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CPCCVE1011 Student Pack V10.0_converted Flipbook PDF
CPCCVE1011 Student Pack V10.0_converted
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Student Pack What is the purpose of this document? The Student Pack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered. The information includes the following: • • •
Information related to the unit of competency Guidelines and instructions to complete each task and activity A student evaluation form
Student Evaluation Form These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved.
Link to other unit documents • • •
The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student. The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements. The Unit Requirements is a document that contains information related to the unit of competency for the Training Organisation staff and students.
Document Usage CAQA Resources https://caqaresources.com.au/ Student Pack © 2019 CAQA Resources, CAQA and RTO Training Resources This template and all its including associated content is a copyrighted work under Australian and other copyright laws. Do not submit copies or modifications of this template to any website or any third parties. Please review the following license agreement to learn how you may or may not use this template. License Agreement: Copyright protects this material. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher to use for a specific intended purpose. The only exception is brief quotations embodied in critical reviews and certain other noncommercial uses permitted by Copyright Act 1968 (Cth). For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the address below.
Version Number: 10 (Review date: 01/06/2022)
Unit Code- CPCCVE1011
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Student Pack If you believe that information of any kind in this publication is an infringement of copyright, in the material in which you either own the copyright or are authorised to exercise the rights of a copyright owner, and then please advise us by contacting CAQA, Career Calling International Pty. Ltd. 2/10 Lawn Court, Craigieburn, Victoria 3064.
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Unit Code: CPCCVE1011
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Student Pack
1. Student and trainer details Student details Full name: Student ID: Contact number: Email address: Trainer details Full name:
2. Qualification and unit of competency Qualification/Course/Program Details Code: Name: Unit of competency Code:
CPCCVE1011
Name:
Undertake a basic construction project
Releases:
1.0
Release date:
27/Nov/2020
3. Assessment Submission Method ☐
By hand to trainer/assessor ☐
☐
Online submission via Learning Management System (LMS)
☐
Any other method _________________________________________________
By email to trainer/assessor
(Please describe here)
4. Student declaration • •
• •
I have read and understood the information in the Unit Requirements prior to commencing this Student Pack I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice; I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack; For the purposes of assessment, I give the trainer/assessor permission to: o o
Reproduce this assessment and provide a copy to another member of staff; and Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature:
________________________________
Date: ____/_____/______________
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Unit Code: CPCCVE1011
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Student Pack
5. Assessment Plan The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways. Evidence number/ Assessment method/ Type of evidence/ Sufficient evidence Task number Task name recorded/Outcome Assessment task 1 Knowledge Test (KT) S / NS (First Attempt) S / NS (Second Attempt) Assessment task 2
Skills Test (ST)
S / NS (First Attempt) S / NS (Second Attempt)
Outcome
C ☐ NYC ☐
Date assessed:
Trainer signature:
6. Completion of the Assessment Plan Your trainer is required to fill out the Assessment Plan Outcome records above, when: • • • •
You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency. Your work has been reviewed and assessed by your trainer/assessor. You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency. You have been provided with relevant and detailed feedback.
Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as: • • • •
Result of Assessment (satisfactory or unsatisfactory) Student name, signature and date Assessor name, signature and date Relevant and detailed feedback
7. Unit Requirements You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.
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Unit Code: CPCCVE1011
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Student Pack
Pre-Assessment Checklist: Task 1 - Knowledge Test The purpose of this checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Section 1: Information for Students ☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this assessment task. ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date. Section 2: Reasonable adjustments I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustment Declaration (Student to complete) ☐ I confirm that the purpose and procedure of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment. Student Name: ______________________________________ Student Signature: ___________________________________
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Unit Code: CPCCVE1011
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Student Pack
Assessment method-based instructions and guidelines: Knowledge Test Assessment type •
Written Questions
Instructions provided to the student: Assessment task description: • • • • •
This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency. The Knowledge Test is comprised of eleven (11) written questions You must respond to all questions and submit them to your Trainer/Assessor. You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.
Applicable conditions: • • • • • •
All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test). You must read and respond to all questions. You may handwrite/use a computer to answer the questions. You must complete the task independently. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
Resubmissions and reattempts: • • •
Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to the Training Organisation’s Student Handbook.
Location: •
This assessment task may be completed in: a classroom learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment. ☐ ☐
•
Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.
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Unit Code: CPCCVE1011
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Student Pack Instructions for answering the written questions: • • • • • • • •
Complete a written assessment consisting of a series of questions. You will be required to answer all the questions correctly. Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer. Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking. Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality. You must write your responses in your own words. Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used. When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.
Purpose of the assessment This assessment task is designed to evaluate student’s knowledge essential to undertake a basic construction project in a range of contexts and industry settings and knowledge regarding the following:
▪
Knowledge of the compliance requirements of the National Construction Code and Australian Standards relevant to basic construction projects
▪
Knowledge of the workplace quality policies and standards for basic construction projects
▪
Knowledge of the safety requirements for basic construction projects, including job safety analyses/safe work method statements in accordance with Safe Work Australia Code of Practice for Construction Work or state/territory equivalent, and personal protective equipment (PPE)
▪
Knowledge of the types and uses of tools and equipment used for basic construction projects
▪
Knowledge of the plans and specifications for basic construction projects
▪
Knowledge of the processes for:
▪
o
preparing a component list for a basic construction project
o
calculating material requirements for basic construction projects
o
manufacturing components for basic construction projects
o
assembling components for basic construction project
knowledge of the plumb, line and level for basic construction projects.
Task instructions
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Unit Code: CPCCVE1011
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Student Pack • • •
This is an individual assessment. To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc. To be assessed as Satisfactory in this assessment task, all questions must be answered correctly.
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Student Pack
Assessment Task 1: Knowledge Test Provide your response to each question in the box below. Q1:
Answer the following questions:
Satisfactory response
1.1. What are Australian building standards? Write your answer in 30-50 words.
Yes ☐
No ☐
1.2. What are the requirements for compliance and conformance according to National Construction Code (NCC) for basic construction project? Write your answer in 30-50 words.
Q2:
How can we determine workplace quality policies and standards for a construction project? Write your answer in 30- 100 words
Satisfactory response Yes ☐
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No ☐
Student Pack
Q3:
Answer the following questions in in accordance with Safe Work Australia Code of Practice for Construction Work: 3.1. When should safe work method statements be prepared? Write your answer in a single sentence.
Satisfactory response Yes ☐
3.2. What information should a safe work method statement provide? Write your answer in a single sentence. 3.3. What should a worker do, if the personal protective equipment (PPE) is uncomfortable or does not fit properly? Write your answer in a single sentence.
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No ☐
Student Pack Q4:
Prepare a list of any five (5) tools and equipment you would use for each of the following projects:
Satisfactory response Yes ☐
a. Constructing a timber deck. b. Constructing timber external stairs
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No ☐
Student Pack
Q5:
Answer the following questions: 5.1. Write any two (2) uses of each of the following hand tools in construction projects.
Satisfactory response Yes ☐
a) Hand saw b) Hammer c) Crowbar 5.2. Write any two (2) uses of each of the following equipment used in construction projects. •
Circular saw
•
Angle grinder
•
Nail gun
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No ☐
Student Pack
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Student Pack
Q6:
Answer the following questions: 6.1. Prepare a list of any four (4) construction plans for basic house construction projects.
Satisfactory response Yes ☐
6.2. What exactly are construction specifications, and why are they necessary in a construction project? Write your answer in 30-50 words.
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No ☐
Student Pack
Q7:
Discuss the process for preparing a component list for a basic construction project in 50-100 words.
Satisfactory response Yes ☐
Q8:
Discuss the processes for calculating material requirements for the following construction projects: a) Calculate volume of concrete for a construction of porch slab b) Calculate fence posts for erecting a fence
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No ☐
Satisfactory response Yes ☐
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No ☐
Student Pack
Q9:
Discuss the process for manufacturing components for basic construction projects in 50-100 words.
Satisfactory response Yes ☐
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No ☐
Student Pack
Q10:
Discuss the process for assembling components for basic construction project in 50-100 words.
Satisfactory response Yes ☐
Q11:
Answer the following questions: 11.1. What is plumb line and level? Write your answer in a single sentence.
Satisfactory response Yes ☐
11.2. What does level and plumb measure? Write your answer in a single sentence. 11.3. What is a spirit or bubble level? Write your answer in a single sentence.
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Unit Code: CPCCVE1011
No ☐
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No ☐
Student Pack
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Student Pack
Assessment Results Sheet Outcome
First attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ _______(year) Feedback:
Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ _______(year) Feedback:
Student Declaration
•
• •
•
•
I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.
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Student Pack Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration
I hold: ☐ ☐ ☐ ☐
Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student. Trainer/Assessor Signature Date Office Use Only
The outcome of this assessment has been entered into the Student Management System on _________________ (insert date) by (insert Name) __________________________________
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Student Pack
Pre-Assessment Checklist: Task 2 - Skills Test The purpose of this checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Section 1: Information for Students ☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this Assessment Task (AT). ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date. Section 2: Reasonable adjustments I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustment Declaration (Student to complete) ☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment. Student Name: ______________________________________ Student Signature: ___________________________________
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Unit Code: CPCCVE1011
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Student Pack
Assessment method-based instructions and guidelines: Skills Test Assessment type
•
Skills Test - Undertake a basic construction project
Instructions provided to the student: Assessment task description: • • •
• •
This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency. This assessment task is a Skills Test. This assessment task consists of four (4) practical demonstration activities. • Activity 1: Review and prepare to undertake basic construction project. • Activity 2: Manufacture components for basic construction project. • Activity 3: Assemble construction projects • Activity 4: Perform housekeeping activities You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available. You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.
Applicable conditions: • • • • •
This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test). You will be assessed independently on this assessment task. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor. Your trainer/assessor may ask you relevant questions during this assessment task
Resubmissions and reattempts: • • •
Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to the Training Organisation’s Student Handbook.
Location: •
This assessment task may be completed in:
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Unit Code: CPCCVE1011
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Student Pack a classroom learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment. ☐ ☐
•
Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task.
Purpose of the assessment The purpose of this assessment task is to assess the student’s knowledge and skills essential to undertake a basic construction project in a range of contexts and industry settings. ▪
Skills to examine plans and specifications for a basic construction project.
▪
Skills to prepare all work to be in accordance with laws and regulations, national construction codes, Australian Standards, work health and safety (WHS) and environmental requirements, manufacturer's specifications, workplace requirements, drawings, and specifications.
▪
Skills to select and use personal protective equipment (PPE) for each part of the task.
▪
Skills to choose tools and equipment, inspect them for serviceability, and report any flaws.
▪
Skills to determine project components based on plans and specifications, create a component list, and calculate material quantities.
▪
Skills to choose the processes that will be used to make the components.
▪
Skills to produce components and inspect them for accuracy, quality, and suitability.
▪
Skills to choose an assembly method.
▪
Skills to set out, level, and erect/install the project in a straight, level, and plumb line.
▪
Skills to assemble components to specifications and quality standards, and ensure that they are in accordance with plans and specifications.
▪
Skills to clean up, ensuring that all legislative and workplace safety, waste disposal, and material handling requirements are met.
▪
Skills to tools and equipment should be checked, maintained, stored, and secured, and any flaws should be reported.
Task instructions • • •
• • •
This is an individual assessment. This assessment task requires the student to undertake a basic construction project using basic tools, equipment and materials. The student is required to complete the following four (4) activities in this assessment task: o Activity 1: Review and prepare to undertake basic construction project. o Activity 2: Manufacture components for basic construction project. o Activity 3: Assemble construction projects o Activity 4: Perform housekeeping activities The trainer/assessor (Supervisor) will induct you to the worksite. You will be required to complete all parts of this assessment task. The templates for each activity are provided along with this assessment task.
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Student Pack • • •
The student must wear appropriate PPE clothing when performing this task. The student must follow the instructions of the trainer/assessor (Supervisor). The trainer/assessor must assess the performance of the student as per the performance checklist provided and verbal questioning.
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Student Pack
Assessment Task 2 - Skills Test Skills Test This assessment task requires the student to undertake a basic construction project to construct a timber deck, following plans and specifications. This includes: •
Reviewing and preparing to undertake basic construction project.
•
Manufacturing components for basic construction project.
•
Assembling construction projects
•
Performing housekeeping activities
Instructions for trainer/assessor: •
The trainer/assessor must assign a supervisor to each student or take on the role of Supervisor.
•
The trainer/assessor must arrange a worksite for the student to carry out the activities.
•
The workplace must be: o
An actual workplace
o
A close simulation of the workplace environment provided that simulated or project-based assessment techniques replicate construction workplace conditions, materials, activities, responsibilities and procedures Note: The requirements for a simulated workplace environment are given below. The Supervisor or trainer/assessor must ensure that the simulated workplace environment requirements.
•
The role of the Supervisor (trainer/assessor) is to allocate the tasks, activities and responsibilities that you will be required to undertake to complete these assessments.
•
The worksite must meet the requirements given in the ‘Simulated workplace environment requirements’ section given below.
•
The trainer will supervise/observe the work by standing near the working location and evaluate your performance based on performance checklist benchmarks.
•
The trainer/assessor must use realistic tasks or simulated tasks, relevant specifications and work instructions, standard work practices, safety requirements and environmental constraints present on the worksite.
•
The trainer/assessor must ensure all work is performed to the standard required in the workplace and must comply with appropriate work health and safety (WHS) and environmental requirements, workplace requirements, drawings and specifications.
•
The trainer/assessor must also verbally ask each student a series of questions during the student’s performance of each task. These questions are designed to assess the knowledge students are employing in the performance of the task.
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Student Pack •
The trainer/assessor must mark the student’s responses to verbal questions on the verbal questions record sheet included in the student’s assessment pack.
•
The trainer/assessor must provide a verbal briefing on each assessment prior to commencement.
Workplace requirements and job specification The trainer/assessor or training organisation is required to provide a workplace or a close simulation of the workplace environment to replicate construction workplace conditions and standards, materials, activities, responsibilities, procedures, safety requirements and environmental considerations to each student. The training organisation will take you to the location of the construction worksite. Further, the training organisation must ensure the construction site must meet the requirements given in the table below. The training organisation must ensure that the construction site provides the opportunity to undertake a basic construction project to construct a timber deck, following plans and specifications.
❑
Arrangements are in place to construct a timber deck.
❑
Access to the equipment and materials specified in the assessment task.
❑
The site and its surroundings are accessible and clear of hazards, so far as reasonably practicable.
❑
The site must have realistic workplace conditions, standards, materials, activities, responsibilities, procedures, safety requirements, and environmental considerations.
❑
An experienced employee is available to provide adequate guidance and supervision to less experienced employees.
❑
The students have the clothing and footwear required. In addition, the clothing and footwear are in good condition and suitable for the task.
❑
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Student Pack Instruction for the trainer/assessor At the construction worksite, the student will undertake a basic construction project to construct a timber deck, following plans and specifications. You must carefully analyse the information given in the ‘drawings and specifications’ before initiating the work. The trainer will supervise/observe the work by standing near the working location. The student will be required to bring all necessary PPEs required to complete this activity. Task description and components: In this task, the student is required to undertake a basic construction project to construct a timber deck, following plans and specifications. Each student will be assigned a helper for the job. Following are the drawings and specifications for the construction of timber deck:
Specifications: For a 4.1m Length x 3.2m width deck Stump Locations •
Width 3 Stumps (2 equal width 1.60m centres)
•
Length 5 Stump (4 Equal length 1.025 centres)
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Student Pack Bearers •
2/120x35 f5 Structural pine 3.30m long
•
at 1.025m centres Nailed or bolted together
Joists •
120x35 f5 Structural pine 4.10m long
•
at .450 centres for pine Decking or 600 Centres for hardwood decking
•
The decking generally limits the joist spacings centres either to 300,450,600mm.
•
The current code is AS1684.2 Table 49 & 50 Bearers & Joists respectively.
Activities and timeframes The details of the activities and timeframes are as follow: Component tasks
Explanation
plans
Team time days
Component Task 1: Measure the work area and determine the human resource requirements
Analyse the specifications.
and
Component Task 2: Prepare tools and equipment for carrying out work activities
Check lubricants, hydraulic fluid and water in the air compressor.
Number of personnel required
0.5 days
3
0.5 days
3
Determine the dimensions of the site deck.
Perform visual checks of the tools and report the fault (if any) to the assessor/trainer. Perform safety checks for routing of the electric cables of the electric tools (circular-saw).
Component Task Excavate the site
3:
Mark out the deck site by knocking in pegs at the corners and checking the diagonals for square. Use a shovel to remove grass and topsoil to 75mm deep, chipping away at hardened areas with a mattock.
1 day
3
Component Task 4: Build the frame
On a flat surface position, the end joists between the bearers and the joists at 780mm and 1580mm, securing temporarily with galvanised flathead ails through the outside of the bearers and skewed through the top of the joist into the bearer.
1 day
3
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Student Pack Component Task Position the frame
5:
Position the frame against any existing landscape features and support it on packing blocks then use a spirit level to check its level. TIP The base of this frame is level with the tank slab and 20mm below the paved area.
0.5 days
3
Component Task Secure to the posts
6:
Dig 200 x 200 x 400mm deep post holes and position a 600mm post hard against each joist and bearer 20mm from the top. Drill 3.5mm pilot holes, securing the joists with bugle head screws and the bearers with galvanised Cuphead bolts.
0.5 days
3
Component Task Concrete the posts
7:
Check the frame for level then pour a 20-kilo bag of dry quick-set concrete in each hole, adding water, mixing well and leaving it to set. TIP Use a steel float to angle the concrete away from the post for water runoff.
0.5 days
3
Component Task 8: Level the frame
Position the last three joists centred between the others, securing all the joists with framing anchors. Use a straightedge to mark high and low spots along the bearers and across the joists, removing high spots with a power planer to create a level surface.
0.25 days
3
Component Task Secure the boards
9:
Position a decking board to overlap the front and sides of the frame by 25mm all round. Run a stringline between nails at the ends to align the boards then use a screw as a spacer for even 3mm gaps, drilling 2mm pilot holes and securing with decking screws.
1 days
3
10:
Position five boards at a time, using a straightedge to mark the centre of each joist to drill pilot holes and secure with decking screws. Attach the fascia boards to the front bearer and outside joists with decking screws.
0.25 days
3
Component Task Finish the deck
Materials •
Timber Posts
•
Bearers
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
Page 29 of 63
Student Pack •
Joists
•
Decking Boards (range of sizes depending on look and application)
•
Concrete/Rapid Set
•
Nails (GAL)
•
Dyna bolts
•
Coach Screws
•
Decking Screws (GAL or Stainless)
•
Joist Hangers
•
Framing Anchors
•
Post Anchors
•
Decking Stain (if needed)
Tools •
Tape measure
•
Pencil
•
Hammer
•
Power Drill w/ bits
•
Power Saw/Hand Saw
•
Spirit Level
•
String Line
•
Shovel
•
Carpenter’s Square
•
Adjustable Spanner
Roles and responsibilities: To undertake a basic construction project to construct a timber deck, following plans and specifications, you have the following responsibilities: •
Examine plans and specifications for a basic construction project.
•
Prepare all work to be in accordance with laws and regulations, national construction codes, Australian Standards, work health and safety (WHS) and environmental requirements, manufacturer's specifications, workplace requirements, drawings, and specifications.
•
Select and use personal protective equipment (PPE) for each part of the task.
•
Choose tools and equipment, inspect them for serviceability, and report any flaws.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
Page 30 of 63
Student Pack •
Determine project components based on plans and specifications, create a component list, and calculate material quantities.
•
Choose the processes that will be used to make the components.
•
Produce components and inspect them for accuracy, quality, and suitability.
•
Choose an assembly method.
•
Set out, level, and erect/install the project in a straight, level, and plumb line.
•
Assemble components to specifications and quality standards, and ensure that they are in accordance with plans and specifications.
•
Clean up, ensuring that all legislative and workplace safety, waste disposal, and material handling requirements are met.
•
Tools and equipment should be checked, maintained, stored, and secured, and any flaws should be reported.
Documents required: •
Drawings and specifications (Provided in the task description and components section)
•
Site plans
•
Manufacturers’ specifications for tools and equipment used
•
Workplace requirements
Roles and responsibilities (Supervisor): The Supervisor must: •
Ensure that the student is clear about the task description and components section.
•
Assign a supervisor or supervise the student performing each activity.
•
Assess the student against the performance checklist provided after each activity.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
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Student Pack Task: This assessment task requires the student to undertake a basic construction project to construct a timber deck, following plans and specifications. To do so, you will be required to complete the following activities: •
Activity 1: Review and prepare to undertake basic construction project.
•
Activity 2: Manufacture components for basic construction project.
•
Activity 3: Assemble construction projects
•
Activity 4: Perform housekeeping activities
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Unit Code: CPCCVE1011
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Student Pack Activity 1: Review and prepare to undertake basic construction project. This activity requires you to determine a basic work task on a construction site. To complete this activity, you are required to: •
Complete the steps given in the ‘Checklist 1’ provided.
•
Comply with the drawings and specifications.
•
Complete Template 1 and submit it to the trainer/assessor.
While completing each step, you must place a tick mark against each step given in the checklist once completed. Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist after completing each step.
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Unit Code: CPCCVE1011
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Student Pack Checklist 1: Review and prepare to undertake basic construction project Steps
Tick mark, when completed
Step 1: Review plans and specifications to undertake a basic construction project to construct timber deck, determine and document the following using Template 1. •
Dimensions of the timber deck.
•
Specifications, including the following: o
Stump Locations
o
Bearers
o
Joists
Step 2: Plan the sequence of work. Determine the following and document using Template 1. •
Sequence of work
•
Laws and regulations to be followed.
•
National construction codes to be followed.
•
Australian Standards related to decking
•
Work health and safety (WHS) and environmental requirements
•
Manufacturers’ specifications to be followed
•
Workplace requirements
Step 3: Select personal protective equipment (PPE) for each part of the task identified in the step 2 and document using Template 1.
Step 4: Select tools and equipment, check for serviceability and report any faults.
•
Ensure the selected tools and requirements of the job.
equipment are consistent
•
Check for serviceability of tools and equipment.
•
Report, any faults identified to the Supervisor.
with the
Further, document the tools and equipment selected and checks conducted using Template 1.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
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Student Pack Step 5: Determine project components from plans and specifications and document using Template 1.
Step 6: Prepare component list and calculate quantities of materials for completion of job and document using Template 1.
Sign off: Date:
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Unit Code: CPCCVE1011
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Student Pack Template 1: Review and prepare to undertake basic construction project
Review and prepare to undertake basic construction project Client Name: Student to fill
Job Details:
Address: Student to fill
Review and prepare to undertake basic construction project
Phone Number: Student to fill
Worker signature:
Date(dd/mm/yyyy) Student to fill Worker name:
Dimensions of the timber deck
Specifications, following:
including
•
Stump Locations
•
Bearers
•
Joists
the
Sequence of work
Australian followed
Standards
to
be
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
Page 36 of 63
Student Pack Laws and followed
regulations
to
be
National construction codes to be followed
Australian Standards related to decking
Work health and safety (WHS) and environmental requirements
Manufacturers’ specifications to be followed
Workplace requirements
Personal protective equipment (PPE) for each part of the task
Tools and equipment selected Tools and equipment
Checked for serviceability
Any faults (if any)
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Unit Code: CPCCVE1011
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Student Pack Project components from and specifications
plans
Material requirements for: Work to be completed
Materials
Quantity Requirements
Sign off: Date:
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
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Student Pack
Performance Criteria/Performance Checklist: Activity 1 This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence Reviewed plans and specifications to undertake a basic construction project to construct timber deck, determined and documented the following. •
Dimensions of the timber deck.
•
Specifications, following:
including
o
Stump Locations
o
Bearers
o
Joists
N/S
Trainer/Assessor to complete (Comment and feedback to students)
❑ ❑
the
Planned the sequence of work. Determine the following and document: •
Sequence of work
•
Laws and regulations to be followed.
•
National construction codes to be followed.
•
Australian decking
•
Work health and safety (WHS) and environmental requirements
•
Manufacturers’ specifications to be followed
•
Workplace requirements
Standards
S
related
to
Selected personal protective equipment (PPE) for each part of the task identified in the step 2.
Version Number: 10 (Review date: 01/06/2022)
❑ ❑
❑ ❑
Unit Code: CPCCVE1011
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Student Pack Selected tools and equipment, checked for serviceability and reported any faults. •
Ensured the selected tools and equipment are consistent with the requirements of the job.
•
Checked for serviceability of tools and equipment.
•
Reported, any faults identified to the Supervisor.
❑ ❑
Determined project components from plans and specifications.
❑ ❑
Prepared component list and calculated quantities of materials for completion of job.
❑ ❑
The student’s performance was:
❑
Not satisfactory
❑
Satisfactory
Feedback to student:
Student signature Observer signature
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
Page 40 of 63
Student Pack
Activity 2: Manufacture components for basic construction project. This activity requires you to manufacture components for basic construction project. To complete this activity, you are required to: •
Complete the steps given in the ‘Checklist 2’ provided.
•
Wear PPE identified in Activity 1.
•
Comply with the laws and regulations, national construction codes, Australian Standards, work health and safety (WHS) and environmental requirements, manufacturers’ specifications, workplace requirements, drawings and specifications identified in Activity 1.
•
Complete Template 2 and submit it to the trainer/assessor.
While completing each step, you must place a tick mark against each step given in the checklist once completed. Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist after completing each step.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
Page 41 of 63
Student Pack Checklist 2: Manufacture components for basic construction project. Steps
Tick mark, when completed
Step 1: Select processes to manufacture components and document the processes using Template 2.
Step 2: Manufacture components and check for accuracy, quality and suitability.
•
Manufacture components identified in Activity.
•
Check components for accuracy, quality and suitability before assembling and document using Template 2. Check for: o
Tolerance
o
Quality requirements
o
Suitability to work site
Sign off: Date:
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
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Student Pack Template 2: Manufacture components for basic construction project
Manufacture components for basic construction project Client Name: Student to fill
Job Details:
Address: Student to fill
Manufacture components for basic construction project
Phone Number: Student to fill
Worker signature:
Date(dd/mm/yyyy) Student to fill Worker name:
Processes components
to
manufacture
(50-100 words)
Outcomes of checks conducted: •
Tolerance
•
Quality requirements
•
Suitability to work site
Sign off: Date:
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
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Student Pack
Performance Criteria/Performance Checklist: Activity 2 This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence Selected processes components.
to
S
N/S
Trainer/Assessor to complete (Comment and feedback to students)
manufacture
Manufactured components and check for accuracy, quality and suitability. •
Manufactured components identified in Activity.
•
Checked components for accuracy, quality and suitability before assembling. Check for: o
Tolerance
o
Quality requirements
o
Suitability to work site
The student’s performance was:
❑
Not satisfactory
❑
Satisfactory
Feedback to student:
Student signature Observer signature
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
Page 44 of 63
Student Pack Activity 3: Assemble construction projects This activity requires you to assemble construction projects to construct a timber deck. To complete this activity, you are required to: •
Complete the steps given in the ‘Checklist 3’ provided.
•
Wear appropriate PPE.
•
Comply with the following:
•
o
Work health and safety (WHS) requirements
o
Environmental requirements
o
Workplace requirements
Complete Template and submit it to the trainer/assessor.
While completing each step, you must place a tick mark against each step given in the checklist once completed. Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist after completing each step.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
Page 45 of 63
Student Pack Checklist 3: Assemble construction projects Steps
Tick mark, when completed
Step 1: Select assembly process to construct a timber deck and document the selected process using Template 3.
Step 2: Set out and level the construction site to construct a timber deck.
•
Analyse the plans and specifications.
•
Determine the dimensions of the site deck.
•
Mark out the deck site by knocking in pegs at the corners and checking the diagonals for square. Use a shovel to remove grass and topsoil to 75mm deep, chipping away at hardened areas with a mattock.
Document the steps implemented to set out and level the construction site to construct a timber deck using Template 3. Step 3: Erect/install components in line, level and plumb and construct a timber deck. •
On a flat surface position, the end joists between the bearers and the joists at 780mm and 1580mm, securing temporarily with galvanised flathead ails through the outside of the bearers and skewed through the top of the joist into the bearer.
•
Position the frame against any existing landscape features and support it on packing blocks then use a spirit level to check its level. TIP The base of this frame is level with the tank slab and 20mm below the paved area.
•
Dig 200 x 200 x 400mm deep post holes and position a 600mm post hard against each joist and bearer 20mm from the top. Drill 3.5mm pilot holes, securing the joists with bugle head screws and the bearers with galvanised Cuphead bolts.
•
Check the frame for level then pour a 20-kilo bag of dry quick-set concrete in each hole, adding water, mixing well and leaving it to set. TIP Use a steel float to angle the concrete away from the post for water runoff.
•
Position the last three joists centred between the others, securing all the joists with framing anchors. Use a straightedge to mark high and low spots along the bearers and across the joists, removing high spots with a power planer to create a level surface.
•
Position a decking board to overlap the front and sides of the frame by 25mm all round. Run a stringline between nails at the ends to align the boards then use a screw as a spacer for even 3mm gaps, drilling 2mm pilot holes and securing with decking screws.
•
Position five boards at a time, using a straightedge to mark the centre of each joist to drill pilot holes and secure with decking screws. Attach the fascia boards to the front bearer and outside joists with decking screws.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
Page 46 of 63
Student Pack Document the steps implemented to erect/install components in line, level and plumb using Template 3.
Sign off: Date:
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Unit Code: CPCCVE1011
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Student Pack Template 3: Assemble construction projects
Assemble construction projects Client Name: Student to fill
Job Details:
Address: Student to fill
Assemble construction projects
Phone Number: Student to fill
Worker signature:
Date(dd/mm/yyyy) Student to fill Worker name:
Assembly process to construct a timber deck
Steps implemented to set out and level the construction site (50-100 words)
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Unit Code: CPCCVE1011
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Student Pack Steps implemented to erect/install components in line, level and plumb (50-100 words)
Sign off: Date:
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Unit Code: CPCCVE1011
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Student Pack
Performance Criteria/Performance Checklist: Activity 3 This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence
S
N/S
(Comment and feedback to students)
Selected assembly process to construct a timber deck.
❑ ❑
Set out and levelled the construction site to construct a timber deck.
❑ ❑
•
Analysed the specifications.
plans
•
Determined the dimensions of the site deck.
•
Marked out the deck site by knocking in pegs at the corners and checking the diagonals for square.
•
Used a shovel to remove grass and topsoil to 75mm deep, chipping away at hardened areas with a mattock.
Trainer/Assessor to complete
and
Erected/installed components in line, level and plumb and constructed a timber deck. •
On a flat surface position, the end joists between the bearers and the joists at 780mm and 1580mm, securing temporarily with galvanised flathead ails through the outside of the bearers and skewed through the top of the joist into the bearer.
•
Positioned the frame against any existing landscape features and support it on packing blocks then use a spirit level to check its level.
•
Dig 200 x 200 x 400mm deep post holes and position a 600mm post hard against each joist and bearer 20mm from the top. Drilled 3.5mm pilot holes, securing the joists with bugle head screws and the bearers with galvanised Cuphead bolts.
Version Number: 10 (Review date: 01/06/2022)
❑ ❑
Unit Code: CPCCVE1011
Page 50 of 63
Student Pack •
Checked the frame for level then pour a 20-kilo bag of dry quick-set concrete in each hole, adding water, mixing well and leaving it to set. TIP Use a steel float to angle the concrete away from the post for water runoff.
•
Positioned the last three joists centred between the others, securing all the joists with framing anchors.
•
Used a straightedge to mark high and low spots along the bearers and across the joists, removing high spots with a power planer to create a level surface.
•
Positioned a decking board to overlap the front and sides of the frame by 25mm all round. Run a stringline between nails at the ends to align the boards then use a screw as a spacer for even 3mm gaps, drilling 2mm pilot holes and securing with decking screws.
•
Positioned five boards at a time, using a straightedge to mark the centre of each joist to drill pilot holes and secure with decking screws. Attach the fascia boards to the front bearer and outside joists with decking screws.
The student’s performance was:
❑
Not satisfactory
❑
Satisfactory
Feedback to student:
Student signature Observer signature
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
Page 51 of 63
Student Pack Activity 4: Perform housekeeping activities This activity requires you to perform housekeeping activities after assembling components for timber deck. To complete this activity, you are required to: •
Complete the steps given in the ‘Checklist 4’ provided.
•
Wear PPE appropriate for the job.
•
Comply with WHS/OHS and environmental requirements.
•
Wear PPE appropriate for the job.
While completing each step, you must place a tick mark against each step given in the checklist once completed. Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist after completing each step.
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
Page 52 of 63
Student Pack Checklist 4: Perform housekeeping activities. Steps
Tick mark, when completed
Step 1: Clean up, meeting all legislative and workplace requirements for safety, waste disposal and materials handling.
Further, document the following using Template 4. •
•
Material record o Type of Material o Type of Activity o Location o Total Quantities Legislative and workplace requirements for safety, waste disposal, materials handling and protection of the environment.
Step 2: Check, maintain and store tools and equipment and report any faults. Instructions: •
Ensure that the tools, equipment and materials are properly stored, secured and protected as per the manufacturer specifications.
Further document the following using Template 4. •
Tools o o o o o o o
and equipment record Tools/Equipment Tools cleaned and checked (Yes /No) Any faults (Yes/No) Details of Faults (if applicable) Workplace instruction to store Manufacturer instruction to store the tools
Sign off: Date:
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Unit Code: CPCCVE1011
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Student Pack Template 4: Perform housekeeping activities Perform housekeeping activities
Client Name: Student to fill
Job Details:
Address: Student to fill
Perform housekeeping activities
Phone Number: Student to fill
Worker Signature:
Date(dd/mm/yyyy): Student to fill Worker name:
Work Area cleaned:
𐄂 Yes
𐄂 No
Material disposal Legislations: Student to complete Material record: Type of Material
Type of Activity
Version Number: 10 (Review date: 01/06/2022)
Location
Unit Code: CPCCVE1011
Total Quantities
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Student Pack Tools and equipment record Tools/Equipment
Tools cleaned and checked (Yes /No)
Any faults (Yes/No)
Details of Faults (if applicable)
Workplace instruction to store
Manufacturer instruction to store the tools
Legislative and workplace requirements for safety, waste disposal and materials handling. (50-100 words)
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Unit Code: CPCCVE1011
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Student Pack
Performance Criteria/Performance Checklist: Activity 4 This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence Cleaned up, meeting all legislative and workplace requirements for safety, waste disposal and materials handling.
S
N/S
Trainer/Assessor to complete (Comment and feedback to students)
❑ ❑
Further, documented the following. •
•
Material record o Type of Material o Type of Activity o Location o Total Quantities Legislative and workplace requirements for safety, waste disposal, materials handling and protection of the environment.
Checked, maintained and stored tools and equipment and report any faults. •
❑ ❑
Ensured that the tools, equipment and materials are properly stored, secured and protected as per the manufacturer specifications.
Further, documented the following. •
Tools and equipment record o Tools/Equipment o Tools cleaned and checked (Yes /No) o Any faults o (Yes/No) o Details of Faults (if applicable) o Workplace instruction to store o Manufacturer instruction to store the tools
❑
Not satisfactory
The student’s performance was:
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
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Student Pack
❑
Satisfactory
Feedback to student:
Student signature Observer signature
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Unit Code: CPCCVE1011
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Student Pack
Appendix A: Reasonable Adjustments Write (task name and number) where reasonable adjustments have been applied:
Reasonable Adjustments Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. • The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. • The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) •
Category
Possible Issue
LLN
NonEnglish Speaking Background
Speaking Reading Writing Cultural background Confidence
Speaking Reading Writing Confidence
Reasonable Adjustment Strategy (select as applicable) Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
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Unit Code: CPCCVE1011
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Student Pack Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Indigenous
Age
Educational background
Disability
Knowledge and understanding Flexibility Services Inappropriate training and assessment Educational background Limited study skills
Reading Writing Numeracy Limited study skills and/or learning strategies Speaking Reading Writing Numeracy Limited study skills and/or learning strategies
Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. Make sure font size is not too small Trainer/Assessor should refer to the student’s experience Ensure that the time available to complete the assessment takes account of the student’s needs Provision of information or course materials in an accessible format. Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift Discuss with the Student previous learning experience Ensure learning and assessment methods meet the student’s individual need
Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment Provide information or course materials in an accessible format, e.g. a textbook in braille Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
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Student Pack Explanation of reasonable adjustments strategy used
Trainer/Assessor Name Trainer/Assessor Declaration
I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required.
Trainer/Assessor Signature Date
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Unit Code: CPCCVE1011
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Student Pack
Appendix B: Learner Evaluation Form Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below: • • • •
logistics and support facilitation training material assessment
Dates of Training
Employer/Work site (if applicable)
Date of Evaluation
Logistics and Support Evaluation Criteria/Question
1
The communication regarding the required attendance and time to study to pass this unit was correct The staff were efficient and helpful. The training equipment and material used was effective and prepared. The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.)
Strongly Disagree
A No.
2 3 4
Additional Comments on Logistics and Support
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Unit Code: CPCCVE1011
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Strongly Agree
Student Name (Optional)
Agree
Trainer/Assessor Name
Neutral
Unit of Competency Name
Disagree
Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form!
1 2 3 4 5 6 7
Additional Comments on Training
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
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Strongly Agree
Trainer/Assessor Evaluation The trainer/assessor was prepared and knowledgeable on the subject of the program The trainer/assessor encouraged student participation and input The trainer/assessor made use of a variety of methods, exercises, activities and discussions The trainer/assessor used the material in a structured and effective manner The trainer/assessor was approachable and respectful of the learners The trainer/assessor was punctual and kept to the schedule The trainer/assessor was easy to understand and used the correct language
Agree
B
Neutral
Criteria/Question
Strongly Disagree
No.
Disagree
Student Pack
Student Pack
Strongly Agree
Agree
Neutral
Disagree
Criteria/Question
Strongly Disagree
No.
C
Learning Evaluation 1 The learning outcomes of the unit are relevant and suitable. 2 The content of the unit was relevant and suitable for the target group. 3 The length of the training was suitable for the unit. 4 The learning material assisted in the learning of new knowledge and skills to apply in a practical manner. 5 The learning material was free from spelling and grammar errors 6 Handouts and exercises were clear, concise and relevant to the outcomes and content. 7 Learning material was generally of a high standard, and user-friendly Additional Comments on Learning Evaluation
Version Number: 10 (Review date: 01/06/2022)
Unit Code: CPCCVE1011
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