aim is for the
learner to try the activity several times as to improve their speed. This acts as
a drill so that the steps involved in the CPR become second nature.
Page 48
The third job requires the learner to take on the role of a fire warden. In this
role the learner needs to select appropriate fire control measures by selecting
and using appropriate fire extinguishers. The learner then is required to
evacuate the building. After carrying out a roll call of workmates the learner is
to check that all people have been evacuated. There are two people
remaining in the building and the learner needs to find them in the most
efficient search pattern. In undertaking the simulated search the learner is
asked to select what needs to be done to secure each area that is moved
through during the search.

• Workplace hazards
• The Hierarchy of hazard control
• Performing CPR
• Emergency First Aid — Treating a burn
• Emergency First Aid — Control bleeding
• Evacuating a building
• Extinguishing a fire.
Show Me topics
Page 49
AUR31649 — Prepare vehicle, components and
equipment for customer’s use
Elements covered
toolbox:
AUR31649A/01 Clean vehicle/component/ equipment for delivery

• Cleaning is completed without causing damage to any component or
system.
• Vehicle/component/equipment is cleaned in the prescribed manner, to
industry standard and secured in preparation for customer pick up.
• Cleaning operations are carried out according to industry
standards/regulations/guidelines, OH&S legislation, statutory legislation
and enterprise procedures/policies.
AUR31649A/02 Carry out inspection of relevant

vehicle/component/equipment systems before delivery
• Inspection is completed without causing damage to any component or
system.
• Checklist and repair quotation is to be used to ensure correct operation
of all vehicle/component/equipment systems.

The jobs and tasks associated with competency are as follows.
Job Task
Job 1 Task 1
Clean vehicle, components and Clean a vehicle
equipment ready for delivery
Job 2 Task 1
Carry out inspection of vehicle, Use a checklist to inspect a vehicle
components and equipment for
delivery Task 2
Hand over a vehicle to your supervisor
Page 50

• Degrease
• Clean the exterior
• Clean the interior
• Using a checklist
• Read a job card
• Report to supervisor.
Show Me topics
Page 51
AUR30349 — Prepare vehicle components for minor
paint repairs
Elements covered
toolbox:
• Protective clothing and equipment appropriate to the preparation

activity are used.
• Surfaces adjacent to the surfaces to be painted are protected using
approved methods and materials.
• Surfaces to be painted are cleaned of contaminants.
• Surfaces to be painted are prepared using approved methods,
materials and equipment.

Job Task
Job 1 Task 1
Prepare repaired panel for Assemble Materials
painting
Task 2
Sand and Mask
Task 3
Prepare and Prime

• Preparing panels for minor paint repair
• Applying primer to the panels.
Page 52
Show Me topics
Page 53
AUR26864 — AUR26864A Remove and replace vehicle
body parts, panel sections and ancillary
fittings
Elements covered
toolbox:
• Protective clothing and equipment appropriate to the replacement

activities are used.
• Replacement components and ancillary fittings meet specifications for
dimensions, materials and functional capability.
• Components and ancillary fittings are refitted using approved methods,
materials and equipment.
• Where there is a potential disturbance to electrical, mechanical,
electronic or other systems, appropriate assistance is sought, if
required.
y
Job Task
Job 1 Task 1
Remove and replace body panels Remove ancillary fittings from a vehicle
Task 2
Identify body panels to be removed
from vehicle
Task 3
Remove interior of a vehicle
Task 4
Replace the door of a vehicle
In the tasks involved in this competency, the learner matches the tools
required to remove panels from the damaged rear of a vehicle. The learner
then needs to select the correct order in which to remove panels and ancillary
equipment from the interior and exterior of the vehicle.
Page 54
The last task involves the learner selecting the order in which to refit the
fittings to a door that has been repaired.

The following Teach Me About topics are associated with this competency:.
• Equipment and tools

• Disconnect and test basic auto electrical system
• Remove and refit a wire harness
• Remove and refit body panels, wheels and battery
• Remove and refit interior
• Remove and refit door hardware
• Remove and refit fuel tank.
Show Me topics
Page 55
AUR26965 — Remove and replace/fit protector
mouldings, transfers and decals
Elements covered
toolbox:
• Protective clothing, tools and equipment appropriate to the removal

• Removal and replacement activities are carried out according to
industry regulations/guidelines, OH&S legislation, statutory legislation
• Protector mouldings, transfers and decals are fitted using approved
methods, materials and equipment.
• Adhesives are selected and applied according to the product
manufacturer specification for type, method, application and thickness.

Job Task
Job 1 Task 1
Remove and replace a decal and Remove a decal and pinstripe
pinstripe
Task 2
Replace a decal and pinstripe

In this task the learner works through a series of steps in which a decal is
removed from the surface of a panel that is to be repainted. At each step the
learner needs to record the selection of tools or procedures that have been
made. The second task involves the learner fitting a decal to a vehicle. Again
the learner is to record the selection of tools or procedures that have been
made during the task.
Page 56

• Removing a decal or pin striping

• Applying a decal or pin striping
• Removing a moulding
• Replacing a moulding.
Show Me topics
Page 57
AUR27064 — Remove and replace mechanical
units/assemblies
Elements covered

• Mechanical units/assemblies are removed and replaced using
approved methods, tools and equipment.
• Electrical units/assemblies are removed and replaced using approved
methods, tools and equipment.

Job Task
Job 1 Task 1
Remove and replace mechanical Select the correct equipment
units/assemblies
Task 2
Tap off fluid lines
Task 3
Undo the fixing points
Job 2 Task 1
Remove and replace electrical Identify electrical units to be
units/assemblies reconnected
In this competency the learner is required to match the correct equipment to

each of the parts of the assemblies that need to be removed.
Page 58

• Mechanical assemblies
• Locate the removal procedure for units and assemblies in a service
manual
• Tap off fluid lines
• Use equipment to remove and replace mechanical assemblies
• Remove a mechanical unit
• Electrical assemblies
• Use a service manual to remove and replace the electrical units and
assemblies
• Remove and replace electrical units.
Show Me topics
Page 59
AUR27164 — Remove and replace electrical/ electrical
units/assemblies
Elements covered
toolbox:

manufacturer specifications.
• Electrical units/assemblies are removed and replaced using approved
methods, tools and equipment.

Job Task
Job 1 Task 1
Remove and replace Recognise the types of electrical units
electrical/electronic that can be removed/replaced
units/assemblies
Task 2
List the steps to follow in
removing/replacing an electrical unit
In this competency the learner is required to match the correct equipment to

each of the parts of the assemblies that need to be removed.

Page 60
• Electrical units
• Preparing to remove/replace electrical units
• Using manufacturer's service manual to remove/replace electrical units.
Show Me topics
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AUR26266 —Repair body panels
Elements covered
toolbox:

are used.
• Components are repaired using approved methods and equipment in
accordance with manufacturer specification.
• Repairs are carried out to pre-paint condition.

Job Task
Job 1 Task 1
Use a hammer and dolly to repair Rough out the panel
a dent
Task 2
Remove high and low areas on the
panel
Job 2 Task 1
Heat shrink a stretched area of Select equipment for hot shrinking
panel
Task 2
Prepare the panel for hot shrinking
Task 3
Apply hot shrinking techniques
Task 4
Metal finish panel
Job 3 Task 1
Use body filler to repair a panel Prepare the panel for filling
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Task 2
Mix and apply the body filler
Task 3
Finish the body filler
Job 4 Task 1
Repair a panel by lead loading Select lead loading equipment
Task 2
Prepare a panel for lead loading
Task 3
Lead load a panel
Job 5 Task 1
Repair a split in a panel Select equipment to repair a split
Task 2
Prepare a split panel for repair
Task 3
Weld the split in the panel
This competency presents the learner with a range of common repair

procedures that are carried out in a workshop. Each of the tasks involves a
simulated workplace in which the learner makes choices in the equipment and
procedures to follow.
In the first job the learner uses a body file at the correct angle to the panel and
identifies high and low spots. The correct dollies are matched to the different
areas of the panel and then the hammer and dolly are placed in the correct
places to undertake on-dolly and off-dolly hammering.
In the heat shrinking task the learner needs to heat the panel to the correct
temperature as indicated by the change in colour of the metal. The learner
then selects the correct techniques for metal finishing the area of the panel.
The learner prepares the panel for filling with body filler by selecting the
correct tools and equipment and then identifying the high and low areas on
the panel. The amount of body filler that is required is estimated and the resin
and hardener are measured out to meet the needs of the panel. The learner
Page 63
then selects the correct methods of mixing, applying and filing the area of the
panel.
In the leads loading job the learner selects appropriate safety equipment and
then selects the correct steps to fill a door with lead solder.
The job involving the repair of a split in a panel requires the learner to set up
a simulated oxy acetylene plant and then apply tack welds to the split. The
tack welds need to be placed in the correct position for a successful
completion of the tasks.

• Prepare panel for roughing out

• Hot shrinking
• Repairing a split panel
• Panel shaping and metal finishing
• Plastic fillers
• Lead loading a panel.
Show Me topics
Page 64
AUR26366 —Repair minor structural damage
Elements covered
toolbox:
AUR26366A/01 Carry out minor structural re-forming procedures

AUR26366A/02 Carry out welded panel replacement procedures
AUR26366A/03 Carry out body panel manual measuring procedures
are used.
• Components are repaired using approved methods and equipment in
• Repair, replacement and measuring activities are carried out according
to industry regulations/guidelines, OH&S legislation, statutory
legislation and enterprise procedures/policies.

Job Task
Job 1 Task 1
Replace a sill panel Inspect the vehicle for damage
Task 2
Remove sill panel
Task 3
Repair sill panel

In this competency the learner is to repair a damaged sill section on a vehicle.
The first task for the learner is to measure the damaged area and evaluate the
nature of the damage. In the second task the learner selects the tools to
remove the sill panel from the vehicle. Choices need to be made as to the
best place to cut the damaged area. The learner then needs to identify the
spot welds that are to be removed and the correct method of removing them.
With the sill panel removed, the learner selects the best repair option for the
underlying sill reinforcement bar. The final task is to repair and fit a
Page 65
replacement sill panel and weld it in position. The learner undertakes a
simulated task in which the welds are placed in the correct positions around
the panel joins and seams.

• Repairing or replacing a radiator support panel

• Repairing or replacing a sill panel
• Repairing or replacing a door.
Show Me topics
Page 66
AUR26367 —Replace major welded panels
Elements covered
toolbox:

are used.
• Components are replaced using approved methods and equipment in
• Replacement activities are carried out according to industry

Job Task
Job 1 Task 1
Replace a quarter panel Prepare panel for removal
Task 2
Remove panel from vehicle
Task 3
Fit replacement panel
This competency is a simulated repair in which the learner is to remove and

replace a quarter panel on a vehicle. The simulation requires the learner to
inspect the damage and measure appropriate dimensions to indicate the
extent of the damage. The learner then selects the appropriate tools to use to
remove the panels from the vehicle.
The replacement quarter is fitted and the correct welding techniques carried
out. Once this has been done the learner selects the correct method of
finishing the surface of the weld and applying appropriate corrosion
treatments.
Page 67

• Replace a quarter panel

• Removing spot welds.
Show Me topics
Page 68
AUR18676 — AUR18676 Test, service and replace
batteries
Elements covered
toolbox:
AUR18676B/01 Test, remove and replace batteries

• Information required for the work is accessed from appropriate
manufacturer's specifications and correctly interpreted.
• Relevant occupational health and safety policies and procedures are
observed throughout the work processes.
• Components, tools and equipment required to complete all work are
identified, selected and prepared in accordance with site procedures.
• Battery tests are performed and results analysed in accordance with
site procedures and manufacturer's specifications.
• Battery testing and replacement procedures are carried out in
accordance with relevant legislation, industry and enterprise
policies/procedures guidelines.
AUR18676B/02 Service and charge batteries

• Electrolyte levels are checked and topped up in accordance with site
procedures.
• Battery/terminals are cleaned and battery charged in accordance with
site procedures.
AUR18676B/03 Jump start vehicle

• Information required to jump start a vehicle is accessed from
appropriate manufacturer's specifications and correctly interpreted.
• Leads are connected/disconnected in correct sequence and polarity.
• All work is carried out without causing damage to any component or
system.

Job Task
Job 1 Task 1
Test, remove and replace batteries Test a battery using a Hydrometer
Page 69
Task 2
Select appropriate tools for removing
and replacing a battery
Task 3
Identify steps required to remove and
replace a battery
Job 2 Task 1
Service and charge batteries Identify elements of a battery that
require servicing
Task 2
Identify steps required to charge a
battery
Job 3 Task 1
Jump-start a vehicle Identify steps required to jump-start a
vehicle
The tasks in this competency are based on a series of simulations in which

the learner uses a hydrometer to test the battery and then replace it. The
learner inspects another battery for damage or other problems and selects the
correct tools and procedure for removing the battery from the vehicle.
The final job involves the learner selecting the correct procedure for jump
starting a vehicle. The learner needs to determine the correct method of
ensuring the electronics of the vehicle are not damaged.

• Car battery general information

• Safety when handling a battery
• Testing a battery
• Removing and replacing a battery
Page 70
• Servicing a battery
• Charging a battery
• Procedure for jump-starting a vehicle with a jump pack.
Show Me topics
Page 71
AUR70278 — Use and maintain workplace tools and
equipment
Elements covered
toolbox:
AUR70278B/01 Select and safely use workplace tools and equipment

• Applicable tools and equipment are selected to meet the job
requirements.
• Tools and equipment are used in accordance with procedures to
produce the desired results.
• Suitable tools and equipment are selected and used to prevent injury to
self and others and damage to the job.
AUR70278B/02 Service and maintain workplace tools and equipment

• Tools and equipment are regularly checked against manufacturer's
recommendations to ensure safe operating condition.
• Damaged/worn tools and equipment are tagged and removed from the
workplace for repair or replacement and reported to supervisor.
• Tools/equipment are serviced, adjusted and/or maintained as per
manufacturer's schedule to ensure safe and correct operation, within
the scope of responsibility.
• Servicing and maintenance operations are carried out according to
industry regulations/guidelines, occupational health and safety
legislation, statutory legislation and enterprise procedures/policies.

Job Task
Job 1 Task 1
Store and maintain tools Store hand tools correctly
Task 2
Carry out maintenance operations on
hand tools
Page 72
Job 2 Task 1
Use hand tools to remove a Use spanners to remove panel bolts
panel
Task 2
Select and use tools to drill out spot
welds
Task 3
Select tools to use to split a welded
seam
Job 3 Task 1
Use hand tools to repair a panel Repair dents in a panel
Task 2
Smooth and sand a panel
The scenario for the first job in this competency is that the learner is to
replace tools onto their correct places on the tool boards in the workshop. The
learner matches the name of the tool to the photo of the tool in order to put it
away, There are several tools that are missing and the learner records which
tools are not present.
A series of simulated maintenance tasks is undertaken. These involve

repairing a planishing hammer sharpening a drill and a cold chisel and
replacing a blade in a hacksaw. Each task involves the learner inspecting the
tools and then simulating the maintenance requirements.
The second job requires the learner to select a range of tools to remove a
panel from a vehicle. Whilst the learner needs to demonstrate an
understanding of the use of the tools, the tasks do not assume the learner
understands the details of the repair techniques. The learner selects spanners
and screwdrivers to undo fastening around the panel.
The final job involves the learner selecting tools to repair dents in a panel. The
learner needs to match dollies and hammers to a range of damaged panels.
The correct type of files and sand paper are also to be selected to match the
requirements of the panel.

Page 73
• Planishing hammers
• Shrinking hammers
• Roughing out hammers
• General purpose hammers
• Dollies
• Bumping blades
• Spoons
• Body files
• Socket spanners
• Open ended spanners
• Ring spanners
• Adjustable spanners
• Sanders
• Power drills
• Angle grinders
• Air powered tools cutting tools
• Hacksaws.
Show Me topics
Page 74
Page 75
Page 76

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certificate iii in automotive (body)

THE TARGET AUDIENCE.................................................................................5

THE FEATURES OF THE TOOLBOX LEARNING ENVIRONMENT...............6

The Teach Me About … topics 7

The Show Me demonstrations 8

Using the Automotive Toolbox 8

THE STRUCTURE OF THE TOOLBOX OPERATING ENVIRONMENT.......11

The presentation frame set 11

Setting up the Communications Centre 14

Jobs and tasks 18

Features of the learning activities 18

Model answers for the tasks 18

AUR30203 — Apply rust prevention and sound deadening materials 19

AUR31708 — Carry out vehicle detailing 23

AUR18708 — Carry out Minor Repairs to Electrical Circuit / Systems 25

AUR23708 – Carry out welding, thermal heating and cutting procedures. 27

AURT3813A Carry out gas metal arc (MIG) welding procedures 29

AUR26108A — Carry out pre-repair operations 32

AUR26508 — Carry out vehicle body and underframe alignment 33

AUR26608A — Carry out vehicle measurement 36

AUR26708 — Carry out major sectional repair 39

AUR70314 — Contribute to workplace communication 41

AUR65116 — Determine vehicle damage and recommend repair procedures 43

AUR70421 — Establish customer relations 45

AUR70125 — Follow workplace occupational health and safety procedures 47

AUR31649 — Prepare vehicle, components and equipment for customer’s use 50

AUR30349 — Prepare vehicle components for minor paint repairs 52

AUR26965 — Remove and replace/fit protector mouldings, transfers and decals 56

AUR27064 — Remove and replace mechanical units/assemblies 58

AUR27164 — Remove and replace electrical/ electrical units/assemblies 60

AUR26266 —Repair body panels 62

AUR26366 —Repair minor structural damage 65

AUR26367 —Replace major welded panels 67

AUR18676 — AUR18676 Test, service and replace batteries 69

AUR70278 — Use and maintain workplace tools and equipment 72

Code Unit of Competency Title

The resources within the toolbox also support a number of other

AUR10199 Certificate I in Automotive

Both of the Certificate II qualifications from the Automotive Training

There is also a Communications Centre facility in which the instructor is

The learning activities

At the end of each job the learner is to present a report on the

The Teach Me About … topics

Each of the Teach Me topics have a range of associated self check

The Show Me demonstrations are provided from the navigation bars

Using the Automotive Toolbox

Using the scenario

Check your understanding

Accessing the required resources

Using the Check Your Answers

The report that is submitted to the instructor should be completed

The Jobs and Tasks lists

• All of the Teach Me topics associated with the Learning Activities in

The presentation frame set

The navigation bar

In the Teach Me and Show Me environments the navigation bar

• A link to each page associated with the topic or demonstration

The presentation frame

In the Teach Me and Show Me environments each page can be

Resources that require the learner to complete a report have been

The resources have been optimised to download on a 28.8k bps

All resources have been developed for viewing at a monitor resolution of