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 in the performance criteria is detailed below. Add any 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.
Client may include:
architect
owner and manager
building designer
builder
building certifier and surveyor
developer
state and territory education departments.
Organisational requirements may be outlined and reflected in:
access and equity policy, principles and practices
business and performance plans
client service policies, procedures and standards
codes of conduct and codes of practice
communication channels and reporting procedures
communication of services offered
complaint and dispute resolution procedures
compliance with legislation, codes and workplace standards
continuous improvement processes and standards
defined resource parameters
duty of care
employer and employee rights and responsibilities
ethical standards
legal policies and guidelines
OHS policies, procedures and programs
organisational mission statement, goals, objectives, plans, systems and processes
policies and procedures relating to the setting of fees and the negotiation and management of contracts
policies and procedures relating to own role, responsibilities and delegation
privacy and confidentiality policies and procedures
quality assurance and/or procedures manuals
records and information management systems and processes
style guides and other guides used to prepare documents.
Interpersonal skills and communication techniques may include:
active listening to clarify and confirm understanding
control of tone of voice and body language
culturally aware/sensitive use of language and concepts
demonstrating flexibility and a willingness to negotiate
presenting options and consequences
providing constructive feedback
reflection
seeking feedback to confirm understanding of needs
summarising and paraphrasing to check understanding
using effective presentation aids (e.g. audiovisual slides, diagrams, photographs and pictures)
using language that is:
accurate, articulate and concise
positive, confident and cooperative
verbal or non-verbal.
Legislative requirements may be outlined and reflected in:
relevant commonwealth, state and territory legislation that affects organisational operation:
OHS
building
environmental
equal employment opportunity
industrial relations
anti-discrimination and diversity
Australian standards
codes of practice
local government regulations and by-laws
privacy legislation
quality assurance and certification requirements
trade practices laws and guidelines.
Client brief may include:
written instructions detailing requirements of the access consultant
educational facility plans.
Site access arrangements may include:
access and egress points
keys, passes and security clearances
OHS requirements, including PPE
timing of access.
Relevant contact person may include:
identified contact
owner and manager
site supervisor.
Educational facility access audit checklist may be developed in-house or purchased commercially, and may include the following:
educational facility identification and data sheet
minimum requirements summary sheets (amenities and special areas):
parking and passenger set-down zones
site-accessible paths and elements
entrances
building-accessible paths of travel
individual amenities
special features
technical requirement audit forms:
parking and passenger set-down zones
exterior access paths
ramps
kerb ramps
step ramps
stairs
entrances and exits
gates and doors
seats, desks and worktops
toilets and showers
signage
tactile ground surface indicators
drinking fountains
telephones
educational facility access audit report forms.
Personnel may include:
business partners
existing staff
new staff.
Amenity may include:
assembly halls
car parking
classrooms and lecture theatres
specialist classrooms:
art and graphics areas
audiovisual rooms
break-out areas
computer rooms
domestic science rooms
manual arts and technical areas
science laboratories
study areas
canteens
caretakers' buildings and equipment storage
dining facilities/eating areas
drinking fountains
facilities for special needs
playgrounds
office and administration buildings
staff rooms
toilets
sports facilities:
boat sheds, ramps and jetties
change facilities
equipment storage facilities
gymnasiums
playing courts (tennis, basketball, volleyball and squash)
playing fields
stadiums
swimming pools.
Relevant building legislation may include:
state and territory capital works regulations
Australian standards
Building Code of Australia
DDA
DDA Education Standard
DDA Premises Standard.
Appropriate person may include:
another member of the playground access audit team
business partner or colleague
staff member.

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Overview of assessment
This unit of competency could be assessed on its own or as part of an integrated assessment activity involving other competencies relevant to the job function.
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:
recognising the needs and desires of people with disabilities to engage fully in all aspects of society, and their right to do so
interpreting accurately the impacts of the full range of disabilities and the limitations that each disability places on the individual's ability to access the environment
interpreting accurately how the full range of environmental barriers impact on any of the impairments that people with disabilities might have
interpreting and applying anti-discrimination legislation for the provision of access
interpreting and applying other relevant legislation for the provision of access
reading and interpreting educational facility plans accurately
using measurement tools correctly and recording collected data accurately
preparing an educational facility access audit report that complies with legislative requirements and fulfils contractual requirements
complying with OHS regulations applicable to workplace operations
applying organisational management policies and procedures, including quality assurance requirements.
Context of and specific resources for assessment
Resource implications for assessment include:
a registered provider of assessment services
competency standards
assessment materials and tools
suitable assessment venue/equipment
workplace documentation
candidate special requirements
cost and time considerations.
Validity and sufficiency of evidence requires that:
competency will need to be demonstrated over a period of time reflecting the scope of the role
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 of competence only taken at the point when the assessor has complete confidence in the person's competence
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence
where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be current and show that it represents competency demonstrated over a period of time
assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.