What is the purpose of this document?
Student Pack
What is the purpose of this document?
The Student Pack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered.
The information includes the following:
Information related to the unit of competency
Guidelines and instructions to complete each task and activity
A student evaluation form
Student Evaluation Form
These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved.
Link to other unit documents
The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.
The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements. The Unit Requirements is a document that contains information related to the unit of competency for the Training Organisation staff and students.
Document Usage
CAQA Resources
https://caqaresources.com.au/
Student Pack 2019 CAQA Resources, CAQA and RTO Training Resources
This template and all its including associated content is a copyrighted work under Australian and other copyright laws. Do not submit copies or modifications of this template to any website or any third parties. Please review the following license agreement to learn how you may or may not use this template.
License Agreement:
Copyright protects this material. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher to use for a specific intended purpose. The only exception is brief quotations embodied in critical reviews and certain other noncommercial uses permitted by Copyright Act 1968 (Cth). For permission requests, write to the publisher, addressed Attention: Permissions Coordinator, at the address below.
If you believe that information of any kind in this publication is an infringement of copyright, in the material in which you either own the copyright or are authorised to exercise the rights of a copyright owner, and then please advise us by contacting CAQA, Career Calling International Pty. Ltd. 2/10 Lawn Court, Craigieburn, Victoria 3064.
Student and trainer details
Student details
Full name: Student ID: Contact number: Email address: Trainer details
Full name: Qualification and unit of competency
Qualification/Course/Program Details
Code: Name: Unit of competency
Code: CPCCOM1015
Name: Carry out measurements and calculations
Releases: 2.0
Release date: 23/Dec/2020
Assessment Submission Method
By hand to trainer/assessor By email to trainer/assessor
Online submission via Learning Management System (LMS)
Any other method _________________________________________________
(Please describe here)
Student declaration
I have read and understood the information in the Unit Requirements prior to commencing this Student Pack
I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack;For the purposes of assessment, I give the trainer/assessor permission to:
Reproduce this assessment and provide a copy to another member of staff; and
Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
Assessment Plan
The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.
Evidence number/ Task number Assessment method/ Type of evidence/ Task name Sufficient evidence recorded/Outcome
Assessment task 1 Knowledge Test (KT) S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 2 Skill Test (ST) S / NS (First Attempt)
S / NS (Second Attempt)
Outcome C NYC
Date assessed:
Trainer signature:
Completion of the Assessment Plan
Your trainer is required to fill out the Assessment Plan Outcome records above, when:
You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.
Your work has been reviewed and assessed by your trainer/assessor.
You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.
You have been provided with relevant and detailed feedback.
Every assessment has a Feedback to Student section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as:
Result of Assessment (satisfactory or unsatisfactory)
Student name, signature and date
Assessor name, signature and date
Relevant and detailed feedback
Unit Requirements
You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.
Pre-Assessment Checklist: Task 1 - Knowledge 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 - Appendix A 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.
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 procedure 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 the 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 Organisations 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: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines: Knowledge Test
Assessment type
Written Questions
Instructions provided to the student:
Assessment task description:
This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.
The Knowledge Test is comprised of five (5) written questions
You must respond to all questions and submit them to your Trainer/Assessor.
You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task
You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.
Applicable conditions:
All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).
You must read and respond to all questions.
You may handwrite/use a computer to answer the questions.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
Where a students 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 Organisations Student Handbook.
Location:
This assessment task may be completed in:
a classroom
learning management system (i.e. Moodle),
workplace,
or an independent learning environment.
Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.
Instructions for answering the written questions:
Complete a written assessment consisting of a series of questions.
You will be required to answer all the questions correctly.
Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer.
Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.
Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.
You must write your responses in your own words.
Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.
When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.
Purpose of the assessment
This assessment task is designed to evaluate students knowledge essential to undertake basic measurements and calculations to determine task and material requirements in a construction work environment in a range of contexts and industry settings and knowledge regarding the following:
Knowledge of the types of equipment required for planning and performing basic measurements and calculations and their characteristics, uses and limitations, including:
rulers
tape measures
digital measuring and calculating devices
Knowledge of the methods of calculating the area and volume of the following in a construction environment:
rectangles
squares
circles
triangles
trapeziums
cubes
cylinders.
Task instructions
This is an individual assessment.
To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
To be assessed as Satisfactory in this assessment task, all questions must be answered correctly.
Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.
Q1: Answer the following questions:
1.1. What are the different types of tools and equipment equipment required for planning and performing measurements and calculations? Mention any five (5).
1.2. Mention any two (2) characteristics, uses and limitations each of the following tools:
S.no Equipment
(Two) Characteristics
(Two) Uses
(Two) Limitations
(Two)
1 Calculator 2 Measuring tape 3 Ruler Satisfactory response
Yes No S.NoEquipment
(Two) Characteristics
(Two) Uses
(Two) Limitations
(Two)
Q2: 2.1. Write the formula for calculating area and volume of the following:
S. No. Shape Area
(m2) Volume
(m3)
1 Rectangles 2 Squares
3 Circles
4 Triangles
5 Trapeziums
6 Cubes 7 Cylinders 2.2 Calculate the area of the shapes given in column 2 of the table.
S. No. Shape Area
1. 11493511874500
Radius = 2 m
2 1530359525
Side = 5 m
2.3. Calculate the volume of the shapes given in column 2 of the table.
S. No. Shape Volume
1.
With radius= 5m
Height = 10 m
2
A = 5 m
Satisfactory response
Yes No Q3: Based on the different types of measurement given in the table:
Write a single sentence description for each measurement.
List any three (3) units in which these measurements can be performed.
Provide an example for each measurement.
Measurement Description Common Unit of Measurement
Example
Length
Width
Height or Depth
Weight
Number or Quantity
Amount
Scale Satisfactory response
Yes No Q4: What appropriate measurement methods will you use to measure the following:
Short distances
Long distances
Measuring weight
Write a single sentence for each.
Satisfactory response
Yes No
Q5: Write an appropriate formula for each of the following:
Perimeter of a rectangle
Area of rectangle
Area of circle
Volume of a rectangular prism
Area of triangle
Satisfactory response
Yes No
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 (please 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 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 students 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 this assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Pre-Assessment Checklist: Task 2 Skill 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 the 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 Organisations 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: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines: Skill Test
Assessment type
Skill Test - Take basic measurements and performing basic calculations to determine quantities of materials for construction work
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.
This assessment task consists of three (3) practical demonstration activities.
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 students 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 Organisations Student Handbook.
Location:
This assessment task may be completed in:
a classroom
learning management system (i.e. Moodle),
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 students 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 students 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.
Assessment Task 2 - Skills Test
Skills Test:This assessment task requires the student to undertake basic measurements and calculations to determine task and material requirements for construction work.
This includes:
Carrying out 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
Converting measurements in metres to millimetres and measurements in millimetres to metres.
Instructions for trainer/assessor:
All work must be performed to the standard required in the workplace.
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 workplace must be:
An actual workplace
A close simulation of the workplace environment provided that simulated or project-based assessment techniques replicate construction workplace conditions, materials, activities, responsibilities and procedures
Note: The requirements for a simulated workplace environment are given below.
The Supervisor or trainer/assessor must ensure that the simulated workplace environment requirements.
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 Simulated workplace environment requirements section given below.
The trainer will supervise/observe the work by standing near the working location and evaluate your performance based on performance checklist benchmarks.
The trainer/assessor must use realistic tasks or simulated tasks, relevant specifications and work instructions, standard work practices, safety requirements and environmental constraints present on the worksite.
The trainer/assessor must also verbally ask each student a series of questions during the students performance of each task. These questions are designed to assess the knowledge students are employing in the performance of the task.
The trainer/assessor must mark the students responses to verbal questions on the verbal questions record sheet included in the students assessment pack.
The trainer/assessor must provide a verbal briefing on each assessment prior to commencement.
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 complete the activities specified.
Workplace scenario and job specifications:
Your company has received a project construct a two-storey house. Your Supervisor wants you to taking basic measurements and performing basic calculations to determine quantities of materials for construction work.
The work includes taking basic measurements and performing basic calculations to determine quantities of materials for:
Erecting a fence around the building.
Construct paving.
Construct a floor slab.
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
Trundle wheels.
Documents required:
Manufacturers specifications
Construction drawings, plans and specifications
Job responsibilities:
As part of your job role, you will have the following responsibilities:
Choose the most appropriate measurement equipment and method.
To obtain linear measurements accurate to 1 mm, use a ruler or tape.
In a construction environment, take basic measurements and calculate material quantities using basic formulae for weight, area, volume, perimeter, circumference, ratio, and percentage.
Convert measurements in metres to millimetres and measurements in millimetres to metres.
Check the calculations for accuracy and keep a record of the calculations' workings and results.
Roles and responsibilities (Supervisor):
The Supervisor must:
Ensure that the student is clear about the job specifications.
Assign a Supervisor or supervise the student performing each activity.
Observe the student performing each activity and assess them against the observation checklist provided after each activity.
Task:
This assessment task requires the student to undertake basic measurements and calculations to determine task and material requirements for construction work.
This includes:
Carrying out 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
Converting measurements in metres to millimetres and measurements in millimetres to metres.
To do so, you will be required to complete the following activities:
Activity 1: Take basic measurements and perform basic calculations to determine material quantities for erecting a fence around the building.
Activity 2: Take basic measurements and perform basic calculations to construct paving.
Activity 3: Take basic measurements and perform basic calculations to construct a floor slab.
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.
Template 1: Determine material quantities for erecting a fence around the building.
Determine material quantities for erecting a fence around the building.
Equipment most appropriate for obtaining the measurements Method for obtaining the measurement Linear measurements for each side of the building Perimeter of the building and determine the total length to be fenced Conversion of measurements in millimetres to metres Number of posts required for each side of the building to be fenced Total number of posts Performance Criteria/Performance Checklist: Activity 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)
Selected correct equipment for obtaining the measurements. Selected the correct method for obtaining the measurement. Uses a ruler or tape to obtain linear measurements for each side of the building where the fence is to be erected.
The measurements were accurate to 1mm. Used correct formula to calculate the perimeter of the building and determine the total length to be fenced. Converted the measurements in millimetres to metres. Worked out the number of posts required for each side of the building to be fenced. Added up the number of posts and documents using Template 1. Calculations were accurate.
The students performance was: Not satisfactory
Satisfactory
Feedback to student:
Student signature
Observer signature
Activity 2: Take basic measurements and perform basic calculations to construct paving.
Activity context:
Brick paving is to be constructed in the backyard of the building. You need to calculate the number of pavers required to construct brick paving.
Specifications:
Pavers of 200x200x50mm are to be used.
Unit weight: 2.55 kg.
The dimensions of the backyard are as follow:
66596828515633251851560
50232669395Garden bed 5000 X 1400
00Garden bed 5000 X 1400
61247932170697000mm
007000mm
858280187144Pond
Radius 1800 mm
Pond
Radius 1800 mm
398417246866Garden bed 5000 X 1400
00Garden bed 5000 X 1400
3325025943514000 mm
Description of the activity:
This activity requires the student to take basic measurements and perform basic calculations to construct brick paving.
To do so, you are required to follow the steps given below and document the outcomes using Template 2.
Step 1: Select the equipment that would be most appropriate for obtaining the measurements and document using Template 2.
Step 2: Select the method for obtaining the measurement and document using Template 2.
Step 3: Use a ruler or tape to obtain linear measurements of the area where the paving is to be constructed and document using Template 1.
Note: The measurements must be accurate to 1mm.
Step 4: Calculate the areas of constructing paving using Template 2.
Calculate the total area where paving is to be constructed.
Calculate the area of garden beds.
Calculate the circumference of the pond area.
Convert measurements in metres to millimetres and measurements in millimetres to metres and ensure the final calculations for above are in the same units.
Calculate the area to be paved by subtracting the area of the garden beds and the circumference of pond areas from the total area.
Step 5: Determine the dimensions of the pavers.
Step 6: Calculate the number of pavers required to construct paving. Add 5% allowance for wastage and document using Template 2.
Step 7: Calculate the weight of the pavers.
Multiply the number of pavers calculated to the weight of each unit.
Document the weight calculated using Template 2.
Step 8: Check calculations for accuracy and record calculation workings and results using Template 2.
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 Method for obtaining the measurement Linear measurements of the area where the paving Areas of constructing paving Dimensions of the pavers Number of pavers required to construct paving Weight of the pavers
Performance Criteria/Performance Checklist: Activity 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)
Selected correct equipment for obtaining the measurements. Selected the correct method for obtaining the measurement. Used a ruler or tape to obtain linear measurements of the area where the paving is to be constructed.
The measurements were accurate to 1mm. Used correct formula to calculate the areas of constructing paving.
Calculated the total area where paving is to be constructed.
Calculated the area of garden beds.
Calculated the circumference of the pond area.
Converted measurements in metres to millimetres and measurements in millimetres to metres and ensure the final calculations for above are in the same units.
Calculated the area to be paved by subtracting the area of the garden beds and the circumference of pond areas from the total area.
Determined the dimensions of the pavers. Calculated the number of pavers required to construct paving. Added 5% allowance for wastage. Calculated the weight of the pavers.
Multiplied the number of pavers calculated to the weight of each unit.
Calculations were accurate.
The students performance was: Not satisfactory
Satisfactory
Feedback to student:
Student signature
Observer signature
Activity 3: Take basic measurements and perform basic calculations to construct a floor slab.
Activity context:
Foundation slabs are to be constructed on the floor of the building. You need to calculate the volume of concrete required to construct the slab. The height of the slab to be constructed is 100mm. The dimensions related to length and width are given in the floor plan.
The concrete specifications are as follow:
1 part cement
2 parts sand
3 parts aggregateDescription of the activity:
This activity requires the student to take basic measurements and perform basic calculations to determine material quantities to construct a floor slab.
To do so, you are required to follow the steps given below and document the outcomes using Template 3.
Step 1: Select the equipment that would be most appropriate for obtaining the measurements and document using Template 3.
Step 2: Select the method for obtaining the measurement and document using Template 3.
Step 3: Use a ruler or tape to obtain linear measurements for each side of the building and document using Template 3.
Note: The measurements must be accurate to 1mm.
Step 4: 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 and document using Template 3.
Step 5: Convert the height of the slab into metres and document using Template 3.
Step 6: Calculate the volume of concrete required and document using Template 3.
Apply formula: L X B X H
Step 7: Add a 10% wastage allowance for concrete to be poured on the floor.
Step 8: Calculate the additional concrete requirements based on the wastage allowance, calculate the required concrete, and document using Template 3.
Step 9: Add up the total volume of material required and document using Template 3.
Step 10: Convert the volume of total concrete from cubic metres to cubic millimetres and document using Template 3.
Step 11: Calculate the ratio of cement to sand to aggregate and document using Template 3.
Step 12: Check calculations for accuracy and record calculation workings and results using Template 3.
Template 3: Take basic measurements and perform basic calculations to construct a floor slab.
Take basic measurements and perform basic calculations to construct a floor slab.
Equipment most appropriate for obtaining the measurements Method for obtaining the measurement Linear measurements of each side of the building Total area of the building where the floor slab is to be constructed Height of the slab into metres Volume of concrete required Additional concrete requirements based on the wastage allowance Total volume of material required Volume of total concrete from cubic metres to cubic millimetres Ratio of cement to sand to aggregate
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.
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 students performance was: Not satisfactory
Satisfactory
Feedback to student:
Student signature
Observer signature
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 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 students 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) __________________________________
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 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 students needs
Indigenous Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age Educational background
Limited study skills Make sure font size is not too small
Trainer/Assessor should refer to the studentsexperience
Ensure that the time available to complete the assessment takes account of the students 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 students 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
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
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
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
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
