Student Assessment Agreement Make sure you read through the assessments in this booklet before you fill out and sign the agreement below. If there is anything that you are unsure of, consult your assessor prior to signing this agreement. Have you read the assessment requirements for this unit? Yes No Do you understand the requirements of the assessments for this unit? Yes No Do you agree to the way in which you are being assessed? Yes No Do you have any specific needs that should be considered? Yes No If so, explain these in the space below. Do you understand your rights to re-assessment? Yes No Do you understand your right to appeal the decisions made in an assessment? Yes No Student name Student number Student signature Date Qualification Code and Title CPC30211: Certificate III in Carpentry Unit Code and Title CPCCCA3016A Construct timber external stairs Assessor name Assessor signature Date Assessment Task Cover Sheet Student Declaration To be filled out and submitted with assessment responses I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s). I understand that if I If I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me. I have correctly referenced all resources and reference texts throughout these assessment tasks. Student name Student ID number Student signature Date Assessor declaration I hereby certify that this student has been assessed by me and that the assessment has been carried out according to the required assessment procedures. Assessor name Assessor signature Date Assessment outcome S NS DNS Resubmission Y N Feedback Student result response My performance in this assessment task has been discussed and explained to me. I would like to appeal this assessment decision. Student signature Date A copy of this page must be supplied to the office and kept in the student’s file with the evidence
Document Title: Student final assessment submission evidence
Disclaimer: This work is under copyright and permission is not given to make copies for hire or resale to third parties to use the document for their own or commercial use. Universal Training Solutions does not give warranty or accept any legal liability in relation to the content of this work. Licenced to: RTO Name: Trinity Institute (Australia) RTO NO: 41310 CRICOS NO: 03556F RTO Address: Level 7, 16-18 Wentworth Street Parramatta NSW 2150 RTO suburb: Woolloongabba QLD 4102
Copyright: Universal Training Solutions Developed by: Universal Training Solutions and validated by Trinity Institute (Australia) Acknowledgement: Thanks to Universal Training Solutions and Trinity Institute (Australia)staff for their consultation and development work. Version: Trinity Institute (Australia)V1
I confirm that I have read and understood the instructions, my responsibilities and requirements for this assessment
Assessor declaration
The assessor is to complete this declaration with the student.
I have acknowledged the underpinning knowledge and skills may be assessed on or off the job.
☐Yes
☐No
I confirm that I am a qualified workplace assessor and will be conducting the assessment for this unit and student
☐Yes
☐No
Have all aspects of the student agreement been explained and understood?
☐Yes
☐No
Does the student understand they have three attempts to complete each task satisfactorily? If after the third attempt the student is deemed ‘Not Yet Competent’, they will be required to do further training before reattempting this unit.
☐Yes
☐No
I have explained the requirements for reasonable adjustment as a result of workplace constraints
☐Yes
☐No
I confirm that I have explained and confirmed all of the above items with the student.
Assessor Signature
Date
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Student declaration
Agreement by the student: Please sign below to demonstrate that you understand what is required of you in relation to this assessment.
Do you have any special needs or considerations to be made for this assessment? If yes, what are they?
☐Yes
☐No
Do you understand your rights to appeal the decisions made in an assessment?
☐Yes
☐No
I understand I have three attempts to complete each task satisfactorily. If after the third attempt I am deemed ‘Not Yet Competent’, I will be required to do further training before reattempting this unit
☐Yes
☐No
Reasonable adjustment: If you require any adjustments to accommodate a need in order to complete this assessment, please talk to your assessor. Arrangements will be put in place to ensure a fair and flexible approach is undertaken for this assessment. Please note that the range or nature of the adjustment will ensure that the outcomes of the unit are not compromised.
☐Yes
☐No
I agree to comply with all rules, regulations, policies and procedures provided as part of the simulated environment.
☐Yes
☐No
I give permission for the RTO to use my assignment at the workplace for assessment moderation / validation purposes.
☐Yes
☐No
I confirm that I have read and understood my responsibilities and requirements for assessment.
Complete the table with regard to external stairs.
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Minimum
Rise of a step
Size of tread
2
What is the maximum allowable gap between any member or component of a stair?
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3
What is an SDS, and what is its purpose?
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4
Outline 3 safety measures that should be put in place during stair construction, especially with regard to the upper level before the installation of the stair.
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5
Outline 3 safety measures to take when operating power saws.
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6
Detail the maintenance requirements for a power saw.
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7
Calculate the number of rises needed to build a set of steps to a sundeck which is 1350 mm above ground level. What height would each rise be?
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Number of rises
Height of each rise
8
Describe the type of timber that should be selected for stair construction in warm, humid, tropical northern climates. In your answer include the Australian Standard that must be complied with.
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9
Provide 4 suggestions to minimise waste on the construction site.
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10
What information can you obtain from stair drawings? Give 4 examples.
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11
Do the specifications you calculated in the previous question, meet BCA requirements?(Use the formula 2R+G when providing your answer).
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12
Identify the main components of a typical staircase.
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What is the statutory and regulatory code governing the specifications of stair construction?
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14
What are 2 methods to attach stair treads to stringers?
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15
When housing stringers for external stairs, what must be done to the joints before assembly?
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16
Calculate the quantity and cost of dressed tallowwood required to construct a single flight of stairs with open risers, in accordance with the below specifications. Rise of flight 1.550m Going of flight (restricted) 2.800m Rise of step around 160mm String material 250 x 50 DAR tallowwood @ $12.80/m Treads 325 x 50 DAR tallowwood @ $16.50/m Width of flight 1500mm Show your calculations for each requirement below.
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No. of risers:
Height of risers
Length of string
No. of goings
Length of goings
Timber order
Timber cost
17
What is the simplest way to support and attach the top end of a stair stringer to the structure?
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18
Landings must be the full width of the stair, and no less than 750mm long. What is the maximum number of steps leading to the sill of a door before a landing is required?
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19
When and where are ‘open riser’ stairs used? What types of timbers are suitable for the construction of open riser stairs?
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When and where are ‘open riser’ stairs used?
What types of timbers are suitable for the construction of open riser stairs? List a minimum of 5.
20
What are tie bolts, also known as step bolts, what is their purpose, where are they located, and what is their maximum spacing?
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21
Label the typical layout of stairs, handrails and balustrades. · Balusters · Bracing · Posts · Facing joist · Hand rails · Treads · Footing · Stringer · Bearer
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22
Provide 5 examples of hardwood timbers that meet the specifications for F22 stress graded timber used for handrails.
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23
What is the maximum height of a staircase before a barrier is required?
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24
Timber treads can have ‘fluting’ or ‘reeding’ machined surfaces for slip resistance. What other measures can be used to provide slip resistance? List 2.
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25
Provide 4 suggestions to minimise waste on the construction site.
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26
Complicated construction work tasks are simplified when people work together. Workers that watch out for each other can complete more work safely and efficiently. Provide 5 examples of teamwork on the building site.
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27
Explain why regular maintenance of tools is essential.
Record of assessment results (please tick appropriate box). ASSESSORS NOTE:Before making a final judgement on this assessment task, you must determine if the student is able to satisfactorily apply and perform the following criteria. Review the performance criteria by clicking on the link https://training.gov.au/Training/Details/CPCCCA3016A. Marking should be in line with the model answers required as the performance criteria (PCs) is underpinned by this assessment task. All questions must be deemed satisfactory to achieve a satisfactory outcome for this task. If a NS is provided for any section or questions relating to this task, then the task outcome should be treated as NS and the reassessment process should be applied. If a NS (not satisfactory) outcome is applied then you must inform the student in detail as to “why” this outcome was provided. Record your reasons in the section labelled “Not satisfactory (NS) outcomes”. See below for recording appropriate information
Assessment activity – The learner has completed all the assessments requirements for this unit of competency and has been deemed
Outcome
Date of outcome
Task 1– Knowledge Questionnaire
☐Satisfactory☐ Not satisfactory
Attempts –
Attempt 1
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Attempt 2
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Attempt 3
…../.…../…..
Not satisfactory (NS) Outcomes
Question number
Record in detail the reason for the NS outcome applied
Appeals – refer to the complaints and appeals policy and procedure
If you receive a Not Satisfactory assessment result you have the right to appeal. You have three assessment attempts. After the third attempt arrangements for payment will be made for reassessment purposes. Refer to your student hand book for more details on the complaints and appeals process.
Assessor Feedback to learner: The assessor must write full feedback to the learner that is constructive and not generic
Reasonable Adjustment (if applicable) explain why reasonable adjustment has been applied and the tasks it was applied to
Assessor Intervention (if applicable) – did you need to assist the student in this assessment. If so please explain:
Assessor Name
Assessor Signature
Date
Student declaration – I hereby certify that this assessment is my own work, based on my personal study and/or research. I have acknowledged all material and resources used in the presentation of this assessment whether they are books, articles, reports, internet searched or any other document or personal communication. I also certify that the assessment has not previously been submitted for assessment in any other subject or any other time in the same subject and that I have not copied in part or whole or otherwise plagiarised the work of other learning and/or other persons. I confirm that I understand that I must complete this assessment on my own. I confirm that I will not cheat or plagiarise, or copy from another student during the completion of this assessment.
Refer to your Guide to final assessment instructions when responding:
1.1
1.2
1.3
Construction term
Description
Riser
Total rise (rise of flight, rise of stair)
Going
Total going (Going of flight, going of stair)
Stair width
String, stringers or string boards (sides of the stair)
Treads
Step bolt (tie bolt)
Riser boards
Nosing
Newels
Landing
Balustrade
Balusters
Handrail
Bottom rail (string)
Mid rail
Handrail support
String capping
Going rod
Height rod (storey rod)
Pitch board
Margin line
Margin template
Line of nosing or nosing line
Landing joist
Landing trimmer
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
These provide the power surge of air required to power certain tools. Reliant t of level of power if portable air capacity may be limited
These are tools used to make cold weld joints between two wires or a wire and a connector, such as lugs. Ideally, the electrical and mechanical properties of the weld joint are as strong as the parent materials. These tools are sized according to the wire gauges
This is a power tool used to make a quick, accurate crosscut in a workpiece at a selected angle. Common uses include framing operations and the cutting of moulding. Most of these are relatively small and portable, with common blade sizes ranging from eight to twelve inches. These tools make cuts by pulling a spinning circular saw blade down onto a workpiece in a short, controlled motion. The workpiece is typically held against the timber, which provides a precise cutting angle between the plane of the blade and the plane of the longest workpiece edge. In standard position, this angle is fixed at 90°
a power tool used to make a quick, accurate crosscut in a workpiece at a selected angle. It is commonly used for cutting of molding and trim. Most miter saws are relatively small and portable, with common blade sizes ranging from eight to twelve inches.
These tools use an explosive cartridge or gas discharge to fire a fastener into hard materials such as concrete, mild steel, and masonry. Used improperly, these tools pose obvious hazards.
A tool consisting of a weighted “head” fixed to a long handle that is swung to deliver an impact to a small area of an object. This can be, for example, to drive nails into wood, to shape metal, or to crush rock. Used for a wide range of driving, shaping, and breaking applications.
In construction, this tool is a control tool consisting of a rotating laser beam projector that can be affixed to a tripod. The tool is levelled according to the accuracy of the device and projects a fixed red or green beam in a plane about the horizontal and/or vertical axis.
An instrument used to establish a level line, for use on site, to layout elevation or assist in the erection or installation of construction components. … This is a common construction parameter and is used as a control point on the majority of construction projects.
Chalk – Limestone based. Attached to long handle and used manually. Spray paint – paint based, sprayed on ground String lines – string tied from one end on a peg to another to demarcate edge. String lines are used as a guide between tow stationary points to help create a straight or level line
The tools bits feature a arrowhead-shaped tip and are used for drilling holes into tough materials such as brick, stone and concrete. They are typically made from steel and used with a hammer drill, which hammers the bit into the surface as the drill bit rotates.
Used to measure short distances or to rule straight lines. Can only be accurately use over short distances and must be used on flat surfaces. Used to quantify the size of objects, or the length between two points. Long distance measurement is time consuming and can be inaccurate. These come in lengths of from two to 8 metres. Many builders have these in their standard toolkit. These are called “offset” tapes by surveyors because they are usually used to measure offsets form a surveyed theodolite line.
These drive nails into wood or other material, requires an air compressor to work. You need to be careful when using as it can be dangerous if not used properly
They can also be used with plastic, metal, and other materials and require no special setting tool other than a hammer and possibly a backing block (steel or some other dense material) placed behind the location of the rivet while hammering it into place.
These are battery or power operated. Used for fastening and unfastening screws, bolts, nuts, and other materials by applying a sudden, strong, rotational, and downward force. Can emit high levels of sound. The impact mode can kick in unexpectedly, and thus may take some getting used to.
You use these to the ELD or protected power supply. Do not use double adaptors at any time. These are illegal. Use only heavy-duty ones of these. It is unwise to connect several of these to create a very long power source. This causes significant power loss and candamage the tools being used.
These are designed for the specific task of driving screws, so things like speed, depth of set of the screw head, and automatic loading of the next screw
These are used to align materials, mark pencil lines on walls or floors, to extend the length of a spirit level and many other uses. They need to be handled carefully so as not to cause damage to the edges or face of the straight edge. These are very useful to check the alignment of wall and floor framing members. It is recommended tohave at least two of these so that it is possible to use the tool in restricted work areas
This is a beam with four legs used to support a board or plank for sawing. A pair of these can support a plank, forming a scaffold.
Frame trestles are commonly used by carpenters (cladding) bricklayers, plasterers, and painters, and for general fit out and finishing work. This guide helps employers and others using frame trestles to control fall and other associated risks. These risks are generally caused by unsafe working platforms or work practices.
These vary in length and quality. A tradesperson usually purchases a reputable brand that guarantees a long life and remains accurate. Cheap levels will rarely provide a long accurate life. Different types of these may be used by carpenters, stonemasons, bricklayers, other building trades workers, surveyors, millwrights, and other metalworkers, and in some photographic or video graphic work.
Used to measure angles, most commonly being 90°and 45° angles. May not always provide an accurate measurement of angles.
One square is equal to 100 square feet. Examples where the unit is used are roofing shingles, metal roofing, vinyl siding, and fibre cement siding products.
string tied from one end on a peg to another to demarcate edge. These are used as a guide between tow stationary points to help create a straight or level line
These are defined by their long handles and short blades. They usually have extra wide jaws and are made of drop forged carbon steel. Depending on the size of the blade, these can cut between 24 and 16 gauge cold rolled low-carbon tin. They can be ranged in length from 7 to 14 in (180 to 360 mm) long. There are two main types: straight-pattern and duck bill pattern. Straight-pattern are best for straight cuts but can handle gentle curves. Duckbill-pattern snips, also known as trojan-pattern snips, have blades that taper down from the pivot to the tip of the blades. The blade edges are also believed to cut curves and circles or shapes more easily. They are a lighter duty snip that can only cut up to 25-gauge mild steel.
Work as instant template for curved shapes, trim measurement tool, instant template tool, counter gage, contour duplicating gauge, instant template for curved and odd shapes, corner measurement tool, instant template Use as instant template for curved odd-shaped profiles, corner measure tool, empire level 2754 contour gauge, ultimate contour gauge, contour duplicating gauge, shape contour duplicator 10, easy gauge, cutting template
1.12
Insert your instruction manual in this section, ensure you include example images and any references to materials sourced on the internet
Record of assessment results (please tick appropriate box). ASSESSORS NOTE: Before making a final judgement on this assessment task, you must determine if the student is able to satisfactorily apply and perform the following criteria. Review the knowledge evidence by clicking on the link https://training.gov.au/Training/Details/CPCCCA3016A. Marking should be in line with the model answers required as the knowledge evidence criterion is underpinned by this assessment task. All assessment tasks or questions for each section must be deemed satisfactory to achieve a satisfactory outcome for this task. If a NS is provided for any section or questions relating to this task, then the task outcome should be treated as NS and the reassessment process should be applied. If a NS (not satisfactory) outcome is applied, then you must inform the student in detail as to “why” this outcome was provided. Record your reasons in the section labelled “Not satisfactory (NS) outcomes”. See below for recording appropriate information
Assessment activity – The learner has completed all the assessments requirements for this unit of competency and has been deemed
Outcome
Date of outcome
Task 2 – Project
☐Satisfactory☐ Not satisfactory
Attempts
Attempt 1
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Attempt 2
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Attempt 3
…../.…../…..
Not satisfactory (NS) Outcomes
Question number
Record in detail the reason for the NS outcome applied
Appeals – refer to the complaints and appeals policy and procedure
If you receive a Not Satisfactory assessment result you have the right to appeal. You have three assessment attempts. After the third attempt arrangements for payment will be made for reassessment purposes. Refer to your student hand book for more details on the complaints and appeals process.
Assessor Feedback to learner: The assessor must write full feedback to the learner that is constructive and not generic
Reasonable Adjustment (if applicable) explain why reasonable adjustment has been applied and the tasks it was applied to
Assessor Intervention (if applicable) – did you need to assist the student in this assessment. If so please explain:
Assessor Name
Assessor Signature
Date
Student declaration – I hereby certify that this assessment is my own work, based on my personal study and/or research. I have acknowledged all material and resources used in the presentation of this assessment whether they are books, articles, reports, internet searched or any other document or personal communication. I also certify that the assessment has not previously been submitted for assessment in any other subject or any other time in the same subject and that I have not copied in part or whole or otherwise plagiarised the work of other learning and/or other persons. I confirm that I understand that I must complete this assessment on my own. I confirm that I will not cheat or plagiarise or copy from another student during the completion of this assessment.
Refer to attachment 1 – 20to complete this section. When completing this document complete in the right-hand column a description of the requirement type relating to this task: For example: safety, quality, environmental and then describe:
· Policies and procedures and standards, – Describe the references/documents you refer to when performing this task
· Manufacturer specifications – Describe how manufacturer’s instructions would impact constructing a wall frame
· Legislation including federal, state and local authorities administering applicable acts, regulations and codes of practice. – List one form of legislation that may be applicable for this task
· Australian standards® – Describe the Australian standards applicable to construction a wall frame
· Environmental requirements
Quality Requirement
Type
Policies and procedures
Describe the regulatory requirements
Manufacturer specifications if applicable
Describe the regulatory requirements
Legislation
List one form of legislation that may be applicable for this task in relation to the following:
Describe the regulatory requirements As applicable
Federal/ State and local authorities administering applicable acts/ Regulations/ Codes of practice/Australian standards/Environmental requirement
SWMS/JSEA/SDS
I have sighted and read the applicable SWMS/JSEA/SDS
Memos/work bulletins
I have sighted and read the applicable Memos/work bulletins
· complete the corrective action section identifying the item, the corrective action and the date completed
· sign as the “inspected by” and date
· your assessor must sign as indication of hazards or safety issues being reported
PROJECT/WORKORDER
LOCATION
Date
Work description – general
Yes
No
N/A
JSEA/SWMS: inducted into the safe work method statement
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JSEA: Work has progressed in accordance with the safe work method statement.
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Signage and barricades: identify and ensure implementation of any signage and barricade requirement
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Weather conditions: Are monitored for potentially hazardous conditions such as strong winds and / or electrical storms and that a contingency plan can be activated as required
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Prior to commencement of the task checked plant, tools and equipment for serviceability, and any faults are rectified or reported prior to commencement of build
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Environmental requirements such as clean up management, waste management, noise and dust and vibration meet the requirements as per the environmental plans in accordance with the statutory and regulatory authority obligations such as federal, state and local authorities administering applicable Acts, regulations and codes of practice.
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Work description -JSEA – Site planning
Each worker must have a: – site induction –white card and appropriate PPE
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Each worker has been briefed on the procedure and their duties
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appropriate materials selected such as connectors, metal, nails, reconstituted timber products and piers, screws, timber, flooring materials such as strip, boards and sheets, may be either fitted or platform construction.
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Work description -JSEA – Prepare work area
Inspected site and clear area of any obstructing material or debris
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Isolated work zone; erect barricading and signage
Stabilize/compact ground where required
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Identify all electrical lines in work area and confirm electrical current is disconnected to those lines
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Work description -Safe Work Method Statement – End of shift
Secure all plant and equipment
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Inspect site and clean up area
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Personal Protective Equipment: Safety glasses, hard hats and work boots are required 100% of the time while working within the designated construction area on any construction or facilities maintenance project. High visibility safety vests are required on most construction sites.Identify the PPE that you will require based on the hazards of the tasks to be performed:
Full Face Shields
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Chemical Splash Goggles
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Welders Hood and Goggles, Leathers Gloves
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Steel Toed Boots,
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Work Gloves
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Ear plugs Or Earmuffs
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Hand and Power Tools -if power tools to be used have you completed a safety check and reported any faults
Will the work involve the use of electrically powered tools?
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Will the work involve the use of pneumatically powered tools?
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Will the work performed on this project involve the use of powder-actuated tools?
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Check for suitability Ground & Surface Penetrations
Will the work scope require you to cut into, chip into, drill into, or make any other penetrations into walls, ceilings or floors deeper than 1 5/8”?
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Will the work scope require you to excavate, trench, dig, or otherwise penetrate into the ground (including use of stakes or poles) deeper then 1 5/8”?
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Will the work scope require you to penetrate into any concrete surface at any depth?
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Have building surfaces or structures to be penetrated been evaluated for lead and asbestos?
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Check for suitability Excavation and Trenching
Will this work scope involve any excavation up to 5 feet deep?
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Will this work scope involve sanitary sewer line repair or replacement?
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Traffic & Pedestrian Control
Will this work scope require ANY traffic or pedestrian disruptions? Blocking or partially blocking any roadway. walkway or driveway…?
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Fire Protection & Prevention
Will work include the use of open flames such as torches, welders, grinders, tar pits or any other tool or process/procedure that could cause sparks or open flames?
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Will work be performed near combustible storage containers?
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Will there be on-site refuelling of equipment?
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Has a Fire Watch been training in the use of fire extinguisher and emergency procedures for the work being performed?
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Hazardous chemicals
Will the work involve the use of any chemicals, such as paints, solvents, adhesives, epoxy coatings, fuels or other hazardous materials?
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Are all personnel using these materials trained in safe handling?
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Will there be an emergency eyewash and shower in the immediate work area at a location that can be reached by a blinded worker in an uncomplicated and unimpeded path within 10 seconds travel time (approximately 50 feet)? If “NO”, a portable eyewash station, capable of providing 15 minutes of continuous water flow, shall be provided (handheld squeeze bottle type is not allowed) that meets the same access requirement listed above?
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Will employees be potentially exposed to airborne concentrations of hazardous gas, fume, dust or mist?
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Will MSDS(s) be available to the workers onsite?
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Will respirators be required?
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Permit-Required Confined Space Entry
Will the scope of your work require you to be working in a confined space where physical or atmospheric hazards (i.e. Flammable or toxic) may be present?
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Asbestos
Will the work require asbestos removal or disturbance?
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Silica Dust
Will work involve jackhammering, roto hammering, drilling, grinding or other disturbance of concrete or use of products that contain crystalline silica that might create silica dust?
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Will work involve wet slab or wall concrete cutting, drilling, and coring or cutting/sanding drywall or joint compound?
List the tools you are required to use to complete the task (SWMS/JSEA/SDS & procedure Attachment 1 – 20). When you have collected the tools, perform a pre-check and identify any faults and maintenance issues. Use the right-hand column to describe their condition.
If you identified any faults with the tools (appendix 3) you will be using for this task you must record the fault information as required in the table below:
To be completed by the assessor whist observing the student perform the task as outlined in this document
Student Name
Who was present for the observation task? Please list
Name
Position
Note to the assessor
Assessors note: You must record in detail under the explain below how the student demonstrated their ability to satisfactorily perform this task when participating in observation activity. Record your observations in detail under the section labelled “Explain How”. You need to ensure that you take detailed notes on the performance of the learner in the explanation section provided
Is reasonable adjustment required to complete this task. If yes please explain
Before commencing was this observation conducted: ☐ In the workplace as a workplace observation in real time ☐ Via simulation with access to a real workplace ☐ In a simulated classroom environment ☐Online (mainly used for meetings) When observing the student perform this task, the student was able to demonstrate their ability to plan and prepare. The student can?
Criterion (All criterion must be satisfactory to pass)
S
NS
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Participate in a toolbox meetingwith your supervisor and crew members to determine task requirements. Locate, interpret, and apply relevant informationwhen planning and preparing to complete the setting out and construction of full size stairs (free standing or against a wall), including a landing, handrail and balustrade to a minimum height of 1.2 metres, in accordance with regulations, plans and specifications (Attachment 10)
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· Effectively communicate. · Use good communication when working with a partner or a team. · use hand signals to pass messages to each other. When communicating with crew whilst working ensure, at all times throughout the task the student was able to: · use language and concepts appropriate to cultural differences · demonstrate teamwork skills to work with others to action tasks and relate to people from a range of cultural and ethnic backgrounds and with varying physical and mental abilities · Determine requirements · Share information as per interpretations from a variety of documentation communications i.e. SWMS/induction checklist/plans and drawings etc · Listen carefully to questions and ensure you understand the questions before responding · Use questioning to ensure understanding of the information/steps instructed · Use both verbal and nonverbal (gestures, signs, hand signals etc) to convey information · Use workplace documentation (plans, blueprints, specifications etc.) to follow and communicate instructions · Use visual communication where appropriate · Clearly explain the purpose/goal of the task · Use appropriate and relevant language or terminology · use and interpret non-verbal communication, such as hand signals, body language for clarification · establish the individual contributions to team activities required · confirm with others in the team their required contribution and abilities to complete activities safely. When communicating on site use: · technological skills to as appropriate and use a range of mobile technology, such as two-way radio and mobile phones especially when communicating with those at a distance. · Voice and hand signals to access and understand site-specific instructions may also be required for effective communication on site
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· review work instructions, including plans & specifications, quality requirements and operational details (attachment 1 – 21). · Meet with supervisor (assessor) and work crew (classmates) to determine the requirements. In the meeting, communicated effectively and demonstratedcommunication skills to: · determine requirements · enable clear and direct communication, using questioning to identify and confirm requirements, share information, listen, and understand
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· Comply with organisational policies and procedures, including quality requirements to plan and prepare to carry out wall framing operations. · confirm relevant information for planning and preparation · interpret work instructions by completing the quality requirements document (appendix 1) Note when completing appendix 1 ensure you complete each section as follows: · Policies and procedures and standards, · Manufacturer specifications if applicable · Legislation including federal, state and local authorities administering applicable acts, regulations and codes of practice. · Australian standards® · Environmental requirements · Memo, work bulletin and work schedules where required · SWMS/JSEA/SDS review declaration
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· Comply with site safety plan and OHS legislation, regulations, and codes of practice applicable to workplace operations. · Ensure Safety (OHS/WHS) and environmental requirements are followed in accordance with safety plans and policies at all times. · Identify all relevant site hazards and implement hazard control measures as appropriate. · complete the safety checklist (appendix 2). Refer to attachment 1 – 21
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· Appropriately isolate the site setting up any signage and barricade requirements as identified. (refer to attachment 1 -21) · Exclude the public from the site or provide safe access. · Make sure temporary fencing structures / barrier systems are of sound construction at all times. · Make sure to locate temporary fencing systems so they do not impact on environmentally sensitive areas and /or fauna travel paths. · Contain unloading and loading of materials within the property boundaries. The fencing system should allow sufficient space for this to occur. · Set out fence line and anchoring structure positions to requirements of plans and specifications. · Make sure fencing systems do not interfere with sight lines of motorists, pedestrians, traffic lights, pedestrian crossings, kerb ramps or vehicles entering or leaving the site. · Retain a minimum of 1.5 metre footway width between the temporary fencing system and the roadway. · Make sure construction wraps (i.e. shade cloth or a similar material) are fitted to any open fencing to contain dust during demolition and / or excavation works. (Note: additional bracing will be required to maintain the integrity of the fence, refer to AS4687); · Train employees in the correct use of tools. · Use timber stakes and marker paint where possible to mark out site fence line. · Use correct manual handling techniques when placing fence bases on the ground and installing fence into bases, use a lifting device if awkward or heavy. · Rotate tasks between employees to prevent repetitive strain injuries. · Fix fence rails and cladding or mesh to posts and fence bases. · Plumb to alignment using a lifting device or extra workers and tighten nuts on clamps / screw / nail in place. · Make sure gates are fitted and secured to requirements of site drawings and specifications. · Make sure Gates / doors used to access the site should swing inwards only; · Make sure to locate access point/s to the construction site so as not to cause a hazard or nuisance to existing traffic and / or pedestrians; and · Install signage at entry gates in accordance with the site safety plan and security requirements. · Clear a path- For safety purposes, you want to be sure they have an unobstructed path and make sure they have easy access by clearing the way.
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· Safely and effectively use plant, tools and equipment. · Select the relevant tools, equipment, and PPE to carry out tasks ensuring they are consistent with job requirements, and check for serviceability (appendix 3). Ensure any faults (appendix 4) are rectified and reported prior to commencement using appendix 4
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· Calculate material quantity requirements in accordance with plans, specifications, and quality requirements. (Attachment 1 – 21) · Australian standards · internal company quality policy and standards · manufacturer specifications, where specified · workplace operations and procedures. · Identify correct materials and check prior to the commencement of any work. Demonstrate numeracy skills to calculate material quantities (attachment 10) and apply measurements in accordance with plans, specifications, and quality requirements. · Ensure materials appropriate to the work application for installing and replacing windows and doors in accordance with plans and specifications (Attachment 10) · are identified, obtained, prepared, safely handled, and located ready for use · Identify, obtain, prepare, safely handle, and locate materials appropriate for the installation and replacement of windows and doors
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· Complete the material list (appendix 5)
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Observation comments. You (assessor) must detail exactly what was observed including the setting, people involved and how this section was performed and to what level taking into consideration the outcome for each observable item in the checklist. Should the student receive an NS for any of the items then arrangements must be made for reassessment. It should be noted that one or more dates can be utilised. For example, a section of the assessment may require a meeting so therefore that meeting can take place on line and most likely will be on a different day to a role play observation
Write your comment here.
OBSERVATION DATE/S (AS REQUIRED) – Insert the dates all observations took place for this section
Before commencing was this observation conducted: ☐ In the workplace as a workplace observation in real time ☐ Via simulation with access to a real workplace ☐ In a simulated classroom environment ☐On line (mainly used for meetings) When observing the student perform this task, the student was able to demonstrate their ability to set out, prepare and assemble timber stairs. The student can?
Criterion (All criterion must be satisfactory to pass)
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NS
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Set out and construct full size stairs (free standing or against a wall), including a landingto a minimum height of 1.2 metres, as per plans and specifications (Attachment 10), and in conformance with NCC guidelines and regulations. (Attachment 19) and Design_Guide_08_Stairs_Balustrades_and_Handrails (Attachment 21)
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· set out and prepare material. · determine exit and ground finish levels from plans and specifications and site location (Attachment 10). · set out and place to layout newel posts and footings (newel posts can be metal or timber) · select material for treads · Measure the elevation difference between the top of the stairs and the point where the stairs will land. · This measurement must include the thickness of both the downstairs flooring and the upstairs flooring. · select and set out to the pitch of stairs with treads and risers and materials for stringers · Measure the elevation difference from finished downstairs to finished floor upstairs. Decide on the height of the riser (the vertical element of a set of stairs). The height of the riser is the distance from the top face of one tread (the part you stand on) to the top face of the next tread. · Calculate rise and going of stairs. The ideal riser height is typically around 8 inches. · Divide the total elevation gain by the riser height, rounding the dividend to the nearest whole number. · Then divide the total elevation gain by this whole number to get the number of risers in the stairs you will build.
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· Create a Plan. · Draw a picture of the stairs to show the number of risers (it’s easy to forget about a tread if you don’t draw them out). · set out and cut risers to length to requirements of stair design. · show you the resulting number of treads that will be in the stairs. · the number of treads equal the number of risers plus one. · decide on the tread width in accordance with the specification. · The rounded edge of a stair tread is the nosing. · About 12 inches with nosing is usually ideal. · Do not go less than 9 inches. · Multiply the tread width by the number of treads to give you the projection of the stairs from the upstairs landing (i.e., the length of the stairs). · have room for the stairs.
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· House stringers to accommodate treads, and risers or metal brackets and fix to support treads. Make the Stringers. · Lay out a stringer with a framing square. · Put the riser height on one side of the square and the tread width on the other and scribe the square on a 2×12. · Place stair stringers form the backbone of a set of stairs. · Move your way down the length of the stringer drawing out the treads and risers on the 2×12. · Cut house stringers into newel posts or landings as specified · Cut out the scribed parts and make several more stringers. · assemble and place your staircase.
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· Cut and Place the Stair Treads. · cut the notches for the stair treads into the stringers with a hand-held router once the stair stringers have been created. · Each notch is cut to a precise size, angle, and distance so that each stair is spaced properly and level. · Cut the individual stair treads to precise dimensions with a mortise-and-tenon design. · individually position the treads in the stringer and tap into place once the treads and notches are all cut
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· Clamp the Assembly. · located and fix strings into position. · put the second stringer into position with all of the treads inserted · construct the landing as required · fix threads and risers to the stringers (risers may be opened or closed) · locate and secure tie bolts to maintain the stair width · Clamp the completed assembly securely and carefully before you move it into position for installation. · Carefully lift the staircase assembly into position and secure it from above with straps
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· Bolt the Assembly. · Locate and install tie bolts to maintain stair width · Fix bracing and lateral ties to newel posts to maintain rigidity of stair structure in accordance with specifications (Attachment 10) · Bolt the assembly into position, using 2×4 lengths to brace the stairs securely. · Bolt the stairs securely, with the metal hardware hidden from view. · Install the final stair post and add some joist and cross-member support beneath the floor to provide reinforcement to a weight-bearing post adjacent to the stairs.
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Follow safe work practices: · comply with site safety plan, OHS/WHS regulations and state and territory legislation applicable to workplace operations (attachment 1 – 20) · comply with organisational policies and procedures, including quality requirements · safely and effectively use tools and equipment · Wear appropriate PPE · Use tools and equipment safely
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· Effectively communicate. · Use good communication when working with a partner or a team. · use hand signals to pass messages to each other. When communicating with crew whilst working ensure, at all times throughout the task the student was able to: · use language and concepts appropriate to cultural differences · demonstrate teamwork skills to work with others to action tasks and relate to people from a range of cultural and ethnic backgrounds and with varying physical and mental abilities · Determine requirements · Share information as per interpretations from a variety of documentation communications i.e. SWMS/induction checklist/plans and drawings etc · Listen carefully to questions and ensure you understand the questions before responding · Use questioning to ensure understanding of the information/steps instructed · Use both verbal and nonverbal (gestures, signs, hand signals etc) to convey information · Use workplace documentation (plans, blueprints, specifications etc.) to follow and communicate instructions · Use visual communication where appropriate · Clearly explain the purpose/goal of the task · Use appropriate and relevant language or terminology · use and interpret non-verbal communication, such as hand signals, body language for clarification · establish the individual contributions to team activities required · confirm with others in the team their required contribution and abilities to complete activities safely. When communicating on site use: · technological skills to as appropriate and use a range of mobile technology, such as two-way radio and mobile phones especially when communicating with those at a distance. · Voice and hand signals to access and understand site-specific instructions may also be required for effective communication on site
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Observation comments. You (assessor) must detail exactly what was observed including the setting, people involved and how this section was performed and to what level taking into consideration the outcome for each observable item in the checklist. Should the student receive an NS for any of the items then arrangements must be made for reassessment. It should be noted that one or more dates can be utilised. For example, a section of the assessment may require a meeting so therefore that meeting can take place on line and most likely will be on a different day to a role play observation
Write your comment here.
OBSERVATION DATE/S (AS REQUIRED) – Insert the dates all observations took place for this section
Before commencing was this observation conducted: ☐ In the workplace as a workplace observation in real time ☐ Via simulation with access to a real workplace ☐ In a simulated classroom environment ☐Online (mainly used for meetings) When observing the student perform this task, the student was able to demonstrate their ability to construct a balustrade and handrail. The student can?
Criterion (All criterion must be satisfactory to pass)
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NS
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Construct a handrail and balustrade to a minimum height of 1.2 m to the stairs you constructed in Part 2. This handrail will be constructed as per plans and specifications (Attachment 10), and in conformance with guidelines. (Attachment 19)
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· Mark the position of newel posts with pencil · cut materials for handrail and balustrades to length, as per plans and specifications (Attachment 10) · Cut outside corner off bottom of post to soften edge · Measure and mark post · Place post in position · Using spirit level, make post plumb · Fit and fix handrails and balusters in accordance with NCC regulations · securely fix landing posts ensuring handrail and balusters are fixed to face of newels · attach the railing loosely so that measurements can be taken for placement of the spindles · Once placement for the spindles has been measured and marked, drill out the holes for the spindles — 34 in all. · With all the holes drilled in both the bottom and top rail, place the spindles in position in the bottom rail T · hen install the top railing and secure with screws to complete the stair rail · ensure handrails are mortised into newels and parallel railing is fixed to face of newels. · Install non-slip strips to treads where required
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Follow safe work practices: · comply with site safety plan, OHS/WHS regulations and state and territory legislation applicable to workplace operations (attachment 1 – 20) · comply with organisational policies and procedures, including quality requirements · safely and effectively use tools and equipment · Wear appropriate PPE · Use tools and equipment safely
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· Effectively communicate. · Use good communication when working with a partner or a team. · use hand signals to pass messages to each other. When communicating with crew whilst working ensure, at all times throughout the task the student was able to: · use language and concepts appropriate to cultural differences · demonstrate teamwork skills to work with others to action tasks and relate to people from a range of cultural and ethnic backgrounds and with varying physical and mental abilities · Determine requirements · Share information as per interpretations from a variety of documentation communications i.e. SWMS/induction checklist/plans and drawings etc · Listen carefully to questions and ensure you understand the questions before responding · Use questioning to ensure understanding of the information/steps instructed · Use both verbal and nonverbal (gestures, signs, hand signals etc) to convey information · Use workplace documentation (plans, blueprints, specifications etc.) to follow and communicate instructions · Use visual communication where appropriate · Clearly explain the purpose/goal of the task · Use appropriate and relevant language or terminology · use and interpret non-verbal communication, such as hand signals, body language for clarification · establish the individual contributions to team activities required · confirm with others in the team their required contribution and abilities to complete activities safely. When communicating on site use: · technological skills to as appropriate and use a range of mobile technology, such as two-way radio and mobile phones especially when communicating with those at a distance. · Voice and hand signals to access and understand site-specific instructions may also be required for effective communication on site
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Observation comments. You (assessor) must detail exactly what was observed including the setting, people involved and how this section was performed and to what level taking into consideration the outcome for each observable item in the checklist. Should the student receive an NS for any of the items then arrangements must be made for reassessment. It should be noted that one or more dates can be utilised. For example, a section of the assessment may require a meeting so therefore that meeting can take place on line and most likely will be on a different day to a role play observation
Write your comment here.
OBSERVATION DATE/S (AS REQUIRED) – Insert the dates all observations took place for this section
Before commencing was this observation conducted: ☐ In the workplace as a workplace observation in real time ☐ Via simulation with access to a real workplace ☐ In a simulated classroom environment ☐Online (mainly used for meetings) When observing the student perform this task, the student was able to demonstrate their ability to clean up. The student can?
Criterion (All criterion must be satisfactory to pass)
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NS
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When you complete any task on a building site, you must clear your work area to ensure the safety and convenience of your workmates, other construction teams and the public. This process includes: · recycling or disposing of any waste material · cleaning, maintaining, and storing equipment · safely filing or storing plans, documents, and records · cleaning up the area
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Clean up the work area and clear the work area and dispose of, reuse or recycle materials in accordance with legislation, regulations, codes of practice and job specification. The student can: · Identify and prepare an area for material waste disposal · Provide an effective means to contain windblown rubbish · Correctly identify and provide correct temporary storage for materials to be re-used · Identify any hazardous materials from their SDS and take appropriate measures for disposal or recycling · Clear work of off cut material · Correctly dispose of, or where possible, mark for recycling
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Clean, check, maintain and store tools and equipment in accordance with manufacturer recommendations and standard work practices. Ensure you: · Conduct a post-operational check for the tools used · Report faults if identified (appendix 4) · tools provided for this task are cleaned prior to returning the tools to their storage areas · Conduct maintenance on levelling devices: · authorised servicing · cleaning · monitoring, recording, and reporting faults · Conduct authorised minor replacements where required · Pack away tools · Store excess materials
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Follow safe work practices: · comply with site safety plan, OHS/WHS regulations and state and territory legislation applicable to workplace operations (attachment 1 – 20) · comply with organisational policies and procedures, including quality requirements · safely and effectively use tools and equipment · Wear appropriate PPE · Use tools and equipment safely
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· Effectively communicate. · Use good communication when working with a partner or a team. · use hand signals to pass messages to each other. When communicating with crew whilst working ensure, at all times throughout the task the student was able to: · use language and concepts appropriate to cultural differences · demonstrate teamwork skills to work with others to action tasks and relate to people from a range of cultural and ethnic backgrounds and with varying physical and mental abilities · Determine requirements · Share information as per interpretations from a variety of documentation communications i.e. SWMS/induction checklist/plans and drawings etc · Listen carefully to questions and ensure you understand the questions before responding · Use questioning to ensure understanding of the information/steps instructed · Use both verbal and nonverbal (gestures, signs, hand signals etc) to convey information · Use workplace documentation (plans, blueprints, specifications etc.) to follow and communicate instructions · Use visual communication where appropriate · Clearly explain the purpose/goal of the task · Use appropriate and relevant language or terminology · use and interpret non-verbal communication, such as hand signals, body language for clarification · establish the individual contributions to team activities required · confirm with others in the team their required contribution and abilities to complete activities safely. When communicating on site use: · technological skills to as appropriate and use a range of mobile technology, such as two-way radio and mobile phones especially when communicating with those at a distance. · Voice and hand signals to access and understand site-specific instructions may also be required for effective communication on site
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Observation comments. You (assessor) must detail exactly what was observed including the setting, people involved and how this section was performed and to what level taking into consideration the outcome for each observable item in the checklist. Should the student receive an NS for any of the items then arrangements must be made for reassessment. It should be noted that one or more dates can be utilised. For example, a section of the assessment may require a meeting so therefore that meeting can take place on line and most likely will be on a different day to a role play observation
Write your comment here.
OBSERVATION DATE/S (AS REQUIRED) – Insert the dates all observations took place for this section
Record of assessment results (please tick appropriate box). ASSESSORS NOTE: Before making a final judgement on this assessment task, you must determine if the student is able to satisfactorily apply and perform the following criteria. Review the knowledge evidence by clicking on the link https://training.gov.au/Training/Details/CPCCCA3016A. Marking should be in line with the guides to completing the appendixes and/or attachments provided as the performance evidence, performance criterion and foundation skills is underpinned by this assessment task. All assessment tasks or parts for each section must be deemed satisfactory to achieve a satisfactory outcome for this task. If a NS is provided for any section or questions relating to this task then the task outcome should be treated as NS and the reassessment process should be applied. If a NS (not satisfactory) outcome is applied then you must inform the student in detail as to “why” this outcome was provided. Record your reasons in the section labelled “Not satisfactory (NS) outcomes”. See below for recording appropriate information
Assessment activity – The learner has completed all the assessments requirements for this unit of competency and has been deemed
Final outcome
Date of final outcome
Task 3 – Simulated practical observation – Part 1: Plan and prepare (Appendix 1, 2, 3, 4, 5, 6)
☐Satisfactory☐ Not satisfactory
Task 3 – Simulated practical observation – Part 2: Set out, prepare and assemble timber stairs (Appendix 6)
☐Satisfactory☐ Not satisfactory
Task 3 – Simulated practical observation – Part 3: Construct a balustrade and handrail (Appendix 6)
☐Satisfactory☐ Not satisfactory
Task 3 – Simulated practical observation – Part 4: Clean up (Appendix 6)
Record in detail the reason for the NS outcome applied
Appeals – refer to the complaints and appeals policy and procedure
If you receive a Not Satisfactory assessment result you have the right to appeal. You have three assessment attempts. After the third attempt arrangements for payment will be made for reassessment purposes. Refer to your student hand book for more details on the complaints and appeals process.
Assessor Feedback to learner: The assessor must write full feedback to the learner that is constructive and not generic
Reasonable Adjustment (if applicable) explain why reasonable adjustment has been applied and the tasks it was applied to
Assessor Intervention (if applicable) – did you need to assist the student in this assessment. If so please explain:
Assessor Name
Assessor Signature
Date
Student declaration – I hereby certify that this assessment is my own work, based on my personal study and/or research. I have acknowledged all material and resources used in the presentation of this assessment whether they are books, articles, reports, internet searched or any other document or personal communication. I also certify that the assessment has not previously been submitted for assessment in any other subject or any other time in the same subject and that I have not copied in part or whole or otherwise plagiarised the work of other learning and/or other persons. I confirm that I understand that I must complete this assessment on my own. I confirm that I will not cheat or plagiarise or copy from another student during the completion of this assessment.
Student name
Student signature
Date
Name of document: Student final assessment submission Version 1 Page 3 of 77
