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

CPPACC5015A Mapping and Delivery Guide
Prepare specification documentation for accessible building work

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CPPACC5015A - Prepare specification documentation for accessible building work
Description This unit specifies the competency required to prepare specification documentation for accessible building work. The specification documentation is mainly concerned with the quality of the materials and labour to be used in a particular project. The specification must describe in detail intended construction methodology, materials and finishes. A time schedule for construction will be prepared setting out the critical path for construction to ensure the correct sequencing of trades. The specification will provide a description of the level of workmanship required for each trade; schedules for specific fixtures, fittings and furniture, including interior finishes; and prices for prime cost items and prescribed sums.Access consultants must be able to read and interpret building plans and construction drawings. They need to know the access requirements of the Disability Discrimination Act (DDA) Education Standard, DDA Premises Standard, DDA Transport Standard, the Building Code of Australia and relevant Australian standards in order to prepare specification documentation.The unit requires the ability to communicate with builders, building developers, building owners and managers, renovators, interior designers and building designers on the interpretation and implementation of the DDA and building legislation.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit of competency supports several 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 renovations and renovations to private dwellings, 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: Analyse the requirements of the project working drawings.
  • Working drawings are obtained and reviewed, and any ambiguities are clarified with relevant persons.
  • Working drawings are analysed to determine specification requirements in accordance with organisational requirements.
       
Element: Prepare the specification schedules and reference specifications.
  • Specification schedules are prepared under headings in the order of a normal building schedule in accordance with industry practice.
  • Relevant Australian standards are identified and reference specifications are prepared under the various trades.
       
Element: Collate manufacturers' specifications.
  • Manufacturers' material data sheets are collected according to the specification schedules.
  • Manufacturers' material data sheets are collated according to the trades.
       
Element: Assemble the specification documentation.
  • Specification requirements are checked for accuracy and relevance in accordance with organisational requirements.
  • Information for inclusion in the specification documentation is prepared in accordance with industry expectations and organisational requirements.
  • Specification documentation is collated and assembled in accordance with organisational requirements and stored in readiness for future use.
       


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

preparing specification documentation for accessible building work that complies with legislative requirements and reflects accurately the requirements of the project

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:

commonwealth, state and territory anti-discrimination legislation and regulations

construction methodologies

disability awareness

industry codes of practice and ethics

international codes, standards, regulations and practices

legal and process issues relating to the preparation of the specification documentation process

limitations of work role, responsibility and professional abilities

measurements and calculations

processes for interpreting reports, working drawings and specifications

principles of design relating to accessible buildings and fitouts

principles of risk management

processes for preparing and administering documentation and reports

processes for reading and interpreting plans, working drawings and specifications

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

relevant commonwealth, state and territory consumer protection and trade practices legislation

research methodology and analytical processes

relevant terminology and definitions in hazard identification

structural and construction principles of buildings.

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 the project's requirements for inclusion in the specification documentation

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:

explain clearly information in the specification documentation

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

adapt to new workplace situations

literacy skills to:

assess and use workplace information

read and interpret plans

organisational skills to:

prepare and manage documentation

collect, store and retrieve data for inclusion in the specification documentation

prepare and collate the specification documentation

plan and organise the specification schedules

develop and implement organisational policies and procedures.

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.

Specification requirements may include:

site identification

timelines

trades

quality of work required

schedules

references to Australian standards

manufacturers' specifications.

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 policies, procedures and programs

organisational 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.

Schedules may include:

schedule of doors and windows

schedule of finishes

schedule of hardware

schedule of materials

schedule of fixtures and fittings

privacy and confidentiality of documents.

Normal building schedule is presented in the following order:

for sole occupancy unit: entry, bedroom 1, bedroom 2, bedroom 3, study, lounge, family room, kitchen, bathroom 1, bathroom 2, dressing room and laundry

for a commercial building: demolition, site establishment, external services, rough-in (ground floor, first floor, second floor), roof, fit-off (ground floor, first floor, second floor), finishing trades, external works, landscaping, signage and clean up.

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
Working drawings are obtained and reviewed, and any ambiguities are clarified with relevant persons. 
Working drawings are analysed to determine specification requirements in accordance with organisational requirements. 
Specification schedules are prepared under headings in the order of a normal building schedule in accordance with industry practice. 
Relevant Australian standards are identified and reference specifications are prepared under the various trades. 
Manufacturers' material data sheets are collected according to the specification schedules. 
Manufacturers' material data sheets are collated according to the trades. 
Specification requirements are checked for accuracy and relevance in accordance with organisational requirements. 
Information for inclusion in the specification documentation is prepared in accordance with industry expectations and organisational requirements. 
Specification documentation is collated and assembled in accordance with organisational requirements and stored in readiness for future use. 

Forms

Assessment Cover Sheet

CPPACC5015A - Prepare specification documentation for accessible building work
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

CPPACC5015A - Prepare specification documentation for accessible building work

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: