Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Materials commonly used in low rise buildings include:
cements
ceramics
concrete
engineered timber products
flooring
framing
glass
masonry units
mortars
paints and coatings
plasterboard
plasterglass
roofing
structural steel.
Low rise buildings are described within the BCA as:
Class 1 and 10
Class 2 to 9 with a gross floor area not exceeding 2000 square metres, not including Type A or Type B construction.
Material suitability is identified by a range of processes, including:
analysing reports, manufacturer specifications or other reference material regarding the suitability of new and environmentally efficient and sustainable building material technologies with reference to the BCA requirements
arranging industry standard, external quality tests or inspections and provision of results as necessary
arranging relevant, industry standard, on-site quality tests for products to be used in low rise buildings
referencing external reports and manufacturer specifications
refusing to accept substandard or out of specification materials
seeking expert appraisal from relevant industry professionals, including architects, designers and engineers.
Selected includes:
arranging for expert advice as necessary to confirm or refute material options
identifying materials from specifications and drawings
identifying specifications and standards described in contract documents
selecting and ordering materials that meet those requirements.
Materials are handled correctly and safely by:
allocation of space for on-site storage of materials
confirming products or materials are as ordered and signing off delivery documentation
ensuring safe unloading and handling of construction materials
ensuring safe use of hazardous materials and complying with statutory or regulatory requirements
ensuring correct materials are delivered to correct site
providing adequate on-site security of materials
undertaking quality checks within the competence of the individual.

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
This unit of competency could be assessed by the effective supervision and application of quality standards to the identification, selection and storage of the range of relevant construction materials in the range statement.
This unit of competency can be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate construction workplace conditions, materials, activities, responsibilities and procedures.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
A person who demonstrates competency in this unit must be able to provide evidence of the ability to:
identify suitable building and construction materials specified by the project or contract
use effective verbal and written communication with manufacturers and suppliers of materials
effectively and efficiently test materials to maintain quality standards on site
maintain effective sampling and record-keeping processes
safely handle and store materials
comply with organisational and legislative requirements.
Context of and specific resources for assessment
This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints.
Assessment of essential underpinning knowledge will usually be conducted in an off-site context.
Assessment is to comply with relevant regulatory or Australian standards' requirements.
Resource implications for assessment include:
documentation that should normally be available in either a building or construction office
relevant codes, standards and regulations
office equipment, including calculators, photocopiers and telephone systems
computers with appropriate software to view 2-D CAD drawings, run costing programs and print copies
a technical reference library with current publications on measurement, design, building construction and manufacturers' product literature
a suitable work area appropriate to the construction process.
Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment
Assessment methods must:
satisfy the endorsed Assessment Guidelines of the Construction, Plumbing and Services Training Package
include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application
reinforce the integration of employability skills with workplace tasks and job roles
confirm that competency is verified and able to be transferred to other circumstances and environments.
Validity and sufficiency of evidence requires that:
competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace
where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice, with a decision on competency only taken at the point when the assessor has complete confidence in the person's demonstrated ability and applied knowledge
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence.
Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed.
Supplementary evidence of competency may be obtained from relevant authenticated documentation from third parties, such as existing supervisors, team leaders or specialist training staff.