Pre-Assessment Checklist for Skills Test Preparation

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025Page 1 of 74 Pre-Assessment Checklist: Task 2 - Skills Test The purpose of this 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 of 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 ☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ 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). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this Assessment Task (AT). ☐ The due date of this assessment task is in accordance with 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. ☐ The request for an extension to submit your assessment work must be made before the due date. Section 2: Reasonable adjustments I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☒ I do not require reasonable adjustment Declaration (Student to complete) ☒ I confirm that the purpose and procedures of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☒ I confirm that t he criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☒ I confirm I have accessed and understand the assessment information as provided in the Training Organisati on’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☒ I confirm that I am ready for assessment. Student Name: _____Abhinandan Sharma_________________________________ Student Signature: __________ _________________________

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 2 of 74 Student Pack

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 3 of 74 Student Pack Assessment method-based instructions and guidelines: Skills Test Assessment type • Skills Test - Read and interpret plans, specifications and drawings for the following two (2) carpentry projects Instructions provided to the student: Assessment task description: • This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency. • This assessment task is a Skills Test. • In this assessment task, you are required to complete the following activities: o Activity 1: Plan and prepare to read and interpret construction documents o Activity 2: Interpret construction plans, drawings, and their features o Activity 3: Locate key features on-site plan o Activity 4: Determine project requirements and plan the carpentry project. • The student must submit the following documents to the assessor/trainer as evidence of their skill knowledge. • Completed template of performance management plan • Completed template of performance management policy as per requirements • Completed template of coaching review form. • You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available. • You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task. Applicable conditions: • This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test). • You will be assessed independently on this assessment task. • 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 skills, techniques and knowledge to your trainer/assessor. • Your trainer/assessor may ask you relevant questions during this assessment task. Resubmissions and reattempts: • Where a student’s answers are deemed not satisfactory after the first attempt , a resubmission attempt will be allowed. • The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. • For more information, please refer to the Training Organisation’s Student Handbook. Location: • This assessment task may be completed in: ☐ a classroom ☐ learning management system (i.e. Moodle),

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 4 of 74 Student Pack ☐ workplace, ☐ or an independent learning environment. • Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task. Purpose of the assessment The purpose of this assessment task is to assess the student’s knowledge and skills essential to prepare a work to identify the dimensions, material requirements and processes for carpentry work. • Skill to locate and access the plans, specifications and drawings for the project. • Skill to verify the currency of the obtained plans, specifications, and drawings. • Skill to determine key features of plans, specifications, and drawings. • Skill to interpret the legend symbols and abbreviations on the plans, specifications, and drawings. • Skill to check the plans, specifications and drawings dimensions against the workplace site for accuracy. • Skill to check the plans and drawings dimensions against specifications for accuracy and inconsistencies. • Skill to orient the plans, specifications and drawings with the site. • Skill to locate site services, main features, contours and datum from the site plan. • Skill to review drawings, plans and specifications to determine construction details and dimensions for the project. • Skill to determine location, dimensions and tolerances for ancillary works. • Skill to identify environmental controls and locations. • Skill to determine specifications for materials, standards of work, finishes and tolerances. • Skill to determine material requirements and processes to be followed. Task instructions • This is an individual assessment. • The purpose of this assessment task is to assess the students’ knowledge essential to reading and interpreting plans, specifications and drawings for two different carpentry projects. • The student must select and wear appropriate PPE when conducting site review. • You must assess the performance as per the performance criteria and checklist provided.

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 5 of 74 Student Pack Assessment Task 2 - Skills Test Skills Test: This assessment task requires the student to read and interpret plans, specifications and drawings for the following two (2) carpentry projects. ● Project 1: Install flooring systems ● Project 2: Construct and erect wall frames For each project, the student will be required to complete the following activities: ● Activity 1: Plan and prepare to read and interpret construction documents ● Activity 2: Interpret construction plans, drawings, and their features ● Activity 3: Locate key features on-site plan ● Activity 4: Determine project requirements and plan the carpentry project Specifications for carpentry projects: ● Each carpentry project must be a minimum of 30m2. Instructions for trainer/assessor: • The trainer/assessor must assign a supervisor to each student or take on the role of Supervisor. • The trainer/assessor must arrange a worksite for the student to carry out the specified projects. • The role of the Supervisor (trainer/assessor) is to allocate the tasks, activities and responsibilities that you will be required to undertake to complete these assessments. • The worksite must meet the requirements given in the ‘Worksite requirements’ section given below. • The trainer/assessor must provide the student with the plans, specifications and drawings. Alternatively, the trainer/assessor can use the plans, specifications and drawings provided along with this unit. • The trainer will supervise/observe the work by standing near the working location and evaluate your performance based on performance checklist benchmarks. • The materials, workplace conditions, machines and equipment should be exactly the same for all students to perform all assessment activities. Instructions for the student: • The student will be required to bring all necessary PPEs required to complete this activity. • The student must follow the instructions provided by the Supervisor. • The student must prepare a work plan for each project to identify the dimensions, material requirements, and processes to be followed. Workplace Scenario

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 6 of 74 Student Pack You are working as a carpenter in a construction company. You have received the following two (2) projects: ● Project 1: Install flooring systems ● Project 2: Construct and erect wall frames Before initiating the work, you are required to prepare a work plan for each project to identify the dimensions, material requirements, and processes to be followed. Workplace requirements and job specification The trainer/assessor or training organisation is required to provide a workplace or a close simulation of the workplace environment to replicate construction workplace conditions and standards, materials, activities, responsibilities, procedures, safety requirements and environmental considerations to each student. The training organisation will take you to the location of the construction worksite. Further, the training organisation must ensure the construction site must meet the requirements given in the table below. The training organisation must arrange a worksite for the student. ❑ The training organisation must assign a Supervisor to each student or take on the role of Supervisor. ❑ The training organisation must provide the student with the plans, specifications and drawings of the worksite. ❑ The site and its surroundings are accessible and clear of hazards, so far as reasonably practicable. ❑ The site must have realistic workplace conditions, standards, materials, activities, responsibilities, procedures, safety requirements, and environmental considerations. ❑ An experienced employee is available to provide adequate guidance and supervision to less experienced employees. ❑ The students have the clothing and footwear required. In addition, the clothing and footwear are in good condition and suitable for the task. ❑

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 7 of 74 Student Pack Tools and materials required: ● Marking equipment ● Measuring tape and rules ● Spirit levels and straight edges ● Calculator ● Plans, specifications and drawings of the worksite. Task responsibilities: You need to demonstrate skills for planning and preparation, interpreting plans and specifications, locating key features in the site plan, determining project requirements, and planning the carpentry project. You will be required to demonstrate your skills and knowledge in the following areas: ● Locating and accessing the plans, specifications and drawings for the project. ● Verifying the currency of the obtained plans, specifications, and drawings. ● Determining key features of plans, specifications, and drawings. ● Interpreting the legend symbols and abbreviations on the plans, specifications, and drawings. ● Checking the plans, specifications and drawings dimensions against the workplace site for accuracy. ● Checking the plans and drawings dimensions against specifications for accuracy and inconsistencies. ● Orienting the plans, specifications and drawings with the site. ● Locating site services, main features, contours and datum from the site plan. ● Reviewing drawings, plans and specifications to determine construction details and dimensions for the project. ● Determining location, dimensions and tolerances for ancillary works. ● Identifying environmental controls and locations. ● Determining specifications for materials, standards of work, finishes and tolerances. ● Determining material requirements and processes to be followed. Roles and responsibilities (Supervisor): The Supervisor must: • Ensure that the student is clear about the task requirements. • Supervise the student performing the task. • Assess them against the observation checklist provided after each activity.

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 8 of 74 Student Pack Task: This assessment task requires the student to read and interpret plans, specifications and drawings for the following two (2) carpentry projects. ● Project 1: Install flooring systems ● Project 2: Construct and erect wall frames For each project, the student will be required to complete the following activities: ● Activity 1: Plan and prepare to read and interpret construction documents ● Activity 2: Interpret construction plans, drawings, and their features ● Activity 3: Locate key features on-site plan ● Activity 4: Determine project requirements and plan the carpentry project Specifications for carpentry projects: ● Each carpentry project must be a minimum of 30m2.

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 9 of 74 Student Pack Activity 1: Plan and prepare to read and interpret construction documents. This activity requires you to plan and prepare to read and interpret plans, specifications and drawings for the following two (2) carpentry projects. ● Project 1: Install flooring systems ● Project 2: Construct and erect wall frames To complete this activity, you are required to: • Complete the steps given in the ‘Checklist 1 ’ provided. • Complete the following Templates: o Project 1: Template 1. o Project 2: Template 2. While completing each step, you must place a tick mark against each step given in the checklist once completed. Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist after ensuring each step is completed.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 10 of 74 Student Pack Checklist 1: Plan and prepare to read and interpret construction documents. Steps Project 1 Project 2 Step 1: Locate and access plans, specifications and drawings. Further, document the following using Template 1 - Template 2. • Job specifications • Plans, specifications and drawings accessed. • Location of the plans, specifications and drawings.   Step 2: Verify currency of plans, specifications and drawings. Instructions: • Check the following on plans, specifications and drawings: o Marks o Abbreviations o Graphical representations o Other elements that should be used on architectural drawings. Further, document the steps implemented to verify the currency of plans, specifications and drawings using Template 1 - Template 2.   Sign off: Abhinandan Sharma Date: 6/08/23

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 11 of 74 Student Pack Template 1 - Plan and prepare to read and interpret plans, specifications and drawings for carpentry work Plan and prepare to read and interpret plans, specifications and drawings for carpentry work Client Name: joshua Address: 23, milli st, NSW Phone Number: 0471238765 Date(dd/mm/yyyy) 09/09/2023 Worker name: Abhinandan Plan and prepare to read and interpret plans, specifications and drawings for carpentry work Worker signature: • Job specifications • Plans, specifications and drawings accessed. • Location of the plans, specifications and drawings. • The primary responsibility of a Flooring Systems Installer is to install various types of flooring materials in residential, commercial, or industrial settings. This includes but is not limited to hardwood, laminate, vinyl, carpet, ceramic tiles, and linoleum. Accessing plans, specifications, and drawings is an essential part of the flooring system installation process. These documents provide crucial information that helps ensure the successful installation of flooring materials. Here's how plans, specifications, and drawings are typically used in this context: 1. Reviewing Architectural Plans and Blueprints 2. Understanding Flooring Specifications 3. Interpreting Technical Drawings 4. Measuring and Layout The location of plans, specifications, and drawings for flooring systems can vary depending on the project and the preferences of the individuals or organizations involved. However, these documents are typically found in the following locations: Project Files: Architectural or Design Firms: General Contractor's Office:

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 12 of 74 Student Pack • Steps implemented to verify the currency of plans, specifications and drawings (50-100 words) Contacting the Design or Architectural Firm: Reach out to the design or architectural firm responsible for the project to request the most recent and up-to-date versions of the documents. Checking with the General Contractor: If applicable, contact the general contractor to confirm that the plans and specifications align with the latest project updates and any modifications. Reviewing Revision Logs: Examine revision logs or change orders associated with the documents to identify the most recent version and any changes made during the project. Cross-Referencing with Permits: Ensure that the plans and specifications align with the permits issued by local authorities, as permits often reflect the approved project details. Sign off: Abhinandan Sharma

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 13 of 74 Student Pack Date: 9/10/23

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 14 of 74 Student Pack Template 2 - Plan and prepare to read and interpret plans, specifications and drawings for carpentry work Plan and prepare to read and interpret plans, specifications and drawings for carpentry work Client Name: laua Address: 79,chlseast, waterloo,NSW Phone Number: Student to fill Date(dd/mm/yyyy) Student to fill10/9/23 Worker name: Plan and prepare to read and interpret plans, specifications and drawings for carpentry work Worker signature: • Job specifications • Plans, specifications and drawings accessed. • Location of the plans, specifications and drawings. • The primary responsibility of a Wall Frame Construction and Erection Specialist is to construct and erect wall frames for residential, commercial, or industrial buildings. This includes assembling structural frames and ensuring they are plumb, level, and properly aligned. Accessing plans, specifications, and drawings is a critical step in the construction of wall frames. These documents provide essential guidance and information for ensuring that the frames are built accurately and according to design and safety standards. 1. rchitectural and Structural Plans • Architectural plans and structural drawings are typically created by architects and engineers and provide an overview of the entire building's design. Wall frame construction specialists access these plans 2. Wall Framing Specifications • Wall framing specifications outline the standards and materials to be used in constructing the wall frames. This document provides information on the type of lumber, fasteners, and other materials required for the project. 3. Detail Drawings

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 15 of 74 Student Pack • Steps implemented to verify the currency of plans, specifications and drawings (50-100 words) To ensure the currency of plans, specifications, and drawings in constructing wall frames, the following steps are typically implemented: 1. Document Identification: Clearly label and date all documents to track versions and revisions. 2. Centralized Repository: Maintain a central document repository, either physical or digital, where all stakeholders access and store the most recent versions. 3. Version Control: Implement a version control system to track changes, revisions, and approvals. 4. Regular Review: Conduct regular document reviews, involving the project team, architects, and engineers, to ensure alignment with project progress. 5. Change Documentation: Document any changes, updates, or revisions with detailed notes and approvals. 6. Project Management Software: Utilize digital project management tools to track and share the latest documents, enabling real-time collaboration. 7. Communication: Foster open communication among project stakeholders to promptly address any document- related issues or updates.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 16 of 74 Student Pack Sign off: Abhinandan Date: 12/10/2023

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 17 of 74 Student Pack Performance Criteria/Performance Checklist: Activity 1 (Project 1) This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete (Comment and feedback to students) a) Located and accessed the Plans, Specifications and Drawings. Further, documented the following using Template 1 - Template 2. • Job specifications • Plans, specifications and drawings accessed. • Location of the plans, specifications and drawings. ❑ ❑ b) Verified currency of plans, specifications and drawings. Instructions: • Checked the following on plans, specifications and drawings: o Marks o Abbreviations o Graphical representations o Other elements that should be used on architectural drawings. Further, documented the steps implemented to verify the currency of plans, specifications and drawings using Template 1 - Template 2. ❑ ❑

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 18 of 74 Student Pack The student’s performance was: ❑ Not satisfactory ❑ Satisfactory Feedback to student: Student signature Observer signature

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 19 of 74 Student Pack Performance Criteria/Performance Checklist: Activity 1 (Project 2) This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete (Comment and feedback to students) a) Located and accessed the Plans, Specifications and Drawings. Further, documented the following using Template 1 - Template 2. • Job specifications • Plans, specifications and drawings accessed. • Location of the plans, specifications and drawings. ❑ ❑ b) Verified currency of plans, specifications and drawings. Instructions: • Checked the following on plans, specifications and drawings: o Marks o Abbreviations o Graphical representations o Other elements that should be used on architectural drawings. Further, documented the steps implemented to verify the currency of plans, specifications and drawings using Template 1 - Template 2. ❑ ❑

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 20 of 74 Student Pack The student’s performance was: ❑ Not satisfactory ❑ Satisfactory Feedback to student: Student signature Observer signature

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 21 of 74 Student Pack Activity 2: Interpret construction plans, drawings, and their features In this assessment activity, you are required to interpret the project’s construction plans, drawings and their features for the following two (2) carpentry projects. ● Project 1: Install flooring systems ● Project 2: Construct and erect wall frames To complete this activity, you are required to: • Complete the steps given in the ‘Checklist 2 ’ provided. • Complete the following Templates: o Project 1: Template 3. o Project 2: Template 4. While completing each step, you must place a tick mark against each step given in the checklist once completed. Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist after ensuring each step is completed. The purpose of the following checklist is for you to complete it in order to demonstrate your skills and knowledge in: ● Determining key features of plans, specifications and drawings involved in carpentry work. ● Interpret standard and project-specific legend symbols and abbreviations. ● Check the accuracy of plans, specifications and drawings against the workplace site. ● Check the accuracy and consistency of plans and drawing dimensions against specifications.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 22 of 74 Student Pack Checklist 2: Interpret construction plans, drawings, and their features. Steps Project 1 Project 2 Step 1: Determine the following key features of plans, specifications, drawings, and document using Template 3 – Template 4. Project 1: • Width and thickness of all footings • The thickness of the walls of the foundation • The thickness of the concrete slab • Size of columns and slab • Thickness and with of slab provided at load-bearing walls Project 2: • The thickness of internal and external walls • Positions of windows and doors or any other opening provided in the structure • Outline of roof • Positions of beams   Step 2: Interpret and document the following legend symbols and abbreviations using Template 3 – Template 4. Legends: • The drawing’s title or name. • The number assigned to the drawing. • A code number that identifies the drawing’s liable division or department within the design authority. • The drawing’s prevailing scale • Additional blocks for other general details, such as notes on dimensions and tolerances, material notes, or surface finish requirements, should be put here. Abbreviations: • FL. • BL • GL.   Step 3: Check plans, specifications and drawings dimensions against workplace site for accuracy. • Check the dimensions of the worksite against the plans, specifications and drawings provided. • Ensure the dimensions are in accordance with the plan, drawings and specifications. • Report any non-conformance to the Supervisor.  

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 23 of 74 Student Pack Further, document the steps implemented to check plans, specifications and drawings dimensions against workplace site for accuracy using Template 3 – Template 4. Step 4: Check plans and drawing dimensions against specifications for accuracy and inconsistencies. Check the following: • Incorrect or inconsistent scales being used across drawings • Insufficient opening space • Undersized or impractical spaces • Poorly detailed junctions or abutments • Incorrect symbols • Inconsistent revision numbers • Missing component • Inconsistent information • Illegible writing • Notes that are not understood Further, document the steps implemented to check plans and drawing dimensions against specifications for accuracy and inconsistencies using Template 3 – Template 4.   Sign off: Abhinandan Date: 12/10/23

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 24 of 74 Student Pack Template 3 - Interpret construction plans, drawings, and their features (Project 1) Interpret construction plans, drawings, and their features Client Name: baagi billo Address: 21, nirwana street, Kingsford Phone Number: 046237896 Date(dd/mm/yyyy) 14/10/23 Worker name:Abhinandan Interpret construction plans, drawings, and their features Worker signature: Key features of plans, specifications and drawings. (30-50 words) In the context of flooring systems, plans, specifications, and drawings play a crucial role in guiding the installation and ensuring the desired outcome. Key features of these documents include: Architectural Floor Plans: • Layout: Architectural floor plans illustrate the layout of the space, including room dimensions and locations of walls, doors, and windows. • Material Placement: They indicate the areas where specific flooring materials should be installed, such as hardwood, tile, carpet, or vinyl. • Elevations: These plans provide elevation views, which show the height and design of walls, transitions, and other architectural details related to flooring. Construction Drawings: • Detailed Layout: Construction drawings offer detailed layouts of flooring systems, specifying the placement of materials, including seams, patterns, and transitions. • Technical Details: These drawings include technical details related to subfloor preparation, underlayment, adhesive application, and any required slope or level adjustments. Flooring Specifications: • Material Requirements: Specifications outline the type, quality, and brand of flooring materials

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 25 of 74 Student Pack to be used. This includes details about thickness, texture, color, and finish. • Installation Methods: They describe the approved methods for installing the flooring materials, such as adhesive application, nail- down, floating, or interlocking systems. • Quality Standards: Flooring specifications may include quality standards, ensuring that the materials meet industry and project-specific requirements. Legends: • The drawing’s title or name. • The number assigned to the drawing. • A code number that identifies the drawing’s liable division or department within the design authority. • The drawing’s prevailing scale • Additional blocks for other general details, such as notes on dimensions and 1. The drawing's title or name: This typically includes a descriptive title for the drawing, such as "Flooring Plan for Office Area" or "Flooring Layout for Residential Kitchen." 2. The number assigned to the drawing: Every drawing should have a unique identifier, often in the form of a number. This helps in referencing and organizing the drawings within the project. 3. A code number that identifies the drawing's liable division or department within the design authority: This code helps identify the responsible department or division within the organization or design authority. For example, "DIV-02" could represent the division responsible for flooring. 4. The drawing's prevailing scale: The scale indicates the relationship between the drawing and the actual size of the floor plan. Common scales for flooring plans might include 1/8 inch = 1 foot or 1:100.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 26 of 74 Student Pack tolerances, material notes, or surface finish requirements, should be put here. Abbreviations: • FL. • BL • GL. 5. Additional blocks for other general details: These blocks are used to include important general information about the flooring system. This may encompass notes on dimensions, tolerances, material specifications, surface finish requirements, or any other relevant details that apply to the flooring installation. Abbreviations: 1. FL: This abbreviation typically stands for "Floor Level." It is used to specify the elevation or level within a building where the flooring work is taking place. For example, "FL- 1" could refer to the first floor. 2. BL: "Base Layer" or "Baseboard Level." It may be used to indicate the level at which baseboards are installed or to specify the type of base layer used in the flooring system, such as a concrete subfloor. 3. GL: "Ground Level" or "Grade Level." GL is often used to denote the ground level or the level of the flooring system in relation to the exterior grade or ground outside the building. Steps implemented to check plans and drawing dimensions against specifications for accuracy and inconsistencies. (30-50 words) To check plans and drawing dimensions against specifications for accuracy and inconsistencies in flooring systems: 1. Review Architectural Plans: Ensure that flooring layouts on architectural plans align with specifications. 2. Verify Scale: Confirm that the drawing's scale matches the specified dimensions for rooms and flooring materials. 3. Cross-Reference Specifications: Compare flooring specifications with drawing details to ensure materials, thickness, and installation methods match.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 27 of 74 Student Pack 4. Inspect Key Points: Check critical dimensions, such as room sizes, clearances, and transitions, for accuracy and consistency. 5. Identify Discrepancies: Flag any inconsistencies between plans and specifications and seek clarifications from relevant parties. Sign off: Abhinandan Sharma Date: 15/10/23 Template 4 - Interpret construction plans, drawings, and their features (Project 2) Interpret construction plans, drawings, and their features Client Name: Debera phill Address: 2 berthong, street, yioug Phone Number: 046573864 Date(dd/mm/yyyy) Student to fil l15/10/23 Worker name: Abhinandan Interpret construction plans, drawings, and their features Worker signature:

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 28 of 74 Student Pack Key features of plans, specifications and drawings. (30-50 words) n constructing wall frames, key features of plans, specifications, and drawings include detailed layouts of frame components, dimensions for studs and headers, technical details like fastening methods, material specifications, and information on structural connections. These documents provide precise instructions for building wall frames to meet design and safety standards. Legends: • The drawing’s title or name. • The number assigned to the drawing. • A code number that identifies the drawing’s liable division or department within the design authority. • The drawing’s prevailing scale • Additional blocks for other general details, such as notes on dimensions and tolerances, material notes, or surface finish requirements, should be put here. Legends: 1. The drawing's title or name: This is the name or title of the drawing, which typically provides a brief description of what the drawing represents. For your context, it could be something like "Wall Frame Construction Plan." 2. The number assigned to the drawing: Each drawing should have a unique identification number or code. This helps in organizing and referencing drawings efficiently. For example, "Drawing No. WF-001." 3. A code number that identifies the drawing's liable division or department within the design authority: This code number indicates the department or division responsible for the drawing. It helps in tracking and managing the drawing's origin. An example could be "Division Code: CD-03." 4. The drawing's prevailing scale: This indicates the scale at which the drawing is represented. For wall frame construction, you might have a scale like "1:50," which means 1 unit on the drawing equals 50 units in actual size. 5. Additional blocks for other general details: This section is for including any additional information, notes,

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 29 of 74 Student Pack Abbreviations: • FL. • BL • GL. or details that are relevant to the wall frame construction but may not fit in the other sections. This can include information on dimensions, tolerances, material specifications, or surface finish requirements. Abbreviations: 1. FL: Abbreviation for "Finished Level." In construction, FL typically refers to the level or height of a finished surface. 2. BL: Abbreviation for "Base Level" or "Bottom Level." BL is often used to denote the starting or reference point for measurements or construction. 3. GL: Abbreviation for "Ground Level." It represents the level or elevation of the ground surface. In construction, GL is often used as a reference point for measurements and elevations. Steps implemented to check plans and drawing dimensions against specifications for accuracy and inconsistencies. (30-50 words) To ensure accuracy and consistency when constructing wall frames, follow these steps for checking plans and drawing dimensions against specifications: 1. Review the drawing's title and confirm it corresponds to "Constructing Wall Frames." 2. Verify that the drawing number aligns with the project's unique identifier. 3. Cross-reference the code number to identify the responsible department overseeing the wall frame construction. 4. Confirm that the drawing's scale is appropriate for the project's requirements, allowing for precise measurements.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 30 of 74 Student Pack 5. Examine additional blocks for detailed information, including dimensions, tolerances, material notes, and surface finish requirements. 6. Report any discrepancies to ensure the drawings accurately reflect the specifications, promoting the construction of wall frames in line with the project's requirements. Sign off: Abhinandan Sharma Date: 15/10/23

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 31 of 74 Student Pack Performance Criteria/Performance Checklist: Activity 2 (Project 1) This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete (Comment and feedback to students) Determined the following key features of plans, specifications, drawings, and documented using Template 3 – Template 4. Project 1: • Width and thickness of all footings • The thickness of the walls of the foundation • The thickness of the concrete slab • Size of columns and slab • Thickness and with of slab provided at load-bearing walls ❑ ❑ Interpreted and documented the following legend symbols and abbreviations using Template 3 – Template 4. Legends: • The drawing’s title or name. • The number assigned to the drawing. • A code number that identifies the drawing’s liable division or department within the design authority. • The drawing’s prevailing scale • Additional blocks for other general details, such as notes on dimensions and tolerances, material notes, or surface finish requirements, should be put here. Abbreviations: • FL. • BL • GL ❑ ❑

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 32 of 74 Student Pack Checked plans, specifications and drawings dimensions against workplace site for accuracy. • Checked the dimensions of the worksite against the plans, specifications and drawings provided. • Ensured the dimensions are in accordance with the plan, drawings and specifications. • Reported any non-conformance to the Supervisor. ❑ ❑ Checked plans and drawing dimensions against specifications for accuracy and inconsistencies. Checked the following: • Incorrect or inconsistent scales being used across drawings • Insufficient opening space • Undersized or impractical spaces • Poorly detailed junctions or abutments • Incorrect symbols • Inconsistent revision numbers • Missing component • Inconsistent information • Illegible writing • Notes that are not understood ❑ ❑ The student’s performance was: ❑ Not satisfactory ❑ Satisfactory Feedback to student:

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 33 of 74 Student Pack Student signature Observer signature

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 34 of 74 Student Pack Performance Criteria/Performance Checklist: Activity 2 (Project 2) This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete (Comment and feedback to students) Determined the following key features of plans, specifications, drawings and documented using Template 3 – Template 4. Project 2: • The thickness of internal and external walls • Positions of windows and doors or any other opening provided in the structure • Outline of roof • Positions of beams ❑ ❑ Interpreted and documented the following legend symbols and abbreviations using Template 3 – Template 4. Legends: • The drawing’s title or name. • The number assigned to the drawing. • A code number that identifies the drawing’s liable division or department within the design authority. • The drawing’s prevailing scale • Additional blocks for other general details, such as notes on dimensions and tolerances, material notes, or surface finish requirements, should be put here. Abbreviations: • FL. • BL • GL ❑ ❑

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 35 of 74 Student Pack Checked plans, specifications and drawings dimensions against workplace site for accuracy. • Checked the dimensions of the worksite against the plans, specifications and drawings provided. • Ensured the dimensions are in accordance with the plan, drawings and specifications. • Reported any non-conformance to the Supervisor. ❑ ❑ Checked plans and drawing dimensions against specifications for accuracy and inconsistencies. Checked the following: • Incorrect or inconsistent scales being used across drawings • Insufficient opening space • Undersized or impractical spaces • Poorly detailed junctions or abutments • Incorrect symbols • Inconsistent revision numbers • Missing component • Inconsistent information • Illegible writing • Notes that are not understood ❑ ❑ The student’s performance was: ❑ Not satisfactory ❑ Satisfactory Feedback to student:

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 36 of 74 Student Pack Student signature Observer signature

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 37 of 74 Student Pack Activity 3 - Locate key features on-site plan In this assessment activity, you are required to locate and determine key features on the project site plan for the following two (2) carpentry projects. • Project 1: Install flooring systems • Project 2: Construct and erect wall frames To complete this activity, you are required to: • Complete the steps given in the ‘Checklist 3 ’ provided. • Complete the following Templates: o Project 1: Template 5. o Project 2: Template 6. While completing each step, you must place a tick mark against each step given in the checklist once completed. Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist after ensuring each step is completed. The purpose of the following checklist is for you to complete it in order to demonstrate your skills and knowledge in: • Orienting the plans, specifications and drawings with the site. • Locating site services, main features, contours and datum from the site plan. Consider the following questions. • How do the plans, specifications, and drawings relate to the actual project site? • What relevant features should be kept in mind when relating the site plan with the actual site? • What important details of the project site should be inspected and noted down?

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 38 of 74 Student Pack Checklist 3: Locate key features on-site plan. Steps Project 1 Project 2 Step 1: Orient the plans, specifications and drawings with the site. Keep note of key elements such as: • Directional orientation • External doors and windows • Utility lines servicing the site • Site boundaries and delineation of nearby properties • Locations • Scales and sizes • Surface materials • Dimensions and notes Mark the key elements on the site plan and document them using Templates 5-6.   Step 2: Locate site services, main features, contours and datum from the site plan. Mark the following on the site plan and document them using Templates 5-6. • Site services • Main features o Title block o Plan scale o Existing structures • Contours and datums o The direction in which the ground will fall o Trees and their Location o Existing structures’ locations   Sign off: Abhinandan Date: 18/10/23

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 39 of 74 Student Pack Template 5 - Locate key features on-site plan (Project 2) Locate key features on-site plan Client Name: jack Address: 7969, beverly hills Phone Number: 04520961 Date(dd/mm/yyyy)18/10/23 l Worker name:Abhinandan Locate key features on-site plan Worker signature: Key elements: • Directional orientation • External doors and windows • Utility lines servicing the site • Site boundaries and delineation of nearby properties • Locations • Scales and sizes • Surface materials • Dimensions and notes The provided key elements are crucial when working on plans for flooring systems. Here's how each key element relates to flooring system plans: 1. Directional Orientation: Orientation is essential to understand how the flooring system aligns with the overall layout of the building or space. 2. External Doors and Windows: Identifying the location of doors and windows is crucial for proper planning, as it affects how the flooring materials are installed around these openings. 3. Utility Lines Servicing the Site: The location of utility lines may impact the installation of the flooring system, especially in areas where access or alterations are needed. 4. Site Boundaries and Delineation of Nearby Properties: Knowing the site boundaries and adjacent properties helps in ensuring that the flooring system remains within the designated area. 5. Locations: This encompasses the placement of the flooring materials and how they interface with walls, structures, and other elements. 6. Scales and Sizes: The scale on the plan indicates the relative size of the flooring system in relation to the entire space, assisting with accurate measurements and material calculations. 7. Surface Materials: Indicates the specific materials to be used for the flooring system, helping in material selection and procurement. 8. Dimensions and Notes: Provides measurements and additional notes on how the flooring system should be installed, including tolerances and specific requirements.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 40 of 74 Student Pack Site Services: Information on site services helps in planning for any adjustments or accommodations needed for the flooring system. 9. Main Features: • Title Block: Contains essential project information. • Plan Scale: Specifies the drawing's scale for accurate measurements. • Existing Structures: Identifies any existing structures within the space that may impact the flooring installation. 10. Contours and Datums: • Direction in Which the Ground Will Fall: This information is essential for understanding the slope or gradient of the ground, which can impact the flooring installation. • Trees and Their Location: Trees on the site may require special consideration for flooring systems. • Existing Structures' Locations: Knowing the location of existing structures is crucial for planning how the flooring system will interface with these structures.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 41 of 74 Student Pack Site services • Main features o Title block o Plan scale o Exitsing structures • Contours and datums o The direction in which the ground will fall o Trees and their Location o Existing structures’ locations Sign off: Abhinandan Date: 18/10/23

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 42 of 74 Student Pack Performance Criteria/Performance Checklist: Activity 3 (Project 1) This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete (Comment and feedback to students) Oriented the plans, specifications and drawings with the site. Kept note of key elements such as: • Directional orientation • External doors and windows • Utility lines servicing the site • Site boundaries and delineation of nearby properties • Locations • Scales and sizes • Surface materials • Dimensions and notes Marked the key elements on the site plan and documented them using Templates 5-6. ❑ ❑ Located site services, main features, contours and datum from the site plan. Marked the following on the site plan and documented them using Templates 5-6. • Site services • Main features o Title block o Plan scale o Existing structures • Contours and datums o The direction in which the ground will fall o Trees and their Location o Existing structures’ locations ❑ ❑

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 43 of 74 Student Pack The student’s performance was: ❑ Not satisfactory ❑ Satisfactory Feedback to student: Student signature Observer signature

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 44 of 74 Student Pack Performance Criteria/Performance Checklist: Activity 3 (Project 2) This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete (Comment and feedback to students) Oriented the plans, specifications and drawings with the site. Kept note of key elements such as: • Directional orientation • External doors and windows • Utility lines servicing the site • Site boundaries and delineation of nearby properties • Locations • Scales and sizes • Surface materials • Dimensions and notes Marked the key elements on the site plan and documented them using Templates 5-6. ❑ ❑ Located site services, main features, contours and datum from the site plan. Marked the following on the site plan and documented them using Templates 5-6. • Site services • Main features o Title block o Plan scale o Existing structures • Contours and datums o The direction in which the ground will fall o Trees and their Location o Existing structures’ locations ❑ ❑

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 45 of 74 Student Pack The student’s performance was: ❑ Not satisfactory ❑ Satisfactory Feedback to student: Student signature Observer signature

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 46 of 74 Student Pack Activity 4: Determine project requirements and plan the carpentry project In this assessment activity, you are required to prepare a work plan for each project that should identify the dimensions, material requirements, and processes to be followed for the following two (2) carpentry projects. • Project 1: Install flooring systems • Project 2: Construct and erect wall frames The work plan for each carpentry project must include the following: • Construction details and dimensions • Material requirements • Location, dimensions and tolerances for ancillary works. • Specifications for materials, standards of work, finishes and tolerances • Material requirements and processes to be followed To complete this activity, you are required to: • Complete the steps given in the ‘Checklist 3 ’ provided. • Complete the following Templates: o Project 1: Template 7. o Project 2: Template 8. While completing each step, you must place a tick mark against each step given in the checklist once completed. Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist after ensuring each step is completed. The purpose of the following checklist is for you to complete it in order to demonstrate your skills and knowledge in: ● Reviewing drawings, plans and specifications to determine construction details and dimensions for the project. ● Determining the location, dimensions and tolerances for ancillary works. ● Identifying environmental controls and locations. ● Determining specifications for materials, standards of work, finishes and tolerances. ● Determining material requirements and processes to be followed. Consider the following questions. ● What information about construction details and dimensions in the drawings, plans and specifications is relevant to the planned carpentry work? ● What kind of ancillary works are present in the project?

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 47 of 74 Student Pack ● Are there any environmental controls to consider? If so, where are they located and how will they affect the construction project? ● What are the material requirements of the project according to the project specifications? What kind of standards of work, tolerances, finishes, and processes should be followed?

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 48 of 74 Student Pack Checklist 4: Determine project requirements and plan the carpentry project Steps Project 1 Project 2 Step 1: Review the drawings, plans and specifications to determine construction details and dimensions for the project. Document the key details and dimensions using Templates 7 and 8.   Step 2: Determine the following details relating to ancillary works: ● Location ● Dimensions ● Tolerances Document the location, dimensions and tolerances for ancillary works using Templates 7 and 8.   Step 3: Identify environmental controls and locations related to the following and document using Template 7 and Template 8.: ● Erosion ● Management of contaminated stormwater ● Storage of chemicals and fuels   Step 4: Determine the following specifications for materials, standards of work, finishes and tolerances and document using Template 7 and Template 8. ● Specifications for the following materials ○ Reinforced cement concrete ○ Mortar ○ Brick masonry ○ Steel ● Standards of work ● Finishes ○ Finish floor levels ○ Reduced levels ● Tolerances  

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 49 of 74 Student Pack Step 5: Determine material requirements and processes to be followed based on the job task specifications and document using Template 7 and Template 8.   Sign off: Abhinandan Date: 18/10/23

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 50 of 74 Student Pack Template 7: Determine project requirements and plan the carpentry project (Project 1) Determine project requirements and plan the carpentry project (Project 1) Client Name: collin pillips Address: 17, Arnold street Phone Number: 046587680 Date(dd/mm/yyyy19/10/23 Worker name:Abhinandan Determine project requirements and plan the carpentry project Worker signature: Key details and dimensions Here are some key details and elements to include in the design and documentation of flooring systems: 1. Floor Plan Layout: • Show the layout of the flooring system within the designated space, indicating the shape and dimensions of the floor area to be covered. 2. Material Specifications: • Specify the type of flooring material to be used, such as hardwood, tile, carpet, or concrete, including brand, model, and color if relevant. 3. Thickness and Layers: • Indicate the thickness of the flooring material and any additional layers, like underlayment or subfloor. 4. Joint Layout: • Show the placement of joints, seams, or patterns for the flooring material. This is crucial for materials like tiles or hardwood. 5. Transition Zones: • Highlight areas where the flooring system interfaces with different materials or floor levels, such as transitions between rooms or changes in flooring type.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 51 of 74 Student Pack ● Location ● Dimensions ● Tolerances When creating plans for flooring systems, it's essential to include specific details such as location, dimensions, and tolerances. Here's how to address these key elements for flooring systems: 1. Location: • Indicate the precise location within the building or space where the flooring system will be installed. This should include the room or area designation, ensuring that it's clear where the flooring will be placed. 2. Dimensions: • Provide accurate dimensions for the flooring system, specifying the length, width, and any irregular shapes if applicable. Include measurements for each room or section separately, ensuring that the dimensions are clear and easy to understand. 3. Tolerances: • Specify tolerances for the flooring system. Tolerances are the acceptable variation from the specified dimensions, and they are important to ensure that the flooring installation meets quality standards. Include information on allowable variations in thickness, flatness, and levelness of the subfloor, as well as any gaps or misalignments that are permissible. For each of these elements, it's crucial to use clear and standardized notation, symbols, and units of measurement. These details should be integrated into the flooring system plans to guide the installers accurately and ensure that the final installation meets the project's requirements and quality standards.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 52 of 74 Student Pack Environmental controls and locations related to the following: ● Erosion ● Management of contaminated stormwater ● Storage of chemicals and fuels Environmental controls and their locations are essential considerations when planning and installing flooring systems to ensure environmental compliance and sustainability. Here's how to address these aspects: 1. Erosion: • Identify and mark erosion-prone areas around the site where the flooring system will be installed. • Implement erosion control measures, such as silt fences, sediment basins, or erosion control blankets, in the areas susceptible to erosion. • Ensure that the plans for erosion control are in place and documented on the flooring system plans. 2. Management of Contaminated Stormwater: • Locate areas where stormwater runoff can become contaminated, such as near chemical storage or potential spill areas. • Implement stormwater management strategies, such as containment systems, absorbent materials, or filtration systems to prevent contamination. • Clearly mark the locations of stormwater management features on the flooring system plans, along with details of how they work. 3. Storage of Chemicals and Fuels: • Designate specific areas for the storage of chemicals and fuels within the facility or site.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 53 of 74 Student Pack ● Specifications for the following materials ○ Reinforced cement concrete ○ Mortar ○ Brick masonry ○ Steel ● Standards of work ● Finishes ○ Finish floor levels ○ Reduced levels ● Tolerances 1. Reinforced Cement Concrete: • Specify the type and grade of concrete, including the mix design, strength requirements, and reinforcement materials (if applicable). Include details about curing procedures. 2. Mortar: • Provide information about the type of mortar to be used, specifying the mix, consistency, and curing requirements. This is especially important for tile or stone installations. 3. Brick Masonry: • If brick masonry is part of the flooring system, detail the type of bricks, mortar, and the installation method. Specify the size, color, bonding pattern, and any surface finishes for the bricks. 4. Steel: • Define the type of steel to be used, including its grade, size, and any coatings or treatments. If steel reinforcement is required, specify its positioning, size, and spacing within the concrete. Standards of Work: • Establish clear standards of work that outline the procedures, techniques, safety protocols, and quality control measures to be followed during the installation of the flooring system. These standards ensure that the work is carried out to industry best practices. Finishes: 5. Finish Floor Levels: • Specify the desired finished elevation of the floor, ensuring it aligns with the project's requirements and any adjacent structures or surfaces. 6. Reduced Levels: • Identify areas where the flooring needs to be lowered or where a reduced level is required to meet design intent. Provide specifics on how these transitions will be achieved. Tolerances: • Define tolerance levels for critical aspects of the flooring system, including flatness, levelness, and thickness. Tolerances help ensure that the final flooring system meets quality standards and complies with design specifications. Common tolerance levels are typically specified in fractions of an inch or millimeters and guide installers in achieving

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 54 of 74 Student Pack the desired finish without deviations beyond the specified limits. Material requirements and processes Material requirements and processes for flooring systems are essential to ensure the successful installation and long-term performance of the flooring. Here are the key aspects to consider: Material Requirements: 1. Subfloor Material: • Specify the type of subfloor material required (e.g., concrete, plywood, or OSB) and its thickness. Ensure it meets structural and flatness requirements. 2. Flooring Material: • Define the type of flooring material to be used (e.g., hardwood, tile, carpet, vinyl, or epoxy). Specify the material grade, thickness, and finish. 3. Adhesive and Underlayment: • Identify the appropriate adhesive or underlayment materials required to prepare the subfloor and secure the flooring material. Specify product types, brands, and installation methods. 4. Moisture Barrier: • If necessary, specify the use of a moisture barrier to prevent moisture-related issues. Indicate the material type and installation requirements. 5. Transitions and Moldings: • Detail the types of transitions, thresholds, and moldings needed to address changes in flooring materials, elevations, or room transitions. 6. Sealants and Finishes: • Specify the type of sealants, finishes, or coatings required for surface protection, durability, and aesthetics.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 55 of 74 Student Pack 7. Soundproofing and Insulation: • If soundproofing or insulation is necessary, provide details on the materials and methods to be used. Processes for Flooring Systems: 1. Surface Preparation: • Describe the preparation process for the subfloor, which may include cleaning, leveling, and repairing any imperfections. 2. Layout and Pattern: • Plan the layout and pattern for installing the flooring material, taking into account aesthetics and efficiency. 3. Installation Method: • Specify the installation method for the chosen flooring material, such as nailing, gluing, floating, or mortar-based methods. 4. Acclimation: • Address the acclimation period required for the flooring material, allowing it to adapt to the environment's humidity and temperature. Sign off: Abhinandan Date: 19/10/23

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 56 of 74 Student Pack Template 8: Determine project requirements and plan the carpentry project (Project 2) Determine project requirements and plan the carpentry project (Project 2) Client Name: raymon Address: 12, tuxes street, placia Phone Number: 0 45328798 Date(dd/mm/yyyy) 19/10/23 Worker name:Abhinandan Determine project requirements and plan the carpentry project Worker signature: Key details and dimensions When constructing wall frames, it's important to pay attention to key details and dimensions to ensure the structural integrity and alignment of the walls. Here are the key details and dimensions to consider: 1. Stud Spacing: • Specify the distance between vertical studs, typically measured from the center of one stud to the center of the next. Common stud spacings are 16 inches on center (OC) or 24 inches OC. 2. Header Size: • Indicate the size and type of headers used above openings such as doors and windows. This includes the height, width, and thickness of the headers. 3. Sill Plate and Top Plate: • Specify the dimensions of the sill plate (bottom plate) and the top plate that run along the bottom and top of the wall frame, respectively. 4. Stud Size: • Define the dimensions of the vertical studs, which can vary based on material and load-bearing requirements (e.g., 2x4, 2x6, 4x4). 5. Wall Height: • Clearly state the height of the wall frames, including any variations in wall height within the structure.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 57 of 74 Student Pack ● Location ● Dimensions ● Tolerances 1. Location: • Specify the precise location for each wall frame within the building or structure. Ensure that the placement aligns with the architectural and engineering plans, including the correct orientation and alignment of walls in relation to other structural elements. 2. Dimensions: • Clearly define the dimensions of each wall frame component, including the height, width, and thickness of studs, headers, and plates. Dimensions should match the design requirements, and you should account for variations in wall height if needed. 3. Tolerances: • Specify allowable tolerances for wall frame construction. Tolerances are important to accommodate variations that may occur during construction and to ensure that the final structure complies with building codes and quality standards. Common tolerances may include variations in wall height, stud spacing, and alignment. Environmental controls and locations related to the following: ● Erosion ● Management of contaminated stormwater ● Storage of chemicals and fuels 1. Erosion Control: • Identify areas prone to erosion on or near the construction site, especially if excavation or grading is involved. • Implement erosion control measures, such as silt fences, straw wattles, sediment basins, or erosion control blankets, in vulnerable areas. • Mark the locations of these erosion control measures on your construction plans. 2. Management of Contaminated Stormwater:

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 58 of 74 Student Pack • Establish stormwater management practices to prevent contamination of stormwater runoff. • Designate locations for containment and filtration systems, like sediment ponds or oil-water separators, to treat potentially contaminated stormwater. • Clearly mark these locations and detail their purpose on the construction plans. 3. Storage of Chemicals and Fuels: • Designate specific areas for the storage of chemicals, fuels, or hazardous materials, which should be located in compliance with environmental regulations. • Ensure that the flooring or containment measures in these storage areas are designed to prevent spills or leaks. • Specify the locations and containment features for chemical and fuel storage on the construction plans.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 59 of 74 Student Pack ● Specifications for the following materials ○ Reinforced cement concrete ○ Mortar ○ Brick masonry ○ Steel ● Standards of work ● Finishes ○ Finish floor levels ○ Reduced levels ● Tolerances 1. Reinforced Cement Concrete (RCC): • Specify the grade of concrete required for the foundation or footings. Include details on the mix design, strength requirements, and reinforcement materials like rebar. 2. Mortar: • Define the type and mix of mortar to be used for laying bricks or blocks. Include details about mortar strength, consistency, and curing. 3. Brick Masonry: • Specify the type, size, and grade of bricks to be used in the wall frames. Include mortar specifications, bond patterns, and any surface finishes or coatings. 4. Steel: • Detail the specifications for steel components within the wall frames, such as the type, grade, size, and coating if applicable. Specify the placement and spacing of steel reinforcement. Standards of Work: • Outline the standards of work to be followed during the construction of wall frames. These standards cover procedures, techniques, safety protocols, and quality control measures. Finishes: 5. Finish Floor Levels: • Specify the desired elevation of the finished floor in relation to the wall frames. Ensure that this elevation aligns with the overall building design and adjacent surfaces. 6. Reduced Levels: • Define any areas where a reduced floor level is required, and specify how this transition will be achieved within the wall frames. Tolerances: • Define acceptable tolerance levels for key dimensions and alignments within the wall frames. Tolerances ensure that the wall frames are constructed accurately and meet design and building code requirements. Common tolerances include variations in wall height, alignment, and plumbness.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 60 of 74 Student Pack Material requirements and processes Material Requirements: 1. Lumber for Studs: • Specify the type and grade of lumber to be used for wall studs, such as 2x4 or 2x6 dimensional lumber. Ensure it meets structural and code requirements. 2. Headers and Plates: • Define the size and material (usually wood or engineered wood products) for headers and plates that provide structural support at the top and bottom of the wall frame. 3. Fasteners: • Specify the type and size of fasteners (e.g., nails or screws) to be used for securing studs, headers, and plates. Include spacing and installation requirements. 4. Sheathing Material: • Indicate the sheathing material for the exterior or interior of the wall frame (e.g., plywood, OSB, or gypsum board) and its thickness. 5. Insulation: • If insulation is required, specify the type, R-value, and installation method for thermal and acoustic insulation within the wall frame. 6. Moisture Barrier: • Detail the use of a moisture barrier or vapor retarder to prevent moisture-related issues within the wall assembly. Processes for Constructing Wall Frames: 1. Layout and Marking: • Establish layout lines on the subfloor or foundation to guide the placement of wall studs. Mark the locations of doors, windows, and openings within the frame. 2. Stud Spacing: • Specify the on-center spacing for wall studs (e.g., 16 inches OC or 24 inches OC) and outline the installation process. 3. Headers and Plates Installation:

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 61 of 74 Student Pack • Provide instructions for installing headers and plates, including securing them to the floor and ceiling or adjacent walls. 4. Stud Installation: • Describe the proper method for installing wall studs, ensuring they are plumb and correctly aligned with layout lines. 5. Sheathing Attachment: • Explain how to attach sheathing material to the exterior or interior of the wall frame, including fastener spacing and edge treatments. 6. Insulation Placement: • If insulation is included, detail its placement within the wall frame, ensuring it aligns with the required R-value and thermal requirements. Sign off: Abhinandan Date: 20/10/23

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 62 of 74 Student Pack Performance Criteria/Performance Checklist: Activity 4 (Project 1) This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete (Comment and feedback to students) Reviewed the drawings, plans and specifications to determine construction details and dimensions for the project. ❑ ❑ Determined the following details relating to ancillary works: ● Location ● Dimensions ● Tolerances ❑ ❑ Identified environmental controls and locations related to the following and documented using Template 7 and Template 8: ● Erosion ● Management of contaminated stormwater ● Storage of chemicals and fuels ❑ ❑ Determined the following specifications for materials, standards of work, finishes and tolerances. ● Specifications for the following materials ❑ ❑

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 63 of 74 Student Pack ○ Reinforced cement concrete ○ Mortar ○ Brick masonry ○ Steel ● Standards of work ● Finishes ○ Finish floor levels ○ Reduced levels ● Tolerances Determined material requirements and processes to be followed based on the job task specifications. ❑ ❑ The student’s performance was: ❑ Not satisfactory ❑ Satisfactory Feedback to student: Student signature Observer signature

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 64 of 74 Student Pack Performance Criteria/Performance Checklist: Activity 4 (Project 2) This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete (Comment and feedback to students) Reviewed the drawings, plans and specifications to determine construction details and dimensions for the project. ❑ ❑ Determined the following details relating to ancillary works: ● Location ● Dimensions ● Tolerances ❑ ❑ Identified environmental controls and locations related to the following and documented using Template 7 and Template 8: ● Erosion ● Management of contaminated stormwater ● Storage of chemicals and fuels ❑ ❑ Determined the following specifications for materials, standards of work, finishes and tolerances. ● Specifications for the following materials ❑ ❑

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 65 of 74 Student Pack ○ Reinforced cement concrete ○ Mortar ○ Brick masonry ○ Steel ● Standards of work ● Finishes ○ Finish floor levels ○ Reduced levels ● Tolerances Determined material requirements and processes to be followed based on the job task specifications. ❑ ❑ The student’s performance was: ❑ Not satisfactory ❑ Satisfactory Feedback to student: Student signature Observer signature

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 66 of 74 Student Pack Assessment Results Sheet Outcome First attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback: Second attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback: Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. • I have kept a copy of all relevant notes and reference material that I used as part of my submission. • I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. • I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. • All appeal options have been explained to me. Student Signature

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 67 of 74 Student Pack Date Trainer/Assessor Name Trainer/Assessor Declaration I hold: ☐ Vocational competencies at least to the level being delivered ☐ Current relevant industry skills ☐ Current knowledge and skills in VET, and undertake ☐ Ongoing professional development in VET I declare that I have conducted an assessment of this student ’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student. Trainer/Assessor Signature Date Office Use Only The outcome of the assessment has been entered into the Student Management System on _________________ (insert date) by (insert Name) __________________________________

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 68 of 74 Student Pack

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 69 of 74 Student Pack Appendix A: Reasonable Adjustments Write (task name and number) where reasonable adjustments have been applied: Reasonable Adjustments • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. • Please note, academic standards 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. • The trainer/a ssessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. • The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. 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 enterprise requirements, takes account of the student’s needs

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 70 of 74 Student Pack Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)  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 an 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  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 the 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 need  Disability  Speaking  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  Appropriately structure the assessment  Provide information or course materials in an 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 the physical environment, e.g. installing lever taps, building ramps, installing a lift

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 71 of 74 Student Pack Explanation of reasonable adjustments strategy used Trainer/Assessor Name Trainer/Assessor Declaration I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required. Trainer/Assessor Signature Date

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 72 of 74 Student Pack Appendix B: Learner Evaluation Form Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below: • logistics and support • facilitation • training material • assessment Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form! Unit of Competency Name Trainer/Assessor Name Student Name (Optional) Dates of Training Employer/Work site (if applicable) Date of Evaluation A Logistics and Support Evaluation No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree 1 The communication regarding the required attendance and time to study to pass this unit was correct 2 The staff were efficient and helpful. 3 The training equipment and material used was effective and prepared. 4 The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.) Additional Comments on Logistics and Support

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 73 of 74 Student Pack No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree B Trainer/Assessor Evaluation 1 The trainer/assessor was prepared and knowledgeable on the subject of the program 2 The trainer/assessor encouraged student participation and input 3 The trainer/assessor made use of a variety of methods, exercises, activities and discussions 4 The trainer/assessor used the material in a structured and effective manner 5 The trainer/assessor was approachable and respectful of the learners 6 The trainer/assessor was punctual and kept to the schedule 7 The trainer/assessor was easy to understand and used the correct language Additional Comments on Training

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3025 Page 74 of 74 Student Pack No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree C Learning Evaluation 1 The learning outcomes of the unit are relevant and suitable. 2 The content of the unit was relevant and suitable for the target group. 3 The length of the training was suitable for the unit. 4 The learning material assisted in the learning of new knowledge and skills to apply in a practical manner. 5 The learning material was free from spelling and grammar errors 6 Handouts and exercises were clear, concise and relevant to the outcomes and content. 7 Learning material was generally of a high standard, and user-friendly Additional Comments on Learning Evaluation

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CPCCCM2006 Assessment PRACTICAL SUBMISSION

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