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Evidence Guide: CPPACC5017A - Provide expert access advice on building renovations

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

 

CPPACC5017A - Provide expert access advice on building renovations

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

Confirm the areas of the building that require renovation to achieve access.

  1. The building requiring renovation is inspected and the areas of the building requiring renovation are identified in accordance with relevant building legislation.
  2. The methodology for undertaking the required renovations is determined taking into account all aspects of the building's structure and construction, and relevant building legislation.
The building requiring renovation is inspected and the areas of the building requiring renovation are identified in accordance with relevant building legislation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The methodology for undertaking the required renovations is determined taking into account all aspects of the building's structure and construction, and relevant building legislation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm that building construction methodology can accommodate required renovations.

  1. The effect of applying the identified methodology for modifying the building is assessed.
  2. Alternative technologies for overcoming any adverse effects resulting from the application of the identified methodology for providing access to the building are considered.
  3. Suitable technology for overcoming any adverse effects resulting from the identified methodology for providing access to the building is determined.
The effect of applying the identified methodology for modifying the building is assessed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Alternative technologies for overcoming any adverse effects resulting from the application of the identified methodology for providing access to the building are considered.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suitable technology for overcoming any adverse effects resulting from the identified methodology for providing access to the building is determined.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review pre-existing conditions that impact on the Building Upgrade Plan.

  1. The impact on the accessibility of the building resulting from implementation of the Building Upgrade Plan is assessed and documented.
  2. The impact of the identified suitable technology on achieving reduced timelines for providing full access to the building is assessed and documented.
  3. Suitable technology identified for reducing timelines is documented and reported to the client.
The impact on the accessibility of the building resulting from implementation of the Building Upgrade Plan is assessed and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The impact of the identified suitable technology on achieving reduced timelines for providing full access to the building is assessed and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suitable technology identified for reducing timelines is documented and reported to the client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review pre-existing conditions that impact on the Alternative Building Solution.

  1. The impact on the accessibility of the building resulting from the implementation of the Alternative Building Solution is assessed and documented.
  2. The impact of the identified suitable technology on achieving the performance requirements of the BCA for providing full access to the building is assessed and documented.
  3. Suitable technology identified for achieving the performance requirements of the BCA is documented and reported to the client.
The impact on the accessibility of the building resulting from the implementation of the Alternative Building Solution is assessed and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The impact of the identified suitable technology on achieving the performance requirements of the BCA for providing full access to the building is assessed and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suitable technology identified for achieving the performance requirements of the BCA is documented and reported to the client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review pre-existing conditions that impact on the application for exception to the BCA.

  1. The impact of allowing the application for exception to the BCA on the accessibility of the building is analysed and documented.
  2. The impact of the identified suitable technology on overcoming pre-existing conditions to the achievement of full access to the building is assessed and documented.
  3. Suitable technology identified for achieving full access is documented and reported to the client.
The impact of allowing the application for exception to the BCA on the accessibility of the building is analysed and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The impact of the identified suitable technology on overcoming pre-existing conditions to the achievement of full access to the building is assessed and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suitable technology identified for achieving full access is documented and reported to the client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop arguments pertaining to expert judgement.

  1. Where the identified suitable technology differs from the Deemed-to-Satisfy (DTS) provisions, arguments to demonstrate that the identified suitable technology meets or exceeds the performance requirements of the BCA are developed and documented.
  2. Client is advised of suitable technology for providing renovations that meet or exceed the DTS provisions of the BCA.
Where the identified suitable technology differs from the Deemed-to-Satisfy (DTS) provisions, arguments to demonstrate that the identified suitable technology meets or exceeds the performance requirements of the BCA are developed and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client is advised of suitable technology for providing renovations that meet or exceed the DTS provisions of the BCA.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document findings and prepare report for client.

  1. The final access report documentation is prepared in accordance with contractual and organisational requirements.
  2. Access report documentation is forwarded to the client in accordance with contractual arrangements and organisational requirements.
  3. A copy of the access report and associated documentation are recorded and retained for future reference in accordance with organisational and legislative requirements.
The final access report documentation is prepared in accordance with contractual and organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access report documentation is forwarded to the client in accordance with contractual arrangements and organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A copy of the access report and associated documentation are recorded and retained for future reference in accordance with organisational and legislative requirements.

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

applying disability awareness to the provision of access for people with disabilities

interpreting and applying building legislation to the provision of access for people with disabilities

interpreting and applying construction methodologies to the provision of access for people with disabilities

interpreting and using the performance-based provisions of the BCA to provide appropriate levels of access and developing effective arguments to demonstrate that performance-based solutions meet or exceed the DTS requirements

complying with OHS regulations applicable to workplace operations

applying organisational management policies and procedures, including quality assurance requirements

developing effective and practical building renovation solutions to meet access requirements for people with disabilities.

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:

anthropometric principles of accessible building design and fitout

behaviour of structural members undergoing stress, strain, compression or bending

commonwealth, state and territory anti-discrimination legislation and regulations

commonwealth, state and territory Heritage Acts

design, structural and construction principles of buildings

disability awareness

efficient and effective customer service

environmental issues impacting on material selection

ergonomic principles of accessible building design and fitout

functional systems of the human body

industry codes of practice and ethics

international standards on building access

limitations of work role, responsibility and professional abilities

nature of building materials and effect of performance

occupational health and safety (OHS) legislation and procedures

processes for interpreting reports, working drawings and specifications

processes for recording data, administering records and preparing reports

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

research methodology and analytical processes

role, responsibilities and powers of building certifiers

state and territory Planning and Development Acts

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

use the BCA as a performance-based document

application skills to:

apply relevant anti-discrimination and building legislation

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

apply disability awareness to work processes

apply OHS policies and procedures

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

develop and maintain professional relationships and networks

use workplace equipment and communication methods

literacy skills to:

assess and use workplace information

read and interpret plans, specifications and structural drawings

read and use anatomical and medical terminology

read and use building and construction terminology

organisational skills to:

prepare and manage documentation

plan and schedule site visits

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

develop and implement organisational policies and procedures

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

report-writing skills to:

prepare a report on building renovations to meet the contractual requirements of the client

prepare a report on building renovations that meets organisational requirements

research and evaluation skills to:

source, analyse and evaluate building legislative requirements

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

facilitate the development of performance-based solutions

technical skills to:

apply anthropometric and ergonomic principles of accessible building design and fitout

apply Australian standards on slip resistance, luminance contrast, wayfinding and hearing augmentation

use structural and design principles.

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.

Relevant building legislation may include:

BCA

DDA

DDA Premises Standard

DDA Transport Standard

DDA Education Standard

Australian standards

state and territory codes and regulations

international codes and standards.

Methodology may refer to:

the full range of construction elements necessary to provide access for people with disabilities e.g. ramps, landings and doorways.

Technologies may refer to:

innovative solutions for meeting the performance requirements of the BCA.

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

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.