Elements and Performance Criteria

loads and loading
section properties
behaviour of structural materials
performance of beams
performance of columns
performance of roof trusses
principles of formwork
solution of force systems
wind bracing.

Classes 2 to 9
with a gross floor area not exceeding 2000 square metres, not including Type A or Type B construction.

brick veneer and cladding over timber-framed and lightweight section steel-framed construction
cavity brick construction
earth-wall construction
lightweight concrete construction, such as construction of autoclaved aerated concrete (AAC)
pole frame construction
portal frame construction
post and beam construction
post and truss construction
single-leaf (reinforced) masonry construction
tilt-slab construction.

architects
draftspersons
engineers
quantity surveyors
surveyors.

building approval plans
contract plans
design and specifications
engineer's footing design and specifications
original contour survey plans
registered plans
retaining walls and tanking design and specifications
site plans
soils investigation reports
structural floor systems, wall systems and roof systems
underpinning, rock anchors and shoring design and specifications.

concrete slab floors
drilled or driven piles
mass concrete piers
reinforced concrete piers and beams
screw piles
waffle pod slabs.

brick bases
engineered timber products
panel systems of concrete and AAC
suspended and slab-on-ground concrete slab floors
timber and steel floor construction.

composite walls featuring tilt-slab, post and beam, pole and truss and portal frame
earth walls, including rammed earth and mud brick
framed walls incorporating timber, engineered timber products and lightweight section steel
masonry walls incorporating cavity brick, single-leaf masonry and lightweight concrete (AAC).

boarding
coatings over base materials
sheeting
tilt-slab
unfired, fired and autoclaved masonry.

ducting for heating and cooling
electrical, electronic and communication systems
extractive vacuum and exhaust systems
passive and active fire detection and prevention systems
plumbing and drainage
powered systems for operating doors and windows
smoke control and containment systems.

for roof types including:
gable including dual pitch
hip
north light
rafter and purlin
skillion
prefabricated and site fabricated trussed roof framing.

concrete, clay and metal tiles
shakes and shingles
short and long run metal sheeting.

Overview of assessment
This unit of competency could be assessed by the effective application of structural principles and concepts for erection and demolition in accordance with the range of variables and application in a low rise building project.
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:

assess structural integrity of a variety of structures found on building and construction sites
apply structural principles behind the safe erection and demolition of low rise structures classified within the BCA as Classes 2 to 9 with a gross floor area not exceeding 2000 square metres but not including Type A or Type B construction
apply technical construction principles to the appropriate selection, integration and building in of construction elements and components
coordinate, plan, implement and check building of a low rise structure.

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 government 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
technical reference library with current publications on measurement, design, building construction and manufacturers' product literature
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 Integrated Framework 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.