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Evidence Guide: CPPACC5004A - Apply building codes and standards to accessible large-scale buildings

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

 

CPPACC5004A - Apply building codes and standards to accessible large-scale buildings

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

Analyse the purpose and basic intent of the BCA.

  1. Objectives of the BCA and the purpose of the respective components of the code are researched and evaluated.
  2. The deemed-to-satisfy (DTS) concept for construction to meet BCA requirements is researched and evaluated.
  3. The hierarchy of commonwealth, state and territory building access legislation is identified and documented.
Objectives of the BCA and the purpose of the respective components of the code are researched and evaluated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The deemed-to-satisfy (DTS) concept for construction to meet BCA requirements is researched and evaluated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The hierarchy of commonwealth, state and territory building access legislation is identified and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Locate and interpret the requirements of the codes and standards that are applicable to access compliance of specific projects.

  1. Relevant clauses from building access legislation that apply to specific projects are identified and documented.
  2. Prescriptive requirements of the relevant legislative clauses are determined and documented.
  3. Special requirements that may be applicable to specific areas are identified and documented.
Relevant clauses from building access legislation that apply to specific projects are identified and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prescriptive requirements of the relevant legislative clauses are determined and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Special requirements that may be applicable to specific areas are identified and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Classify buildings.

  1. The class of building is determined according to BCA criteria and with regard to intended use.
  2. BCA requirements for disability access are determined and documented.
  3. Disability access requirements are interpreted for multiple classifications and documented.
The class of building is determined according to BCA criteria and with regard to intended use.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

BCA requirements for disability access are determined and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Disability access requirements are interpreted for multiple classifications and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply appropriate assessment methods to access compliance with the BCA.

  1. Appropriate assessment methods are selected to determine building access compliance with the intent of the BCA.
  2. Alternative solutions to building accessibility problems that comply with BCA requirements are identified and documented.
  3. Assessment methods used to determine whether a building solution to an accessibility problem complies with performance requirements or DTS provisions of the BCA are analysed and applied.
  4. Assessment methods are identified and confirmed as appropriate to meet the DTS provisions of the BCA.
Appropriate assessment methods are selected to determine building access compliance with the intent of the BCA.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Alternative solutions to building accessibility problems that comply with BCA requirements are identified and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessment methods used to determine whether a building solution to an accessibility problem complies with performance requirements or DTS provisions of the BCA are analysed and applied.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessment methods are identified and confirmed as appropriate to meet the DTS provisions of the BCA.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 impacts on any of the impairments that people with disabilities might have

identifying accurately the hierarchy of commonwealth, state and territory building access legislation

interpreting and applying accurately building codes and standards for the provision of access

identifying alternative approaches to building accessibility problems that comply with BCA 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.

Required Skills and Knowledge

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

Required knowledge and understanding include:

BCA and primary referenced Australian standards

commonwealth, state and territory anti-discrimination legislation and regulations

DTS provisions

disability awareness

industry codes of practice and ethics

international codes, standards, regulations and practices

limitations of work role, responsibility and professional abilities

nature of building materials and effect on performance

processes for preparing and administering documentation

processes for interpreting reports, working drawings and specifications

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

research methodologies and analytical processes

role, responsibilities and powers of building certifiers

structural and construction principles of buildings

relevant terminology and definitions in hazard identification.

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 and evaluate building legislation

application skills to:

apply relevant anti-discrimination and building legislation

apply industry building codes of practice and ethics, 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 on issues relating to the provision of access

explain clearly information on legislation relating to the provision of access, and the relationship between the various pieces of legislation

consult effectively with clients and colleagues

impart knowledge and ideas through oral, written and visual means

use workplace equipment and communication methods

interpersonal skills to:

adapt to new workplace situations

analyse own work practices and process outcomes critically

consult and provide advice in a sensitive and appropriate manner

facilitate change for greater awareness of disability access

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

literacy skills to:

assess and use workplace information

read and interpret plans, specifications and structural drawings

organisational skills to:

prepare and manage documentation

plan and organise assessment methods

develop and implement organisational policies and procedures

research and evaluation skills to:

source, analyse and evaluate building legislative requirements

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

Range Statement

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.

Building access legislation includes:

Australian standards

DDA

DDA Premises Standard

DDA Transport Standard

BCA

state and territory building legislation

commonwealth, state and territory anti-discrimination legislation and regulations

local government regulations.