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Student

Name:                                      Student ID:                        

Group:                                             Date:                              

Type of Assessment

This summative assessment will enable your Assessor to make a judgement of competency based on the submission of your completed assignments against the requirements of this unit of competency.


Assessor Instructions                                                                                  

The Assessment Benchmark developed for each unit of competency is the evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules). Assessors must use these benchmarks to make judgement on whether competency has been achieved and to determine if the participant has performed to the standard expected to meet unit requirement and learning outcomes. Competency results for each unit are recorded in the Record of Assessment Form.


Reasonable Adjustment

Careers Australia will allow flexibility in relation to the way in which each unit is delivered and assessed based on the student's requirement. The following are the reasonable adjustments for this unit: 


Reasonable Adjustment for this unit

College Based

On Line Delivery

assistance of a Learning Support Teacher for LLN issues

Yes

Not Applicable

modifications to physical environment, eg wheelchair access

Yes

Not Applicable

changes to course design, eg instead of written assessment task - change to verbal questioning & assessor to write the answers

Yes

Not Applicable


Assessment Coding

Assessment of this program of study is based on competency based principles.

S    = Satisfactory

NS = Not Satisfactory

Students who fail to perform satisfactorily for the assessment in the prescribed date may be assessed as 'not satisfactory'. You are required to be assessed as 'Satisfactory' on completion of Assessments assigned by your assessor for this unit of competency.


Re-assessment

Any re-assessment is conducted as soon as practicable after you have been informed of the requirement to be re-assessed and have been given the opportunity to be re-trained and assimilate the training. You are re-assessed in only the areas assessed NS. It is at the assessor/s discretion to re-assess the entire assessment should it be demonstrated an overall understanding of this unit has not been achieved.   Students that are assessed "satisfactory" after re-assessment of areas deemed NS will achieve competency for this assignment.


I acknowledge the assessment process has been explained. I agreed to undertake the assessment. I am aware of the outcome of the assessment.  I am aware of Careers Australia's appeals process, should the need arise. I also understand I must be assessed as 'satisfactory' in all parts of the assessment to gain a competent result for this unit of competency. I declare the work contained in this assessment is my own, except where acknowledgement of sources is made. I understand a person found responsible for academic misconduct will be subject to disciplinary action (refer to student handbook).

Student Signature

 

Date:

 

Assessor use only

Assessor Comment/Feedback:   ­                                                      _________________

                                                                                   __________

                                                                                   __________

                                                                                   __________

Assessor Name:  ____________________________  Assessor Signature: _______________________________


Date: _________________     Result:  Satisfactory/Not Satisfactory



Office use only:

Results entered by:

Date:

Skills Centre:

   






This information is to be handed to each student to outline the assessment requirements.

 

Instructions to Teacher:

• Time allowed:= as scheduled in class roll

• Assessment conditions: Under supervision. Open book (i.e. References permitted for any part of the assessment)

• Assessment should be conducted in class session and at the Workplace. Students are to undertake all parts of  assessment.

• Issue documentary resources for task e.g. templates/worksheet / job card / plans / specifications

• Students are entitled to two attempts at each part of assessment. A student will only be retested in those parts of the assessment of which a satisfactory result was not demonstrated in the first attempt.


Instructions to Student

You are required to:

•  Complete task within the time allowed: = as scheduled in class roll

•  Use safe work practices, including use of PPE, throughout the task


Assignment Tasks

Task 1 - Questions

Task 2 - Projects

Task 3 - Workplace or simulated workplace demonstration of Skills.


Assessment Tasks 1 and 2 must be presented in a computer generated word-processed format.

Please submit in the following font: Calibri (body) 11 or similar.


 

 

 




Assessment Task 1       Questions


1.     How would you describe the National Construction Code and what it consists of?

The National Construction Code (NCC) provides the minimum necessary requirements for safety and health; amenity and accessibility, and sustainability in the design, construction, performance and liability of new buildings (and new building work in existing buildings) throughout Australia. It is a uniform set of technical provisions for building work and plumbing and drainage installations throughout Australia whilst allowing for variations in climate and geological or geographic conditions.

 

2.     What is the goal of the BCA?

The BCA is produced and maintained by the Australian Building Codes Board (ABCB) on behalf of the Australian Government and each State and Territory government.


The BCA is a uniform set of technical provisions for the design and construction of buildings and other structures throughout Australia whilst allowing for variations in climate and geological or geographic conditions.


The goal of the BCA is to enable the achievement of nationally consistent, minimum necessary standards of relevant health, safety (including structural safety and safety from fire), amenity and sustainability objectives efficiently.

3.     What are Australian standards and why are they referenced in the NCC?

Australian Standards are published documents setting out specifications and procedures designed to ensure products, services and systems are safe, reliable and consistently perform the way they are intended to. They establish a minimum set of requirements which define quality and safety criteria.

Australian Standards are voluntary consensus documents that are developed by agreement. Their application is by choice unless their use is mandated by government or called up in a contract. Many Australian Standards, because of their rigour, are called up into legislation by government and become mandatory.

Australian Standards are one tool in a regulatory spectrum that may be applied by governments or an industry to provide a solution to a problem.

Australian Standards differ from industry standards because of the importance of rigour, robustness and consensus in the development process.

Third party certification, inspection and testing bodies assess whether a product conforms to an Australian Standard.

Standards Australia is not involved in conformity assessment or compliance.


It is therefore important that we become familiar with the Australian Standards that are referenced in the Building Code of Australia. These will form the basis of construction methods and construction materials that we use in building.

As well is using Australian standards, Building Code of Australia also uses international standards.

 

4.     What Australian standards apply to the following?

 

Australian Standards

a.     Installing sheet roofing and wall cladding

 

b.    design and construction of stairways

 

c.     residential timber framed construction for cyclonic areas

 

d.    Timber structures

 

e.     Windows and buildings

 

f.      installation of roof tiles

 

g.    residential slabs and footings

 

h.     fibro sheeting

 

i.       structural design actions

 

j.       the mechanical ventilation and air-conditioning and buildings

 

k.     components for the protection of openings in fire resistant walls

 

l.       fire hydrant installations

 

m.   concrete structures

 

n.     construction of buildings in bushfire prone areas

 

steel structures

 

 

                                                                                                                                                      

5.     How is the classification of a building or part of the building determined?

 

 

 

 

 

 

 

 

 

6.     How would you describe the following classifications of buildings and what do they include?

a.     Class 1a

b.     Class 1b

 

c.     Class 2

d.     Class 3

 


 

 

e.     Class 4

 

f.      Class 5

 

g.     Class 6

 

h.     Class 7a

 

i.      Class 7b

 

j.      Class 8

 

k.     Class 9a

 

l.      Class 9b

 

m.   Class 9c

 

n.     Class 10a

 

o.     Class 10b

 

p.     Class10c

 

 

7.     What variations and additions are included in the BCA?

 

8.     What are deemed to satisfy provisions and alternative solutions?

 

 

 

9.     What are the 4 methods of assessment for alternative solutions?

 


 

 

10.  What are the classes of buildings that are included in Type C construction?

 

11.  What is the difference between active and passive fire protection? Give examples of each.

 

12.  Where would we find information regarding fire protection in BCA volumes 1 and 2 and the guide to volume 1?

 

 

13.  Where in BCA volume 1 and volume 2 would you find reference to structural stability and resistance to actions? To comply with the performance requirements needed what references in BCA volumes 1 and 2 would we need to use?

14.  Where in BCA volume 1 and volume 2 would you find relevant legislation and OHS requirements codes and practices?

15.  What methods would you use to communicate with and relate to a range of people from diverse social, economic and cultural backgrounds and with varying physical and mental abilities?

 

 

 



Assessment Task 2 Project


1.     Please describe why the National Construction Code is considered a performance based system. Outline the hierarchy of the performance based NCC and describe the individual components of this hierarchy and how they interconnect.

 

2.     You have been given the job to construct a single-storey house on a level block in Brisbane, Queensland. The site classification is S. It is to be a slab on ground, timber frame, brick - veneer construction with a sheet roof, with plasterboard interior and tiled floors throughout living, dining and kitchen areas.

 

Please go through BCA Volume 2 section 3 and list 80 of the references that apply to this project.

For example 3.5.3.5 eaves and soffits linings.

 

3.     Give an example of an alternative solution to a design or construction issue showing the following:

a.     Identify what performance requirements need to be met.

b.     How it would be discussed and proposed with Company policies and procedures

c.     What assessments would be used to show compliance with the BCA.

d.     Document the whole process and prepare documentation to be included with the plans or explain what documentation would be used.

 

4.     Outline how you would apply AS 3740-2010 Waterproofing of domestic wet areas to waterproofing a bathroom in a house constructed on a concrete slab.


5.     You have been asked to design a building incorporating a small factory with a separate office at the front of the building. Both come under the classification of a type C building. You have been asked to make the dividing wall out of plasterboard.

Your role is to identify what classifications the parts of buildings are according to table 5 on page 126 of BCA volume 1. You will then need to ascertain the rating of the firewall between these two classes of buildings and then research the Internet or check with a plasterboard supplier to ascertain the type of wall that needs to be constructed to meet the requirements.

You will provide details of the wall and a company brochure to prove that the wall meets the FRL necessary.

 

You are to submit Assessment Task 2 as a written report for all the points listed.

 

 



Assessment task 3       Practical Task


This assessment will be carried out in the educational facility or in another building chosen by the student in conjunction with the assessor.

The purpose of this assessment is for the assessor to observe the student carrying out an inspection on the building to ascertain active and passive fire control elements are within the building.

In order to carry out this inspection the student will need to have developed an inspection checklist.

After completing the inspection the student must communicate his findings with the assessor. The communication skills of the student also be assessed in this exercise.

The task consists of the following:

1.     The student must develop a checklist to identify the Class and Type of building. The checklist must contain a list of fire control elements to satisfy BCA requirements or Type C buildings.

2.     The student must identify and note what Class of building is being inspected.

3.     The student must identify what Type of building the building is.

4.     The student will reference BCA volume 1 to ascertain what Fire control elements are needed for the building.

5.     The student will inspect the building as if it is a Type C building or low rise commercial building and identify the following:

a.     What active fire control elements are installed

b.     What passive fire control elements incorporated in the building structure.

6.     The student will compare the results of this inspection of active and passive fire control elements and report on whether they meet the requirements of the BCA or other legislation. The student will outline to the assessor what is needed to meet performance requirements of the BCA code. This communication will incorporate the completed checklist and verbal communication with assessor.

You are to submit the checklist developed to your Assessor at the end of this task.

 

 


 

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