Elements and Performance Criteria

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.
Types of drawings include:
sketch plans
working drawings
presentation drawings
CAD drawings
initial sketches
preliminary and final drawings and plans however produced
detailed amendment drawings
construction information
service details such as wiring, piping, ducts and waste disposal
details of roads, pathways, parking areas, boundaries and landscaping.
Aspects of drawings include:
plans
elevations
sections
views in isometric projection and perspective.
Key features of the site plan include
location and situation
access and egress
contours and slopes
major geological and topographical features
existing dwellings, buildings or other structures
retaining walls
drainage lines
paving
set backs
service connection points
easements
storm water disposal
trees and vegetation.
The specification may include:
materials lists
schedules of quantities
performance data and material technical data
levels and survey information
stress, load and bearing calculations.
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.
Types of drawings include:
sketch plans
working drawings
presentation drawings
CAD drawings
initial sketches
preliminary and final drawings and plans however produced
detailed amendment drawings
construction information
service details such as wiring, piping, ducts and waste disposal
details of roads, pathways, parking areas, boundaries and landscaping.
Aspects of drawings include:
plans
elevations
sections
views in isometric projection and perspective.
Key features of the site plan include
location and situation
access and egress
contours and slopes
major geological and topographical features
existing dwellings, buildings or other structures
retaining walls
drainage lines
paving
set backs
service connection points
easements
storm water disposal
trees and vegetation.
The specification may include:
materials lists
schedules of quantities
performance data and material technical data
levels and survey information
stress, load and bearing calculations.

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 by reading and correctly interpreting a range of plans and specifications for activities relating to medium-rise residential and commercial construction projects.
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 read and interpret plans and specifications, including identification of key features, levels, contours, sections, service entry points, site features to be removed or retained and other details pertinent to the construction process
the ability to identify the characteristics and features of sites and structures pertinent to a construction project, including:
the correct orientation of structures on site
establishing the location of key on-site features in relation to building or other structures
identifying and incorporating customer variations to agreed plans and specifications
correctly interpreting essential elements and applying these to estimation, planning and supervisory tasks
effectively communicating changes to specifications to organisational personnel and confirming variations with the client.
Context of and specific resources for assessment
Resource implications for assessment include:
documentation that should normally be available in either a building or construction office
relevant codes, standards, government regulations
office equipment, including calculators, photocopiers and telephone systems
computers with appropriate software to view 2D CAD drawings, run costing programs and print copies
a technical reference library with current publications on measurement, design, building construction and manufacturer's product literature
a suitable work area appropriate to the construction process.

Where applicable, physical resources should include equipment modified for people with disabilities.
Access must be provided to appropriate learning and/or assessment support when required.
Assessment processes and techniques must be culturally appropriate, and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Validity and sufficiency of evidence requires that:
competency must 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 of competence taken only 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 authenticated 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.
In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in a manner appropriate to the oracy, language and literacy levels of the operator, and to any cultural issues that may affect responses to the questions, and reflect the requirements of the competency and the work being performed.
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 by reading and correctly interpreting a range of plans and specifications for activities relating to medium-rise residential and commercial construction projects.
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 read and interpret plans and specifications, including identification of key features, levels, contours, sections, service entry points, site features to be removed or retained and other details pertinent to the construction process
the ability to identify the characteristics and features of sites and structures pertinent to a construction project, including:
the correct orientation of structures on site
establishing the location of key on-site features in relation to building or other structures
identifying and incorporating customer variations to agreed plans and specifications
correctly interpreting essential elements and applying these to estimation, planning and supervisory tasks
effectively communicating changes to specifications to organisational personnel and confirming variations with the client.
Context of and specific resources for assessment
Resource implications for assessment include:
documentation that should normally be available in either a building or construction office
relevant codes, standards, government regulations
office equipment, including calculators, photocopiers and telephone systems
computers with appropriate software to view 2D CAD drawings, run costing programs and print copies
a technical reference library with current publications on measurement, design, building construction and manufacturer's product literature
a suitable work area appropriate to the construction process.

Where applicable, physical resources should include equipment modified for people with disabilities.
Access must be provided to appropriate learning and/or assessment support when required.
Assessment processes and techniques must be culturally appropriate, and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Validity and sufficiency of evidence requires that:
competency must 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 of competence taken only 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 authenticated 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.
In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in a manner appropriate to the oracy, language and literacy levels of the operator, and to any cultural issues that may affect responses to the questions, and reflect the requirements of the competency and the work being performed.