Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CPPACC5010A Mapping and Delivery Guide
Provide access advice on the design of the built environment

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CPPACC5010A - Provide access advice on the design of the built environment
Description This unit specifies the competency required to provide advice on the design of the built environment, including new building work, aged care facilities, educational facilities, streetscapes, landscapes and playgrounds and the accessibility of facilities of national parks. The access consultant must ensure that the project plans provide adequate access for people with disabilities. The accessible design may cover new and future building work or renovations to an existing built environment.Access consultants need to know and apply access requirements in the Disability Discrimination Act (DDA) Premises Standard, the DDA Transport Standard, the DDA Education Standard, the Building Code of Australia (BCA) and relevant Australian standards in the preparation of design plans that meet the access needs of people with disabilities. The ability to research access solutions where the Deemed-to-Satisfy (DTS) requirements do not provide appropriate access is important.Some categories of design work are covered by various state and territory legislation and regulations. People seeking to work as designers of the built environment should ensure that they meet the relevant legislative and regulatory requirements for the jurisdiction in which they seek to operate. This unit focuses on ensuring access issues are incorporated into the design process.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit of competency supports two of the access consulting services where there is a breadth, depth and complexity of tasks and often the requirement to make decisions and provide recommendations involving non-routine situations. These access consulting services are providing advice on building renovations and developing designs for accessible buildings.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Determine the aspect of the built environment requiring access advice.
  • The nature of the client's request for advice on an aspect of the built environment is clarified.
  • The capability to provide the proposed service is assessed against personal and organisational competencies.
  • Authority to proceed is negotiated with client and documented in accordance with organisational requirements.
       
Element: Establish client relationship.
  • Contractual arrangements are negotiated, confirmed, documented and stored in accordance with client, organisational and legislative requirements.
  • A client brief providing the required level of detail is requested and obtained in accordance with organisational requirements.
  • Site access arrangements are negotiated and relevant person is identified in accordance with client, organisational and legislative requirements.
  • Copies of all relevant plans and associated documentation pertinent to the project are obtained.
       
Element: Source appropriate legislative and reference documents relating to the proposed project.
  • The legislative framework governing the particular project is identified and relevant legislative references are accessed.
  • The existence of relevant legislative references pertaining to disability access is identified and relevant legislative references are accessed.
  • Recognised publications are researched to identify specific disability access guidance relevant to the particular project, particularly in the absence of specific guidance.
  • Implications for the project of the identified disability access regulations and specific disability guidance ideas are determined and documented.
       
Element: Provide advice to client.
  • A comprehensive report on design advice is prepared for the client in accordance with contractual arrangements and organisational requirements.
  • Risks associated with the specific disability access guidance derived from recognised publications in the absence of legislative guidance are highlighted in the report.
  • The design advice report documentation is presented to the client and risks are explained in detail to ensure client understanding.
  • A copy of the design advice report and associated documentation are recorded and retained for future reference in accordance with organisational and legislative requirements.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.

Overview of assessment

This unit of competency could be assessed on its own or as part of an integrated assessment activity involving other competencies relevant to the job function.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

A person who demonstrates competency in this unit must be able to provide evidence of:

recognising the needs and desires of people with disabilities to engage fully in all aspects of society, and their right to do so

interpreting accurately the impacts of the full range of disabilities and the limitations that each disability places on the individual's ability to access the environment

interpreting accurately how the full range of environmental barriers impact on any of the impairments that people with disabilities might have

integrating an understanding of disability awareness into the provision of advice on design and access compliance

communicating effectively with clients to establish their requirements for access advice

identifying and applying relevant building and anti-discrimination legislation when providing access advice on the design of the built environment

using effective research methodology and analysis techniques to inform the provision of advice on access

preparing an access report that complies with legislative requirements and fulfils contractual requirements

applying organisational management policies and procedures, including quality assurance requirements.

Context of and specific resources for assessment

Resource implications for assessment include:

a registered provider of assessment services

competency standards

assessment materials and tools

suitable assessment venue/equipment

workplace documentation

candidate special requirements

cost and time considerations.

Validity and sufficiency of evidence requires that:

competency will need to be demonstrated over a period of time reflecting the scope of the role

where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice with a decision of competence only taken at the point when the assessor has complete confidence in the person's competence

all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence

where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be current and show that it represents competency demonstrated over a period of time

assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This section describes the essential skills and knowledge and their level, required for this unit.

Required knowledge and understanding include:

anthropometric principles of accessible building design and fitout

commonwealth, state and territory anti-discrimination legislation and regulations

structural and construction principles of buildings

disability awareness

efficient and effective customer service

ergonomic principles of accessible building design and fitout

functional systems of the human body

industry codes of practice and ethics

international codes, standards, regulations and practices

limitations of work role, responsibility and professional abilities

organisational and professional procedures and business standards

principles of design relating to accessible buildings and fitouts

principles of risk management

processes for recording data and administering records

relevant commonwealth, state and territory building legislation, local government regulations and Australian standards

report writing

research methodology and analytical processes.

Required skills and attributes include:

analytical skills to:

analyse, evaluate and apply legislative requirements pertaining to disability access

analyse and evaluate the impacts of the full range of disabilities and the limitations that each disability places on the individual's ability to access the environment

analyse and evaluate how environmental barriers impact on people with disabilities

analyse situations where the DTS requirements do not provide appropriate access

interpret and analyse routine and non-routine situations to establish suitable methods of reporting

application skills to:

apply relevant codes of practice and other legislative requirements to work processes

apply disability awareness to work processes

apply current Australian and international building codes, standards, regulations and practices

communication skills to:

obtain information from the client on their requirements for design advice and the extent of the expected advice

explain clearly information on issues and legislation relating to access provision

impart knowledge and ideas through oral, written and visual means

use workplace equipment and communication methods

interpersonal skills to:

relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities

consult and provide advice in a sensitive and appropriate manner

facilitate change for greater awareness of disability access

analyse own work practices and process outcomes critically

engage colleagues and share disability access knowledge

participate in a team environment to complete tasks

adapt to new workplace situations

literacy skills to:

assess and use workplace information

read and interpret legislation and design reference documents on the provision of access

organisational skills to:

prepare and manage documentation

plan and organise site access arrangements

collect, store and retrieve data for inclusion in a report to the client

develop and implement organisational policies and procedures

report-writing skills to:

prepare a report on design advice to meet the contractual requirements of the client

prepare a report on design advice that meets organisational requirements

research and evaluation skills to:

source, analyse and evaluate articles on the provision of disability access for specific circumstances

source, analyse and evaluate legislative requirements for the provision of access.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Client may include:

regulatory authority

design team head contractor

owner, manager and developer.

Aspect of the built environment may include:

new building work

renovations to existing buildings

landscape features and

streetscapes.

Organisational requirements may be outlined and reflected in:

access and equity policy, principles and practices

business and performance plans

client service policies, procedures and standards

codes of conduct and codes of practice

communication channels and reporting procedures

communication of services offered

complaint and dispute resolution procedures

compliance with legislation, codes and workplace standards

continuous improvement processes and standards

defined resource parameters

duty of care

employer and employee rights and responsibilities

ethical standards

legal policies and guidelines

occupational health and safety (OHS) policies, procedures and programs

organisational mission statement, goals, objectives, plans, systems and processes

policies and procedures relating to the setting of fees and the negotiation and management of contracts

policies and procedures relating to own role, responsibilities and delegation

privacy and confidentiality policies and procedures

quality assurance and procedures manuals

records and information management systems and processes

style guides and other guides used to prepare documents.

Legislative requirements may be outlined and reflected in:

relevant commonwealth, state and territory legislation that affects organisational operation:

OHS

building

environmental

equal employment opportunity

industrial relations

anti-discrimination and diversity

Australian standards

codes of practice

local government regulations and by-laws

privacy legislation

quality assurance and certification requirements

trade practices laws and guidelines.

Client brief will include:

written instructions detailing requirements of the access consultant

any relevant existing documentation.

Site access arrangements may include:

access and egress points

keys, passes and security clearances

OHS requirements, including personal protective equipment

timing of access.

Relevant person may include:

identified contact

owner and manager

site supervisor.

Legislative framework may include:

Australian standards

BCA

DDA Education Standard

DDA Premises Standard

DDA Transport Standard

international codes and standards

traffic engineering

transport

playground

heritage

OHS

national parks and wildlife.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
The nature of the client's request for advice on an aspect of the built environment is clarified. 
The capability to provide the proposed service is assessed against personal and organisational competencies. 
Authority to proceed is negotiated with client and documented in accordance with organisational requirements. 
Contractual arrangements are negotiated, confirmed, documented and stored in accordance with client, organisational and legislative requirements. 
A client brief providing the required level of detail is requested and obtained in accordance with organisational requirements. 
Site access arrangements are negotiated and relevant person is identified in accordance with client, organisational and legislative requirements. 
Copies of all relevant plans and associated documentation pertinent to the project are obtained. 
The legislative framework governing the particular project is identified and relevant legislative references are accessed. 
The existence of relevant legislative references pertaining to disability access is identified and relevant legislative references are accessed. 
Recognised publications are researched to identify specific disability access guidance relevant to the particular project, particularly in the absence of specific guidance. 
Implications for the project of the identified disability access regulations and specific disability guidance ideas are determined and documented. 
A comprehensive report on design advice is prepared for the client in accordance with contractual arrangements and organisational requirements. 
Risks associated with the specific disability access guidance derived from recognised publications in the absence of legislative guidance are highlighted in the report. 
The design advice report documentation is presented to the client and risks are explained in detail to ensure client understanding. 
A copy of the design advice report and associated documentation are recorded and retained for future reference in accordance with organisational and legislative requirements. 

Forms

Assessment Cover Sheet

CPPACC5010A - Provide access advice on the design of the built environment
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CPPACC5010A - Provide access advice on the design of the built environment

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: