Unit of competency Outline
Date retreived
22/07/2026 6:32 AM AWST
22/07/2026 6:32 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Prepare, deliver and evaluate public education sessions on access
Prepare, deliver and evaluate public education sessions on access
Unit of competency
National Code
CPPACC4018A
CPPACC4018A
State Code
W9790
W9790
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
15/09/2014
Field of Education
030905 - Building Services Engineering
Original Release Date
15/09/2014
Nominal Hours
50
Description
This unit specifies the competency required to develop, present and evaluate educational and information sessions on issues relating to access for people with disabilities.The unit requires the ability to use presentation techniques and communication and interpersonal skills to convey information on the access requirements contained in the Disability Discrimination Act (DDA) Premises Standard, the Building Code of Australia and the relevant Australian standards to members of the public, building owners and managers and people working in the building industry.
Notes
Elements and Performance Criteria
1Identify the information requirements of the target group.
- 1.1 The information requirements of the target groups of public education sessions are identified.1.2 Existing resources are reviewed for suitability in relation to the target group.1.3 The specific information requirements of the target group are researched.
2Plan and develop educational presentations on disability access.
- 2.1 Presentation outcomes are determined with the sponsor or client and are agreed upon.2.2 Presentation strategies are chosen to match the characteristics of the target audience, the subject matter to be presented, the location and the delivery method.2.3 Presentation aids and materials are selected to enhance audience understanding of key concepts and ideas.2.4 Presentation text and aids are prepared using appropriate media and allowing time to review and revise prior to the presentation.
3Deliver the presentation.
- 3.1 The desired outcomes of the presentation are explained and discussed with the target audience.3.2 Presentation aids, materials and examples are used effectively to support target audience understanding of key concepts and ideas.3.3 The verbal and non-verbal communication of participants are monitored to gauge participant engagement with the presentation.3.4 Variations in verbal and non-verbal communication are used to maintain participant involvement.3.5 Opportunities are provided for participants to seek clarification on key issues and concepts and the presentation is adjusted to meet participant needs and preferences.3.6 Key concepts and ideas are summarised to facilitate participant understanding.
4Evaluate the presentation.
- 4.1 Audience understanding and response to the content and presentation format of the education session are assessed.4.2 Feedback from the audience and observers of the education session is sought and analysed.4.3 Adjustments necessary to improve the content and delivery of future presentations are considered and implemented as appropriate.
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.
Target group may include:
building developers, owners and managers
community and disability groups
educational institutions
organisations developing DDA Action Plans
professionals who interact with access consultants:
building certifiers
architects
building designers
regulatory authorities.
Presentation strategies may involve:
oral presentations
discussion
questioning
simulations and role play
demonstration.
Characteristics of the target audience may relate to:
language, literacy and numeracy needs
cultural background
educational background or general knowledge
gender
age
physical ability
previous experience with the topic.
Delivery method may include:
face to face
via video conference
computer-assisted methods.
Presentation aids and materials may include:
video and audio recordings
overhead projectors
data projectors
paper-based materials
photographs
models
diagrams and charts
posters
whiteboards.
Feedback can be obtained from:
interviews with participants and observers
focus group interviews
written feedback from participants
reviewing videotape of the presentation.
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.
Target group may include:
building developers, owners and managers
community and disability groups
educational institutions
organisations developing DDA Action Plans
professionals who interact with access consultants:
building certifiers
architects
building designers
regulatory authorities.
Presentation strategies may involve:
oral presentations
discussion
questioning
simulations and role play
demonstration.
Characteristics of the target audience may relate to:
language, literacy and numeracy needs
cultural background
educational background or general knowledge
gender
age
physical ability
previous experience with the topic.
Delivery method may include:
face to face
via video conference
computer-assisted methods.
Presentation aids and materials may include:
video and audio recordings
overhead projectors
data projectors
paper-based materials
photographs
models
diagrams and charts
posters
whiteboards.
Feedback can be obtained from:
interviews with participants and observers
focus group interviews
written feedback from participants
reviewing videotape of the presentation.
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
applying organisational management policies and procedures, including quality assurance requirements, to the presentation of public education sessions
identifying organisational objectives for conducting public education sessions
identifying the information needs of target groups
developing effective public education sessions with available resources
ensuring the information presented in the public education sessions is current, relevant and appropriate to the needs of the target groups
monitoring the public education sessions' content and delivery methods to gauge audience response
conducting regular reviews of the effectiveness of the sessions.
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.
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
applying organisational management policies and procedures, including quality assurance requirements, to the presentation of public education sessions
identifying organisational objectives for conducting public education sessions
identifying the information needs of target groups
developing effective public education sessions with available resources
ensuring the information presented in the public education sessions is current, relevant and appropriate to the needs of the target groups
monitoring the public education sessions' content and delivery methods to gauge audience response
conducting regular reviews of the effectiveness of the sessions.
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.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AXF84 | CPPACC4018 | Prepare, deliver and evaluate public education sessions on access | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| W976 | CPP40811 | Certificate IV in Access Consulting | Qualification |