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Evidence Guide: CPPACC4011 - Conduct educational facility access audits

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CPPACC4011 - Conduct educational facility access audits

What evidence can you provide to prove your understanding of each of the following citeria?

Respond to client inquiry regarding educational facility access audit.

  1. Client requesting access audit of facility is identified and their authority to act is established according to organisational requirements.
  2. Client requirements are discussed, clarified and confirmed according to organisational requirements.
  3. Own competence and organisational capability to respond to client needs are determined and assessed.
  4. Client brief for audit and authority to proceed are negotiated with client and documented according to organisational requirements.
  5. Contractual arrangements for audit are negotiated, confirmed, documented and stored according to client, organisational and legislative requirements.
Client requesting access audit of facility is identified and their authority to act is established according to organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client requirements are discussed, clarified and confirmed according to organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Own competence and organisational capability to respond to client needs are determined and assessed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client brief for audit and authority to proceed are negotiated with client and documented according to organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contractual arrangements for audit are negotiated, confirmed, documented and stored according to client, organisational and legislative requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for access audit.

  1. Copies of documentation required for audit are obtained.
  2. Facility access arrangements are negotiated and contact person is identified according to client and organisational requirements.
  3. Access audit checklist suited to scale of task and facility is prepared.
  4. Required audit personnel are sourced and briefed.
  5. Required tools and equipment are identified, sourced and checked for serviceability in line with manufacturer specifications.
Copies of documentation required for audit are obtained.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facility access arrangements are negotiated and contact person is identified according to client and organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access audit checklist suited to scale of task and facility is prepared.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Required audit personnel are sourced and briefed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Required tools and equipment are identified, sourced and checked for serviceability in line with manufacturer specifications.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct access audit.

  1. Facility is accessed according to agreed access arrangements and following work health and safety (WHS) procedures.
  2. Extent to which access to facility from property boundary, car park or passenger set-down area complies with requirements for access for people with disabilities is determined using access audit checklist criteria.
  3. Facility amenities that do not meet minimum requirements of audit checklist or comply with access requirements for people with disabilities in target age group are determined and recorded.
  4. Strategies that address areas of access non-compliance are developed, including strategies for alternative means of providing full access for facility users.
Facility is accessed according to agreed access arrangements and following work health and safety (WHS) procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Extent to which access to facility from property boundary, car park or passenger set-down area complies with requirements for access for people with disabilities is determined using access audit checklist criteria.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facility amenities that do not meet minimum requirements of audit checklist or comply with access requirements for people with disabilities in target age group are determined and recorded.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Strategies that address areas of access non-compliance are developed, including strategies for alternative means of providing full access for facility users.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finalise access audit report.

  1. Draft access audit report for client that satisfies contractual arrangements is prepared according to organisational requirements.
  2. Feedback on draft report is sought and incorporated according to organisational requirements, and report is completed.
  3. Access audit report and associated documentation are forwarded to client according to organisational requirements and contractual arrangements.
  4. Audit report follow-up with client is provided as required and according to organisational requirements and contractual arrangements.
  5. Copy of access audit report and associated documentation is retained according to organisational and legislative requirements.
Draft access audit report for client that satisfies contractual arrangements is prepared according to organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback on draft report is sought and incorporated according to organisational requirements, and report is completed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access audit report and associated documentation are forwarded to client according to organisational requirements and contractual arrangements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Audit report follow-up with client is provided as required and according to organisational requirements and contractual arrangements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Copy of access audit report and associated documentation is retained according to organisational and legislative requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions.

1.

Respond to client inquiry regarding educational facility access audit.

1.1.

Client requesting access audit of facility is identified and their authority to act is established according to organisational requirements.

1.2.

Client requirements are discussed, clarified and confirmed according to organisational requirements.

1.3.

Own competence and organisational capability to respond to client needs are determined and assessed.

1.4.

Client brief for audit and authority to proceed are negotiated with client and documented according to organisational requirements.

1.5.

Contractual arrangements for audit are negotiated, confirmed, documented and stored according to client, organisational and legislative requirements.

2.

Prepare for access audit.

2.1.

Copies of documentation required for audit are obtained.

2.2.

Facility access arrangements are negotiated and contact person is identified according to client and organisational requirements.

2.3.

Access audit checklist suited to scale of task and facility is prepared.

2.4.

Required audit personnel are sourced and briefed.

2.5.

Required tools and equipment are identified, sourced and checked for serviceability in line with manufacturer specifications.

3.

Conduct access audit.

3.1.

Facility is accessed according to agreed access arrangements and following work health and safety (WHS) procedures.

3.2.

Extent to which access to facility from property boundary, car park or passenger set-down area complies with requirements for access for people with disabilities is determined using access audit checklist criteria.

3.3.

Facility amenities that do not meet minimum requirements of audit checklist or comply with access requirements for people with disabilities in target age group are determined and recorded.

3.4.

Strategies that address areas of access non-compliance are developed, including strategies for alternative means of providing full access for facility users.

4.

Finalise access audit report.

4.1.

Draft access audit report for client that satisfies contractual arrangements is prepared according to organisational requirements.

4.2.

Feedback on draft report is sought and incorporated according to organisational requirements, and report is completed.

4.3.

Access audit report and associated documentation are forwarded to client according to organisational requirements and contractual arrangements.

4.4.

Audit report follow-up with client is provided as required and according to organisational requirements and contractual arrangements.

4.5.

Copy of access audit report and associated documentation is retained according to organisational and legislative requirements.

Required Skills and Knowledge

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions.

1.

Respond to client inquiry regarding educational facility access audit.

1.1.

Client requesting access audit of facility is identified and their authority to act is established according to organisational requirements.

1.2.

Client requirements are discussed, clarified and confirmed according to organisational requirements.

1.3.

Own competence and organisational capability to respond to client needs are determined and assessed.

1.4.

Client brief for audit and authority to proceed are negotiated with client and documented according to organisational requirements.

1.5.

Contractual arrangements for audit are negotiated, confirmed, documented and stored according to client, organisational and legislative requirements.

2.

Prepare for access audit.

2.1.

Copies of documentation required for audit are obtained.

2.2.

Facility access arrangements are negotiated and contact person is identified according to client and organisational requirements.

2.3.

Access audit checklist suited to scale of task and facility is prepared.

2.4.

Required audit personnel are sourced and briefed.

2.5.

Required tools and equipment are identified, sourced and checked for serviceability in line with manufacturer specifications.

3.

Conduct access audit.

3.1.

Facility is accessed according to agreed access arrangements and following work health and safety (WHS) procedures.

3.2.

Extent to which access to facility from property boundary, car park or passenger set-down area complies with requirements for access for people with disabilities is determined using access audit checklist criteria.

3.3.

Facility amenities that do not meet minimum requirements of audit checklist or comply with access requirements for people with disabilities in target age group are determined and recorded.

3.4.

Strategies that address areas of access non-compliance are developed, including strategies for alternative means of providing full access for facility users.

4.

Finalise access audit report.

4.1.

Draft access audit report for client that satisfies contractual arrangements is prepared according to organisational requirements.

4.2.

Feedback on draft report is sought and incorporated according to organisational requirements, and report is completed.

4.3.

Access audit report and associated documentation are forwarded to client according to organisational requirements and contractual arrangements.

4.4.

Audit report follow-up with client is provided as required and according to organisational requirements and contractual arrangements.

4.5.

Copy of access audit report and associated documentation is retained according to organisational and legislative requirements.

A person demonstrating competency in this unit must satisfy the requirements of the elements, performance criteria, foundation skills and range of conditions of this unit.

The person must also:

conduct an access audit of each of the following different educational facilities:

one primary or secondary school

one higher education institution

develop and apply an access audit checklist for each facility, detailing facility-specific criteria for consideration in audit

provide a report relating to each of the above audits, that:

describes facility accessibility, with clear links to the facility-specific audit checklist criteria

interprets the impact of the full range of disabilities and the limitations that each disability places on the individual’s ability to access the environment

advises on facility compliance with legislative requirements and usability by those with disabilities

fulfils contractual requirements with client

recommends, where required, corrective actions to:

enhance facility accessibility

overcome areas of access non-compliance, including strategies for alternative means of providing full access.

In conducting the above access audits, the person must:

use effective consultation skills with clients and other key stakeholders to confirm and elicit access audit information

read and interpret educational facility plans

interpret and apply legislative requirements relating to disability access, including building legislation and standards for the provision of access, and evaluate the provision of access in relation to those requirements

interpret how the full range of environmental barriers impacts on people with a range of disabilities and impairments

use research skills to source information that assists in developing potential solutions to the provision of adequate access

use measurement tools in line with manufacturer specifications and record collected data accurately

apply and adhere to facility-specific work health and safety (WHS) requirements.

A person demonstrating competency in this unit must demonstrate knowledge of:

key requirements of the following relating to determining accessibility of educational facilities and conducting educational facility access audits:

Australian standards relating to educational facility accessibility, including AS 1428 Design for access and mobility

building legislation, regulations and standards:

Building Code of Australia

DDA

DDA Education Standards

DDA Premises Standards

state or territory capital works regulations

state or territory regulations relating to facility accessibility

fire and WHS legislation relating to safety

disability awareness to inform facility audit, including:

range of disabilities to be considered when conducting facility audit

disability-specific physical barriers to accessing facility and its amenities

disability-specific minimum requirements for enhancing facility accessibility

organisational requirements relating to conducting access audits of educational facilities, including:

client service standards

procedures for developing facility-specific audit checklists

client privacy, confidentiality and security requirements

processes for recording collected audit data and administering records

procedures for writing and storing access audit reports

quality assurance requirements

limitations of own work role, responsibility and professional abilities with regard to above access audits

WHS procedures relating to access audits of educational facilities, including procedures for:

identifying hazards and controlling risks associated with conducting access audits

selecting and using personal protective equipment (PPE) required for above access audits.

Range Statement

This section specifies work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Bold italicised wording, if used in the performance criteria, is detailed below.

Documentation required for audit must include:

manufacturer specifications relating to audit tools and equipment

plans of educational facility to be audited.

Facility access arrangements must include:

access and egress points

keys, passes and security clearances

timing of access

WHS requirements, including required personal protective equipment (PPE).

Access audit checklist must include:

access audit report form

educational facility identification and data sheet

minimum requirements summary sheets for facility amenities and special areas for:

accessible facility entrances and exits

accessible paths of travel to and within all areas of facility, including:

building-accessible paths of travel

facility-accessible paths and elements

amenities available at facility, as detailed in facility amenities item below

controls for doors, switches, and power points

directional signage

on-site parking, reserved disability parking, and passenger set-down zones

security alarm pads and help points

staff service areas

tactile ground surface indicators

technical requirements for access audit forms additional to above minimum requirements:

exterior access paths

gates and doors

ramps, including kerb ramps and step ramps

seats, desks and worktops

stairs

telephones.

Required audit personnel must include at least one of the following:

identified audit contact

educational facility owner

educational facility manager

architect, building designer, developer or builder

commonwealth, state or territory department of education representative

building certifier or surveyor.

Facility amenities must include at least nine of the following:

assembly hall or meeting area

car parking

classrooms or lecture theatres

specialist learning areas

caretaker buildings and equipment storage

dining facilities, canteens or eating areas

drinking fountains

facilities for special needs

playgrounds

office and administration buildings

staff rooms

toilets

sports facilities.

Access requirements must include those of:

Australian standards relating to educational facility accessibility, including AS 1428 Design for access and mobility

building legislation, regulations and standards:

Building Code of Australia

DDA

DDA Education Standards

DDA Premises Standards

state or territory capital works regulations

state or territory regulations relating to facility accessibility

fire and WHS legislation relating to safety.

Access audit reportmust include:

advice on compliance with existing legislation and usability by people with disabilities

description of accessibility

where required by client brief, recommendations for corrective action.