CPCCOM1015 Student Assessment - PRACTICAL

Student Pack Purpose of the assessment The purpose of this assessment task is to assess the student’s knowledge and skills essential to taking basic measurements and performing basic calculations to determine quantities of materials for construction work.  Skills to take basic measurements and performing basic calculations to determine quantities of materials for construction work using each of the following:  weight  area  volume  perimeter  circumference  ratio  percentage  Skills to convert measurements in metres to millimetres and measurements in millimetres to metres. Task instructions  This is an individual assessment.  This assessment task aims to assess the student’s knowledge essential to carry out measurements and calculations.  The calculations must be accurate to 1 mm.  The trainer/assessor must assess the student based on the performance checklist provided. Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 3 of 32

Student Pack Workplace requirements 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 ensure that the construction site allows the student to take basic measurements and perform basic calculations to determine quantities of materials for construction work.  The training organisation must assign a Supervisor to each student or take on the role of Supervisor.  The worksite must have realistic tasks or simulated tasks, relevant specifications and work instructions, standard work practices, safety requirements and environmental constraints.  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.  Instructions for the trainer/assessor: The student will install doors and windows. You must carefully analyse the information given in the ‘plans and specifications’ before initiating the work. The trainer will supervise/observe the work by standing near the working location. The student will be required to bring all necessary PPEs required to complete this activity. Tool and equipment required:  Calculators and laser equipment  Rulers  Tape measures Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 6 of 32

Student Pack Activity 1: Take basic measurements and perform basic calculations to determine material quantities for erecting a fence around the building. Activity context: A fence is to be erected on the sides of the building. You need to calculate the perimeter of the building and determine the number of fence posts required if they are to be placed at a distance of 2.2 m centres. Description of the activity: This activity requires the student to take basic measurements and perform basic calculations to determine material quantities for erecting a fence around the building. To do so, you are required to follow the steps given below and document the outcomes using Template 1. Step 1: Select the equipment that would be most appropriate for obtaining the measurements and document using Template 1. Step 2: Select the method for obtaining the measurement and document using Template 1. Step 3: Use a ruler or tape to obtain linear measurements for each side of the building where the fence is to be erected. Note: The measurements must be accurate to 1mm. Step 4: Calculate the perimeter of the building and determine the total length to be fenced and document using Template 1. Step 5: Convert the measurements in millimetres to metres and document using Template 1. Step 6: Work out the number of posts required for each side of the building to be fenced and document using Template 1. Step 7: Add up the number of posts and documents using Template 1. Step 8: Check calculations for accuracy and record calculation workings and results using Template 1. Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 9 of 32

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: CPCCOM1015 Page 12 of 32

Student Pack Template 2: Take basic measurements and perform basic calculations to construct paving.. Take basic measurements and perform basic calculations to construct paving. Equipment most appropriate for obtaining the measurements T2 Pulse Induction device Method for obtaining the measurement Thickness of pavement: - A thin metal "target" (plate) must be prepositioned on the foundation before paving for the MIT Scan T2 Pulse Induction device. A pulse induction device is used to find the target after paving and as soon as the pavement may be walked on. After being identified, the gadget measures the space between the plate and the pavement's surface to determine the pavement's thickness. Linear measurements of the area where the paving Linear measurement is when you measure things in a straight-line using tools such as a ruler, yardstick, or tape measure. Areas of constructing paving Paved area: - Concrete, asphalt, stone, brick, gravel, or any other enhanced wearing surface, including the curb, are all examples of paved surfaces. Dimensions of the pavers Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 15 of 32

Student Pack Calculated the weight of the pavers.  Multiplied the number of pavers calculated to the weight of each unit.   Calculations were accurate.   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: CPCCOM1015 Page 18 of 32

Student Pack Volume of concrete Height=7.5centimeters =base area *height 7m*10m-0.075m=5.25m3 Additional concrete requirements based on the wastage allowance Volume due to wastage 10/100*5.25 =0.525m3 Total volume of material required Total volume required=5.25+0.525=5.775m3 Volume of total concrete from cubic metres to cubic millimetres The volume of total concrete in mm =5.775*1000000000mm=5775000000mm3 Ratio of cement to sand to aggregate The ratio of sand to cement 1 bag of cement is mixed with 3 wheelbarrows of sand. 1 wheelbarrow=6ft3*3=18ft3 1 bag of cement=1.2ft3 Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 21 of 32

Student Pack Ratio=18:1.2 =15:1 Linear scale factor=3√15=2.5:1 Ration=5:2 Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 22 of 32

Student Pack Performance Criteria/Performance Checklist: Activity 3 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) Selected correct equipment for obtaining the measurements.   Selected the correct method for obtaining the measurement.   Used a ruler or tape to obtain linear measurements for each side of the building.  The measurements were accurate to 1mm.   Used correct formula to calculate the total area of the building where the floor slab is to be constructed (i.e., calculate the length and breadth of the building.   Converted the height of the slab into metres.   Calculated the volume of concrete required.  Applied formula: L X B X H   Added a 10% wastage allowance for concrete to be poured on the floor.   Calculated the additional concrete requirements based on the wastage allowance and calculated.   Added up the total volume of material required.   Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 23 of 32

Student Pack Converted the volume of total concrete from cubic metres to cubic millimetres.   Calculated the ratio of cement to sand to aggregate.   Calculations were accurate.   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: CPCCOM1015 Page 24 of 32

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 Date Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 25 of 32

Student Pack 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) __________________________________ Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 26 of 32

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/assessor 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 Backgroun d  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  Indigenous  Knowledge and understanding  Flexibility  Culturally appropriate training  Explore understanding of concepts and practical application through oral assessment Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 27 of 32

Student Pack Write (task name and number) where reasonable adjustments have been applied:  Services  Inappropriate training and 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  Educationa l backgroun d  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 Explanation of reasonable adjustments strategy used Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 28 of 32

Student Pack Write (task name and number) where reasonable adjustments have been applied: 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 Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 29 of 32

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 Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 30 of 32

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 Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 31 of 32

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 Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015 Page 32 of 32