CPCCBC4007A: Plan Building or Construction Work - UIT Assessment

This document is a student assessment pack for the unit CPCCBC4007A, "Plan building or construction work," within the Certificate IV in Building and Construction (Building) course. It includes a cover sheet with student and assessor details, a student declaration, and an assessment details and results sheet. The assessment overview outlines the unit's description, application, pre-requisites, relevant legislation, and key competencies. It also details performance and knowledge evidence requirements, submission guidelines, and assessment criteria. The pack covers various assessment tasks such as knowledge tests, skills tests, and project-based assessments, providing a comprehensive framework for evaluating student competency in planning and managing building and construction projects. The document also includes information about reasonable adjustments, learning support, plagiarism policies, appeals, course credits, and recognition of prior learning.

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Student Assessment Pack
Ensure this cover sheet is attached to your work.
Student and Trainer/Assessor Details
Student ID UIT 11450
Student name Dhilen Ramachandran
Contact number 0434439002
Email address [e-mail]
Trainer/Assessor name Mr Nasser
Course and Unit Details
Course code CPC40110
Course name Certificate IV in Building and Construction (Building)
Unit code CPCCBC4007A
Unit name Plan building or construction work
Due Date Submission Date
Student Declaration:
• I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my
submission. I understand that a false declaration is a form of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in
the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking
service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: ________________________________ Date: ____/_____/______________
Office use only
Received
by:
Signature: Date received:
.................................................................................................Tear Here..............................................................................................................
RECEIPT OF LODGEMENT
First name: Surname: UIT Student #:
Unit Code: Unit
Name:
Trainer: Due date: Date submitted:
Office use only
Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018 Unit Name: BSBRSK501 – Manage Risk

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Received
by:
Signature: Date received:
THIS PAGE IS INTENTIONALLY BLANK
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ASSESSMENT DETAILS AND RESULTS SHEET
Purpose:
This sheet enables assessors to determine a student’s competency for each unit based on all assessment tasks submitted. It also provides
evidence to ASQA that the student has been assessed appropriately, after the student’s assessment is destroyed after the mandatory 6
months retention period. Under the Public Records Act, this sheet must be retained for 7 years.
Instructions:
Assessor: Record the outcome of each assessment task on this sheet. Once all assessments have been finalised, determine the student’s
competency for the unit based on all assessment tasks. Record the unit outcome below, sign and date then forward this form together with
all assessment to the VET Training Manager according to the assessment submission schedule. Please refer to assessment overview for more
information.
Administration Team: Record the Unit Outcome in the student management system (SMS). Ensure the date assessed matches the end date
for the unit in SMS. Scan this sheet in the student’s electronic record, then save the assessment bundle in the student’s file.
Unit Code: CPCCBC4007A Unit name: Plan building or construction work Sufficient evidence recorded/Outcome
S – Satisfactory
NS – Not Satisfactory
Evidence
recorded
Unit Assessment
Task 1
Evidence
Type/
Method of
assessment
Unit Knowledge Test (UKT) □ S /  NS (First Attempt)
□ S / □ NS (Second Attempt)
Evidence
recorded
Unit Assessment
Task 2
Evidence
Type/
Method of
assessment
Unit Skills Test (UST) □ S /  NS (First Attempt)
□ S / □ NS (Second Attempt)
Evidence
recorded
Unit Assessment
Task 3
Evidence
Type/
Method of
assessment
Unit Project (UP) □ S /  NS (First Attempt)
□ S / □ NS (Second Attempt)
Evidence
recorded
Unit Assessment
Task 4
Evidence
Type/
Method of
assessment
Presentation and arole Play □ S /  NS (First Attempt)
□ S / □ NS (Second Attempt)
Unit Outcome □ Competent
 Result not available
FINAL UNIT OUTCOME
□ Competent
□ Not Yet Competent
Comments Incomplete
Assessor’s Name (Print) NASSER BABAEE
Assessor Signature
Date Assessed 08/08/2018
DATA ENTRY
(Entered onto TEAMS) □ Competent (change result to Competent and
enter date assessed)
□ Result not available (do not change result,
record submission in notes field)
Date: Initials:
□ Competent (change result to Competent and enter
date assessed)
□ Not Yet Competent (change result to NYC and enter
date assessed)
Date: Initials:
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Assessment Overview
Unit Description and Application
This unit of competency specifies the outcomes required to plan on-site activities, including the
employment of physical and human resources and the development of documentation and advice for
relevant authorities concerning residential and commercial projects.
The ability to identify appropriate resources and suppliers, and assess the availability of and requirements
for skilled labour are essential.
Pre- Requisites
Not applicable
Co- Requisites
Not applicable
Relevant Legislation
 Australian Human Rights Commission Act 1986
 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 Code of ethics and codes of conduct
 Ethical Principles in the Workplace
 Codes of practice
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Occupational Health and Safety Act 2004 – Applicable in Victoria
 Work Health and Safety Act 2011
Key competencies
The key competencies you will develop and be assessed against in this unit are:
 Appraise contract documentation to identify operational requirements.
 Implement strategies for construction operations.
 Prepare project schedule.
 Determine required resources
 Prepare and submit condition reports
Performance evidence
 Communication skills to:
 Enable clear and direct communication, using questioning to identify and confirm requirements,
share information, listen and understand
 Communicate by telephone, facsimile, email and in writing
 Identify availability of subcontractors
 Liaise with suppliers
 Read and interpret:
o Contract documentation
o Organisational policies
o Other relevant workplace documentation
 Use language and concepts appropriate to cultural differences
 Use and interpret non-verbal communication
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 Written skills to:
 Document required resources
 Prepare documentation for authorities
 Prepare reports
 Record site deliveries
 Numeracy skills to apply calculations.
Knowledge evidence
Students must develop knowledge of the following areas to successfully complete this unit.
 Application of project management and critical path techniques to the organisation of materials,
plant and people
 Building and construction industry subcontractor system
 Building, construction or civil construction practices in on-site project management
 Internal documentation systems
 Processes and timeframes for regulatory approvals
 Relevant state or territory building and construction codes, standards and government regulations
 Types of building and construction industry contracts
 Types of plant and equipment employed in the undertaking of the organisation's projects
Assessment Submission Guidelines
 All assessments must be submitted by the due date specified by the Trainer/Assessor on the UIT
Learning Management System (Moodle). To log in to UIT Moodle visit
https://uit.learnbook.com.au/login/learnbooklogin.php.
 When submitting assessments students agree that it is their own work, except where
acknowledged, and has not been submitted for academic credit elsewhere.
If you miss an Assessment Deadline:
If you miss a scheduled assessment you are required to provide proof of legitimate absence within three (3)
working days after the official due date.
 Proof must be provided to the Student Services Department and may be required to complete an
assessment extension application form.
 If the proof is not provided within the time period, then the student will receive a ‘Not Yet
Competent (NYC)’ outcome.
 No supplementary assessments will be scheduled without proof of legitimate absence.
 If the proof of legitimate absence is rejected, the student can appeal to the VET Academic
department.
 For more information, please refer to the student handbook.
Re-submission
Students are permitted 2 attempts for each assessment task. If you are deemed Not Yet Competent (NYC)
for the unit, you must re-enrol and pay the required tuition fees for the unit.
Assessment Task and Unit Outcome
All individual assessment tasks are marked as either Satisfactory (S) or Not Satisfactory (NS).
Once all individual assessment tasks are marked Satisfactory (S) for a unit, the student can be deemed
Competent (C).
If the student does not achieve Satisfactory (S) results for all individual assessment tasks for a unit, they will
be deemed Not Yet Competent (NYC).
Reasonable Adjustment
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At the Trainer/Assessors discretion reasonable adjustment, also known as reasonable accommodation, may
be applied. This means that 'reasonable' adjustments may be made wherever possible; to meet the needs
of a student with disability or with other learning needs. If you require more details about reasonable
adjustment, please refer to the student handbook.
Learning support
If you require further assistance in your learning, UIT encourages you to reach out to your Trainer to discuss
the areas that you believe you need further assistance with. If you require further support after consulting
your trainer, please see a Student Services Officer who can arrange a time to discuss your concerns with the
VET Academic department.
Plagiarism Policy
All student work must be written in their own words, except where acknowledged through quotations and
referencing. Plagiarism is a serious offence, Universal Institute of Technology may impose severe penalties
on students who plagiarise.
For more information on Plagiarism and Cheating, visit UIT’s policy and procedures on the website.
www.uit.edu.au.
Appeals
If you are not satisfied with the decision made by a member of UIT staff, you can appeal that decision. For
more information on Complaints and Appeals please see the Appeals policy and procedures on the UIT
website. www.uit.edu.au.
Course Credits
If you have been deemed competent in this unit as part of a prior qualification, you may eligible for credit
transfer. For more information on course credits please see the Course Credits policy and procedures on
the UIT website. www.uit.edu.au.
RPL
If you believe you have sufficient experience and knowledge in this area of study you may be eligible for
Recognition of Prior Learning (RPL). For more information on applying for RPL please see the Recognition of
Prior Learning (RPL) policy and procedure on the UIT website. www.uit.edu.au.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify
to students how their competency was assessed, as well as to identify and reward specific qualities in their
work, to recommend aspects needing improvement, and to guide students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its
best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning
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If students have not received proper feedback, they must speak to VET department/administration
department in the RTO/person responsible for looking after the VET department/administration of the RTO.
For more information, please refer to the RTO Student Handbook.
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Unit Pre-Assessment Checklist (UPAC)
UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the assessment
task. If any items on the checklist are incomplete or not clear to the student, the trainer/assessor must
provide relevant information to the student to ensure they understand the requirements of the assessment
task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered during
the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with
your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the
answers).
• Please ensure that you have all the required resources needed to complete this Unit Assessment
Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your
request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date of
this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, integrity of the unit/course will not be lowered to accommodate the needs of any
student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the
student with a disability to participate in education on the same basis as a student without a
disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to
ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the VET Department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the VET
Department.
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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
☐ LLN ☐ Speaking
☐ Reading
☐ Writing
☐ Confidence
☐ Verbal assessment
☐ Presentations
☐ Demonstration of a skill
☐ Use of diagrams
☐ Use of supporting documents such as wordlists
☐ Non-English
Speaking
Background
☐ Speaking
☐ Reading
☐ Writing
☐ Cultural
background
☐ Confidence
☐ Discuss with the student and supervisor (if applicable)
whether language, literacy and numeracy are likely to
impact on the assessment process
☐ Use methods that do not require a higher level of
language or literacy than is required to perform the job role
☐ Use short sentences that do not contain large amounts
of information
☐ Clarify information by rephrasing, confirm understanding
☐ Read any printed information to the student
☐ Use graphics, pictures and colour coding instead of, or to
support, text
☐ Offer to write down, or have someone else write, oral
responses given by the student
☐ Ensure that the time available to complete the
assessment, while meeting course requirements, takes
account of the student’s needs
☐ Indigenous ☐ Knowledge
and
understanding
☐ Flexibility
☐ Services
☐ Inappropriate
training and
assessment
☐ Culturally appropriate training
☐ Explore understanding of concepts and practical
application through oral assessment
☐ Flexible delivery
☐ Using group rather than individual assessments
☐ Assessment through completion of practical tasks in the
field after demonstration of skills and knowledge.
☐ Age ☐ Educational
background
☐ Limited study
skills
☐ Make sure font size is not too small
☐ Trainer/Assessor should refer to the
student’s experience
☐ Ensure that the time available to complete the
assessment takes account of the student’s needs
☐ Provision of information or course materials in accessible
format.
☐ Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
☐ Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
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☐ Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
☐ Changes to course design, e.g. substituting an
assessment task
☐ Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
☐ Educational
background
☐ Reading
☐ Writing
☐ Numeracy
☐ Limited study
skills and/or
learning
strategies
☐ Discuss with the Student previous learning experience
☐ Ensure learning and assessment methods meet the
student’s individual needs
☐ Disability ☐ Speaking
☐ Hearing
☐ Reading
☐ Writing
☐ Numeracy
☐ Limited study
skills and/or
learning
strategies
☐ Identify the issues
☐ Create a climate of support
☐ Ensure access to support that the student has agreed to
is available
☐ Structure the assessment appropriately
☐ Provide information or course materials in accessible
format, e.g. a textbook in braille
☐ Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
☐ Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
☐ Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
☐ Changes to course design, e.g. substituting an
assessment task
☐ Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
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Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type
 Written Questions
Assessment task description
 This is the first (1) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 The Unit Knowledge Test is comprised of twenty-five(25) written questions
 You must answer all questions correctly and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide the number of points, to be
deemed satisfactory in this task
 You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor
when results are available.
Applicable conditions
 All knowledge tests are untimed and are conducted as open book tests (this means you are able to
refer to your textbook during the test).
 You must read and correctly answer all questions.
 You may handwrite/use computers to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your written skills and
knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is
your own work.
Resubmissions and reattempts
 Where a student’s answers are deemed not satisfactory after the first attempt a resubmission
attempt will be allowed.
 Trainer/Assessor must record the resubmission on the Unit Assessment Result Sheet (UARS).
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task and
require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to your RTO Student Handbook.
Location
 This assessment task may be completed in a learning management system (i.e. Moodle) or
independent learning environment.
 Your trainer/assessor will provide you further information regarding the location for completing
this assessment task.
Instructions for answering written questions:
 Complete a written assessment consisting of a series of questions.
 You must correctly answer all the questions.
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 Do not start answering questions without understanding what is required from you. Read the
questions carefully and critically analyse them for a few seconds, this will help you to identify what
is really needed.
 Your answers must demonstrate an understanding and application of relevant concepts, critical
thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit to each question and
do not provide irrelevant information. Be careful, quantity is not quality.
 Be careful to use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups on the basis of attributes such as gender, disability, culture, race,
religion, sexual preference or age. Gender inclusive language should be used.
 When you quote, paraphrase, summarise or copy information from the sources you are using to
write your answers/research your work, you must always acknowledge the source.
How your trainer/assessor will assess your work?
 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not
Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment Details and Results Sheet to record the unit outcome.
The outcome will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment
This assessment task is designed to evaluate student’s knowledge essential to plan building or construction
work & Knowledge regarding to the following:
 Knowledge to identify any usual aspects of construction, use of appropriate material by reviewing
contract documentation and determine the availability of selected subcontractors.
 Knowledge to assess availability of material, confirm with supplier and identify site access
requirements and limitations and choose appropriate actions to facilitate entry.
 Knowledge to prepare documentation for authorities controlling construction and determine
project commencement date and implement procedures for controlling and recording site
deliveries.
 Knowledge to identify organizational strategies for implementing construction operations and
implement procedures for recording hire of equipment.
Knowledge to implement organizational OHS policy and procedures, including hazard and risk
management and procedures for the removal of existing services and hazardous materials.
 Knowledge to prepare the status report on project progress and identified issues and undertake
impact analysis of purposed changes in the follow procedures for control of multiple projects and
sequence construction operations.
 Knowledge to enter operational details into manual or computerised project schedule, define
critical path of project and adjust timeframes to account for anticipated delays.
 Knowledge to determine and document temporary services, site accommodation requirements and
plan requirements and availability dates with reference to contract documentation.
 Knowledge to determine the onsite labour requirements and document with reference to contracts
forwarded to owners of adjacent building.

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