Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CPPBDN8003 Mapping and Delivery Guide
Scope and initiate large and complex building design projects
Version 1.0
Issue Date: March 2024
Qualification | - |
Unit of Competency | CPPBDN8003 - Scope and initiate large and complex building design projects |
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Description | |||
Employability Skills | |||
Learning Outcomes and Application | This unit of competency specifies the outcomes required to consult with clients to scope and specify the proposed building design project outcomes; identify the required involvement of related professionals, including surveyors, structural engineers, fire systems designers and mechanical engineers; and finalise the design project contract with the client that will underpin the work. The skills and knowledge to identify the team of staff and related professionals to undertake the work are also addressed. It involves working with the client to identify and clarify project parameters, such as service-level requirements and vision, preferences and budget for new Type A building design projects.The unit supports projects of three storeys or more for Class 2, 3 and 9 buildings, and four storeys or more for Class 5, 6, 7 and 8 buildings. Refer to the Building Code of Australia (BCA) section of the National Construction Code (NCC) to confirm current definitions. Large and complex building design projects may be new buildings, alterations and additions, and conversions of residential, commercial, industrial or public buildings. The unit applies to building designers who scope and manage the initiation and planning of design projects for construction Type A buildings as defined in the BCA section of the NCC. Licensing, legislative, regulatory or certification requirements apply to this unit of competency in some States. Relevant state and territory regulatory authorities should be consulted to confirm those requirements. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. The following must be present and available to learners during assessment activities: equipment: computer with internet access and: building information modelling (BIM)-capable building design software business software currently used in drafting, architectural and building design practice telephone contingencies: client requirements to reduce project budget specifications: BCA and Australian standards legislation, regulations, codes and other compliance documentation relating to each building design project specified in the performance evidence request for tender or similar information for the two Type A projects specified in the performance evidence relationship with client: liaison with the client is required. Timeframe: according to tender brief. Assessor requirements As a minimum, assessors must satisfy the assessor requirements in the Standards for Registered Training Organisations (RTOs) current at the time of assessment. |
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Prerequisites/co-requisites | |||
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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Refine and finalise client instructions for the building project. |
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Element: Assemble the project team. |
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Element: Negotiate and finalise costs and contracts of the large and complex building design project. |
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Element: Finalise project requirements. |
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