Produce paper, board or tissue reels using a winder/re-winder

1. Produce paper, board or tissue reels using a winder/re-winder

2. P&P2EL SHE P&P2EL Basics of winder/re-winder P&P2EL Standard Operating Procedures P&P2EL Auxiliary Systems P&P2EL Maintenance Produce paper, board or tissue reels using a winder/re-winder Modules Topics Notional Hours 24 8 16 6 36 24 14 12 140 TE217 Understanding the production of reels in a winder / re-winder TE217 Feedstock and final products of the winder / re-winder TE217 Process variations on the winding/rewinding process TE217 Understanding the purpose of pneumatic and lubrication systems associated with the winder / re-winder TE217 Understanding “Standard Operating Procedures” in the winder / re-winder TE217 Implementing “Standard Operating Procedures” in the winder / re-winder TE217Perform first line maintenance TE217 Applying SHE in the process Total Notional Hours

3. Critical Cross-field Outcomes Identify and solve problems Work effectively with others Communicate effectively Organise and manage myself and my activities Collect, analyse, organise and critically evaluate information Use science and technology effectively and critically Demonstrate an understanding of the world as a set of related systems Use mathematics Learner and societal development US: PM005 Produce paper, board or tissue reels using a winder / re-winder TE217 Understanding the production of reels in a winder / re-winder Understand the fundamental operating principles Be able to trace the material flow through the equipment Be able to identify each item of the process equipment Understand the purpose of this process and how it fits into the overall process

4. Notional Hours 24 Topic Specification: TE217 Understanding the production of reels in a winder / re-winder Learning Activities Assignment Description Topic assessment criteria Use Multi media WHAT • The assessor will observe and confirm that learners: • Understand the purpose of the winder / re-winder as well as how it fits into the total process • Are able to identify each part of the plant/machine, its components piece of equipment, machine and • Are able to trace the material flow through the machine • Understand the fundamental operating principles of each part of the machine, its components and peripheral equipment. Individual or group training. Do self study to develop key plant operation questions. Answers are obtained by discussions with production experts and plant investigation. Self Study Plant investigation Collect Information Media search HOW Interview experts Attend lectures • Learners are provided with relevant plant and equipment information / manuals • Inspect the plant and determine the flow of material through it • Draw a block diagram to show where the production of reels fits into the papermaking process, specifically noting suppliers and customers of this plant • Draw a basic layout sketch of this area • In a discussion with a winder / re-winder specialist, identify: • the purpose of the process • the different machines and peripheral equipment used in the process • the fundamental operating principles of each piece of equipment, machine and the total plant • Complete a questionnaire to show findings Group Discussions Sketch Case studies Analyse, plan and make decisions Use checklists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Complete a questionnaire

5. Critical Cross-field Outcomes Identify and solve problems Work effectively with others Communicate effectively Organise and manage myself and my activities Collect, analyse, organise and critically evaluate information Use science and technology effectively and critically Demonstrate an understanding of the world as a set of related systems Use mathematics Learner and societal development US: PM005 Produce paper, board or tissue reels using a winder / re-winder TE217 Understanding the feedstock and final products of the winder / re-winder Be able to carry out quality checks on the feedstock and final products Understand how a variation in the properties of the feedstock will impact on the process Understand the properties of the feedstock and reels produced Know the typical specifications for the feedstock and reels produced Know the suppliers of unslit material and the customers (internal or external) for each type of product produced

6. Notional Hours 8 Topic Specification: TE217 Feedstock and final products of the winder / re-winder Learning Activities Assignment Description Topic assessment criteria Use Multi media WHAT • The assessor will observe and confirm that learners: • Know the major feed paper suppliers, their typical grades, properties and uses of these grades. • Understand the specifications and properties of paper reels. • Are able to carry out quality checks on paper reels. Individual or group training. Obtain basic product and supplier information by discussions with production experts. Apply knowledge in a practical quality check. Self Study Plant investigation Collect Information Media search Interview experts HOW Attend lectures • Learners are supplied with information on paper classification • Have a facilitated group discussion in the winder / re-winder section to determine: • by whom feed paper is supplied • the typical grades and properties of the supplied paper • the uses of the different grades • the typical properties and specifications used for reels produced • Draw-up a quality checklist for paper reels • Carry out a quality check on paper reels using the checklist and report results. Group Discussions Educational games Case studies Analyse, plan and make decisions Use checklists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Complete a questionnaire

7. Critical Cross-field Outcomes Identify and solve problems Work effectively with others Communicate effectively Organise and manage myself and my activities Collect, analyse, organise and critically evaluate information Use science and technology effectively and critically Demonstrate an understanding of the world as a set of related systems Use mathematics Learner and societal development US: PM005 Produce paper, board or tissue reels using a winder / re-winder TE217 Understanding process variations in the winding / re-winding process Know the effect of variations and deviations on the process and products Understand what process variations could occur in the process Be able to complete all log sheets Understand what feedstock variations could occur in the process

8. Notional Hours 16 Topic Specification: TE217 Process variations in the winding / re-winding process Learning Activities Assignment Description Topic assessment criteria Use Multi media WHAT • The assessor will observe and confirm that learners: • Are able to complete log sheets. • Understand what feed paper variations and process deviations can occur. • Know what the effect of variations and deviations on the process and products is. • Know the broad rectification action required Individual or group training. Use feed paper information obtained earlier to list quality variations. A facilitated discussion to identify possible process deviations and the downstream effects. Self Study Plant investigation Collect Information Media search Interview experts HOW Attend lectures • Learners are supplied with log sheets and assisted to complete them with the help of a production specialist. • Individually list the feed paper variations that could occur and the effect each type of variation could have on the paper reels and / or in downstream processes or products • In a facilitated discussion at the winder / re-winder, identify and list process deviations that could occur and the effect each type of deviation could have on the paper reels and / or in downstream processes or products • Tabulate all variations and deviations, their effects and the broad rectification action required and compile the information into a report Group Discussions Educational games Case studies Analyse, plan and make decisions Use checklists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Complete a questionnaire

9. Critical Cross-field Outcomes Identify and solve problems Work effectively with others Communicate effectively Organise and manage myself and my activities Collect, analyse, organise and critically evaluate information Use science and technology effectively and critically Demonstrate an understanding of the world as a set of related systems Use mathematics Learner and societal development US: PM005 Produce paper, board or tissue reels using a winder / re-winder TE217 Understanding the purpose of pneumatic and lubrication systems associated with the winder / re-winder Understand the fundamental operating principles associated with each system Be able to trace the flows in each system Be able to identify the components of each system associated with the winder / re-winder Understand the purpose of each system and how it fits into the process

10. Notional Hours 6 Topic Specification: TE217 Pneumatic and lubrication systems in the winder / re-winder section Learning Activities Assignment Description Topic assessment criteria Use Multi media WHAT • The assessor will observe and confirm that learners: • Understand the purpose of each system as well as the fundamental operating principles associated with each system. • Are able to identify the components and trace the flows of each system. • The assessor will observe and confirm that learners: • … Individual or group training. Do self study to develop key plant operation questions. Answers are obtained by discussions with production experts and plant investigation. Self Study Plant investigation Collect Information Media search HOW Interview experts Attend lectures • Inspect the equipment and determine the interaction of each system with the winder / re-winder process • Draw a block diagram showing the main components of each system relevant to the winder / re-winder. • In a discussion with a specialist on each system, identify: • what the purpose of the system is • how it supports the process • the different components of each system, and • the fundamental operating principles of each system • Compile all the obtained information in a short report Group Discussions Sketch Summarise Analyse, plan and make decisions Use checklists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Complete a test/questionnaire

11. Critical Cross-field Outcomes Identify and solve problems Work effectively with others Communicate effectively Organise and manage myself and my activities Collect, analyse, organise and critically evaluate information Use science and technology effectively and critically Demonstrate an understanding of the world as a set of related systems Use mathematics Learner and societal development US: PM005 Produce paper, board or tissue reels using a winder / re-winder TE217 Understanding “Standard Operating Procedures” in the winder / re-winder Understand the reason for correcting deviations Understand the reason for shut-down procedures Understand the reason for maintaining normal running conditions Understand the reasons for different pre-checks Understand the reasons for start-up procedures Understand the reasons for having pre-check-, start-up-, normal running-, shutdown- and deviation correction procedures Understand the different responsibilities in terms of compiling, authorization, layout / format and safety procedures contained in the Standard Operating Procedures Know any other plant / process rules and regulations applicable to the plant Know the purpose of Standard Operating Procedures

12. Notional Hours 36 Topic Specification: TE217 Understanding “Standard Operating Procedures” Learning Activities Assignment Description Topic assessment criteria Use Multi media A facilitated group discussion is used to clarify the logic behind controlled procedure systems. Individual procedures are studied in detail or in terms of key steps as indicated. Indices and summaries for procedures are created for easy future reference. WHAT • The assessor will observe and confirm that learners: • Know the purpose of these procedures • Know other applicable plant rules and regulations • Understand the reason for responsibility control and document control procedures • Understand the reasons for having • pre-checks • start-up procedures • maintaining normal running condition procedures • shut-down procedures • correcting deviation procedures • Know procedures and sequences in detail or in terms of key steps as required Self Study Plant investigation Collect Information Media search Interview experts HOW Attend lectures Group Discussions • Learners are supplied with the operating procedures for the section and any other relevant plant rules and regulations • In a facilitated group, the document control system is shortly explained. The purpose of the procedures, responsibility control, document control and having procedures for each operating phase (pre-check, etc.) is discussed and summarised. • Procedures and sequences are studied in detail (esp. emergency procedures) or in terms of key steps as required. Practical understanding and knowledge is essential. • Learners should compile a file containing an index (with subheadings / keywords as necessary) of each procedure Educational games Summarise Analyse, plan and make decisions Use checklists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Practical test

13. Critical Cross-field Outcomes Identify and solve problems Work effectively with others Communicate effectively Organise and manage myself and my activities Collect, analyse, organise and critically evaluate information Use science and technology effectively and critically Demonstrate an understanding of the world as a set of related systems Use mathematics Learner and societal development US: PM005 Produce paper, board or tissue reels using a winder / re-winder TE217 Implementing “Standard Operating Procedures” in the winder / re-winder Be able to bring product variations under control Be able to shut the process down Be able to bring process variations under control Be able to monitor the processand maintain normal running conditions Be able to start the process up Be able to do pre-checks on the process Be able to use and interpret instrument readings

14. Notional Hours 24 Topic Specification: TE217 Implementing “Standard Operating Procedures” Learning Activities Assignment Description Topic assessment criteria Use Multi media WHAT • The assessor will observe and confirm that learners: • Are able to: • use and interpret instrument readings • do pre-checks on the process • start the process up • monitor the process • maintain normal running conditions • bring process and product variations under control • shut the process down Group or individual training sessions where, through demonstration, the learner first observes the implementation of operating procedures and then implement the procedures himself under supervision Self Study Plant investigation Collect Information Media search Expert demonstration HOW Attend lectures Group Discussions • By using relevant checklists and operating procedures, learners will first observe and then, under supervision, implement the following procedures: • do pre-checks on the process • start the process up • use and interpret instrument readings • monitor the process • maintain normal running conditions • bring process variations under control • bring product variations under control • shut the process down • Complete any relevant pre-check, start-up, etc. reports as normally required. Summarise Case studies Analyse, plan and make decisions Use checklists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Complete a test/questionnaire

15. Critical Cross-field Outcomes Identify and solve problems Work effectively with others Communicate effectively Organise and manage myself and my activities Collect, analyse, organise and critically evaluate information Use science and technology effectively and critically Demonstrate an understanding of the world as a set of related systems Use mathematics Learner and societal development US: PM005 Produce paper, board or tissue reels using a winder / re-winder TE217 Perform first line maintenance Be able to carry out maintenance and pre maintenance duties on the winder / re-winder Know the documentation requirements for maintenance functions

16. Notional Hours 14 Topic Specification: TE217 Perform first line maintenance Learning Activities Assignment Description Topic assessment criteria Use Multi media WHAT • The assessor will observe and confirm that learners: • Understand the documentation requirements for the maintenance function on the winder / re-winder. • Are able to carry out maintenance and pre-maintenance duties on the machine. Individual or group training. Study given materials regarding first line maintenance. A discussion / demonstration of first line maintenance duties are facilitated at the machine. Carry out first line maintenance under supervision. Self Study Plant investigation Collect Information Media search Expert demonstration Attend lectures HOW Group Discussions • Learners are supplied with documentation required for first line maintenance on the winder / re-winder. • A discussion / demonstration of first line maintenance procedures and their sequence is facilitated at the winder / re-winder • A checklist is drawn up • Under supervision, carry out pre-maintenance and maintenance duties on the machine as prescribed • Complete pre-maintenance and maintenance reports / log sheets Summarise Case studies Analyse, plan and make decisions Use checklists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Complete a test/questionnaire

17. Critical Cross-field Outcomes Identify and solve problems Work effectively with others Communicate effectively Organise and manage myself and my activities Collect, analyse, organise and critically evaluate information Use science and technology effectively and critically Demonstrate an understanding of the world as a set of related systems Use mathematics Learner and societal development US: PM005 Produce paper, board or tissue reels using a winder / re-winder TE217 Applying SHE in the process Be able to identify all potential hazards in the process and indicate actions to reduce/avoid hazards Know the relevant sections of the OHS Act Understand the application of fire prevention, lock-out and emergency procedures Know the safety standards, procedures and safety equipment relevant to the process

18. Notional Hours 12 Topic Specification: TE217 Applying SHE in the process Learning Activities Assignment Description Topic assessment criteria Use Multi media WHAT • The assessor will observe and confirm that learners: • Know the relevant OHS Act, safety standards, procedures, and equipment in the winder / re-winder section. • Understand the application of fire prevention, lock-out and emergency procedures in the plant, as well as the potential environmental impact of the process. • Are able to identify all potential hazards in the process and indicate actions to reduce / avoid / minimise the impact of hazards. Learners obtain information through self study. Individuals evaluate the plant area for safety features, potential hazards and environmental impact. Self Study Plant investigation Collect Information Media search Interview experts HOW Attend lectures • Learners are supplied with a copy of the safety procedures and the relevant section of the OHS Act • Learners individually undertake a plant inspection and identify all potential hazards. They also assess the potential impact of the plant on the environment. • Learners should also sketch the area and indicate the position of all safety equipment and safety features (e.g. alarm button, emergency exists) on it. • Recommendations are made to reduce / avoid these hazards, the impact of possible hazards and the plant’s impact on the environment. • A short presentation on the findings is made. Group Discussions Educational games Case studies Analyse, plan and make decisions Use checklists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Complete a test/questionnaire