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					Board Endorsed February 2005

General Construction A/V Course
Type 2

Accredited from 1/1/2005 – 31/12/2008 Extended to 2009

Supporting Qualifications:
BCG10103 Certificate I in General Construction BCG20103 Certificate II in General Construction

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BCG10103 Certificate I in General Construction
To receive the BCG10103 Certificate I in General Construction, the following table applies. To obtain this qualification all seven (7)-core competency units and three (3) elective competency units from the above table must be achieved. Students must also complete two Structured Workplace Learning units x 40 hours. Code BCGCM1001B BCGCM1002B BCGCM1003B BCGCM1004B BCGCM1005B BCGCM2001B BCGCM2006B BCGVE1001B BCGVE1002B BCGVE1003B BCGVE1004B BCGVE2001B BSBCMN209A Competency Title Follow OH&S policies and procedures Work effectively in the General Construction Industry Plan and organise work Conduct workplace communication Carry out measurements and calculations Read and interpret plans and specifications Apply basic levelling procedures Handle construction materials Undertake a basic construction project Undertake a basic computer design project Undertake basic estimation and costing Produce construction drawings Provide information to clients Core or Elective Core Core Core Core Core Core Core Elective Elective Elective Elective Elective Elective

In the delivery of this course no electives from any other qualification within the General Construction Training Package or from another relevant endorsed Training Package may be used to complete certificate I.

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BCG20103 Certificate II in General Construction Prerequisite: BCG10103 Certificate I in General Construction To receive the BCG20103 Certificate II in General Construction, the following table applies. All fourteen (14) core competency units and three (3) elective competency units from the above table must be achieved. Students must also complete three Structured Workplace Learning units x 40 hours Code BCGCM1001B BCGCM1002B BCGCM1003B BCGCM1004B BCGCM1005B BCGCM2001B BCGCM2004B BCGCM2005B BCGCM2006B BCGCM2008B BCGCM2009B BCGCO2003B BCGSF2004B BCCCM2004B BCGCM2002B BCGCM2003B BCGCM2007B BCCCM2013B BCGCM3001B BCGCA2003B BCGCO3007B BCGPD2003B BCGRI3001B BCGSP2003B BCGWC2004B BCGWP2003B BCGWP2004B BCCCM2009B BCPCM3013B TDTD1097B LMFFM1001A Competency Title Follow OH&S policies and procedures Work effectively in the General Construction Industry Plan and organise work Conduct workplace communication Carry out measurements and calculations Read and interpret plans and specifications Handle construction materials Use construction tools and equipment Apply basic levelling procedures Erect and dismantle restricted height scaffolding Carry out basic demolition Carry out concreting to simple forms Place and fix reinforcement materials Drain and dewater site Carry out excavation Install trench support Use explosive power tools Control traffic with a stop-slow bat Operate elevated work platforms Erect and dismantle formwork for footings and slabs on ground Cut and core concrete Remove and replace doors and door and window frames Operate personnel and materials hoist Prepare surfaces for plastering Complete penetrations and flashings. Prepare for construction process (waterproofing) Prepare surfaces for waterproofing application Work in confined spaces Weld using arc welding equipment Operate a forklift Construct a basic timber furnishing product Core or Elective Core Core Core Core Core Core Core Core Core Core Core Core Core Core Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective

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Board Endorsed February 2005

In delivery of this qualification the Unit of Competence LMFFM1001A - Construct a basic timber furnishing product from the Furnishings Training Package is used as an elective. Students who do not achieve Certificate I but complete Units of Competency will be issued with Statements of Attainment towards BCG10103 Certificate I in General Construction Students who achieve Certificate I but do not achieve the whole Certificate II but complete Units of Competency will be issued with Statements of Attainment towards BCG20103 Certificate II in General Construction Competency Groupings In this course these Competencies are grouped into units in the following way. These competency groupings cannot be changed by individual colleges UNIT TITLE Introduction to General Construction 1.0 COMPETENCY BCGCM1002B - Work effectively in the General Construction Industry BCGCM1003B - Plan and organise work BCGCM1001B - Follow OH&S policies and procedures BCGCM1005B - Carry out measurements and calculations BCGVE1004B - Undertake basic estimation and costing BCGVE1002B - Undertake a basic construction project BCGCM1002B - Work effectively in the General Construction Industry BCGCM1003B - Plan and organise work BCGCM1001B - Follow OH&S policies and procedures BCGCM1005B - Carry out measurements and calculations BCGVE1004B - Undertake basic estimation and costing BCGVE1002B - Undertake a basic construction project

Fundamentals of General Construction 0.5 Using Construction Skills 0.5 General Construction Industry Practices 1.0

BCGCM1004B BSBCMN209A BCGCM2006B BCGVE2001B BCGCM2001B BCGVE1002B Furnishings, LMFFM1001A Formwork and BCGCA2003B Concreting BCGSF2004B 1.0 BCGCO2003B BCGCM2004B Construction BCGCM2008B Site Skills and BCGPD2003B Procedures BCGSP2003B 1.0 BCCCM2004B BCGCM2009B BCGCM2005B Site BCPCM2013A Preparation BCGCM2002B

- Conduct workplace communication - Provide information to clients - Apply basic levelling procedures - Produce construction drawings - Read and interpret plans and specifications - Undertake a basic construction project - Construct a basic timber furnishing product - Erect and dismantle formwork for footings and slabs on ground - Place and fix reinforcement materials - Carry out concreting to simple forms - Handle construction materials - Erect and dismantle restricted height scaffolding - Remove and replace doors and door and window furniture - Prepare surfaces for plastering - Drain and dewater site - Carry out basic demolition - Use construction tools and equipment - Weld using arc welding equipment - Carry out excavation
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and Excavation 1.0 Fundamentals of Site Preparation 0.5 Walls, Doors and Windows 0.5 Excavation 0.5

BCGCM2003B BCCCM2004B BCGCM2009B BCGCM2005B BCGCM2008B BCCCM2004B BCGCM2009B BCGCM2005B BCGPD2003B BCGSP2003B BCPCM2013A BCGCM2002B BCGCM2003B BCGVE1003B

Design, Construction, and the Community 1.0 GC Structured BCGCM1002B - Work effectively in the General Construction Industry Workplace Learning 1 0.5 GC Structured BCGCM1004B - Conduct workplace communication Workplace BSBCMN209A - Provide information to clients Learning 2 0.5 GC Structured BCGCM2004B - Handle construction materials Workplace Learning 3 0.5 GC Structured BCGCM2008B - Erect and dismantle restricted height scaffolding Workplace Learning 4 0.5 GC Structured BSBCMN209A - Provide Information to clients Workplace Learning 5 0.5 The competency bank list on page 3 has shaded competencies. These competencies are not used in either Certificate I or II. Teachers may wish to create further units by grouping appropriate competencies.

- Install trench support - Drain and dewater site - Carry out basic demolition - Use construction tools and equipment - Erect and dismantle restricted height scaffolding - Drain and dewater site - Carry out basic demolition - Use construction tools and equipment - Remove and replace doors and door and window furniture - Prepare surfaces for plastering - Weld using arc welding equipment - Carry out Excavation - Install Trench Support - Undertake a basic computer design project

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Course Accreditation Form
Course Type: 1 , 2 , Minor Variation , Extension  or Modification  Adoption of Course  or Unit  from College or  Type 2 Classification:  A  T  M  R  V

B S S S
AUSTRALIAN CAPITAL TERRITORY

Scope: The college is entered on the National Register to award Certificates delivered by this course  Yes  No
Course Code New Value (1.0/0.5) 1.0 0.5 0.5 1.0 1.0 0.5 1.0 0.5 1.0 0.5 1.0 0.5 0.5 0.5 0.5 0.5 Length S Q Q S S Q S Q S Q S Q Q Q Q Q Unit Codes

College: Course Title: General Construction Unit Title(s) Introduction to General Construction Fundamentals of General Construction Using Construction Skills General Construction Industry Practices Furnishings, Formwork and Concreting Fundamentals of Site Preparation Construction Site Skills and Procedures Walls, Doors and Windows Site Preparation and Excavation Excavation Design, Construction, and the Community GC Structured Workplace Learning 1 GC Structured Workplace Learning 2 GC Structured Workplace Learning 3 GC Structured Workplace Learning 4 GC Structured Workplace Learning 5

01 / 01 / 2005 Dates of Current Course Accreditation: From For Minor variations (not applicable to V courses) and Adoptions:

To

31 / 12 / 2007

Details of and reasons for Minor variations, Adoptions and Extensions are outlined on the Supporting Statement.

Type 2: The course and units named above are consistent with the goals of the Course Framework and are signed on behalf of the Board. The adopting College has the human and physical resources to implement the course.
Course development coordinator: Panel Chair:

/ College Adoption of Final Version:
Principal: /

/
/ College Board Chair:

/
/

/
/

Office Use Only: Date Received: Course Area:

Notify CIT for Articulation: / / Letter Prepared: Accredited From:

/ / /

/ / /

College Code: Letter Sent: Accredited To:

/ /

/ /

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Board Endorsed February 2005

Course Accreditation Supporting Statement
Provides support for information on the Course Accreditation Form Detail Reasons for Extension, Adoption, or Modification

B S S S
AUSTRALIAN CAPITAL TERRITORY

For V courses indicate the certificate the college will award.

College: Course Title: Detail Reasons:

Course Code

PROVISION FOR CONTINUING STUDENTS: Each college adopting the new course is required to re-assess previously attained competencies to match as closely as possible with the new competencies. Where gaps occur, colleges will be required to set appropriate assessment tasks to cover the new competencies. It is anticipated that students will be able to transfer to CIT or another private provider at any stage. Students who complete units 1 and 2 in the old course will continue with any of the following units Furnishings, Formwork and Concreting Fundamentals of Site Preparation Construction Site Skills and Procedures Walls, Doors and Windows Site Preparation and Excavation in the new course.

MODIFICATION (M COURSE/UNIT): Insert Student Profile

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Contents Page
Type 2 .............................................................. Error! Bookmark not defined. Contents Page .................................................................................................... 8 Course Name ..................................................................................................... 9 Classification ..................................................................................................... 9 Course Framework ............................................................................................ 9 Course Developers ............................................................................................ 9 Evaluation of Previous Course .......................................................................... 9 Course Length and Composition..................................................................... 11 Subject Rationale............................................................................................. 13 Goals................................................................................................................ 14 Student Group ................................................................................................. 15 Content ............................................................................................................ 16 Teaching and Learning Strategies ................................................................... 16 Across Curriculum Perspectives ..................................................................... 17 Assessment ...................................................................................................... 18 Moderation ...................................................................................................... 20 The Moderation Model ................................................................................... 21 Unit Grades ..................................................................................................... 21 Bibliography .................................................................................................... 22 Resources ........................................................................................................ 24 Proposed Evaluation Procedures ..................................................................... 27 Training Record Book ..................................................................................... 28 Introduction to General Construction 1.0 ..................................................... 29 Fundamentals of General Construction 0.5 .................................................. 34 Using General Construction Skills 0.5 ......................................................... 38 General Construction Industry Practices 1.0 ................................................ 42 Furnishings, Formwork and Concreting 1.0 ................................................. 46 Construction Site Skills and Procedures 1.0................................................. 51 Fundamentals of Site Preparation 0.5 ........................................................... 56 Walls, Doors and Windows 0.5 .................................................................... 60 Site Preparation and Excavation 1.0 ......................................................... 63 Excavation 0.5 ............................................................................................ 67 Design, Construction, and the Community 1.0 ............................................ 70 GC Structured Workplace Learning 1 0.5 .................................................... 72 GC Structured Workplace Learning 2 0.5 .................................................... 74 GC Structured Workplace Learning 3 0.5 .................................................... 76 GC Structured Workplace Learning 4 0.5 .................................................... 78 GC Structured Workplace Learning 5 0.5 .................................................... 80 Appendix 1 – Assessment Task provided by Andy Lofthouse of Marist College ............................................................................................................ 82

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Board Endorsed February 2005

Course Name
General Construction

Classification
A/V Type 2

Course Framework
This course is presented under the Design and Technology Course Framework.

Course Developers
Name Livij Denis Krevatin Qualifications B Ed IA Cert IV in Workplace Training and Assessment Cert IV Building and Construction Builder Licences ACT and NSW Member HIA and MBA Engineering Pattern Maker Cert IV in Workplace Training and Assessment B. Ed (Hons) Cert IV in Workplace Training and Assessment College Dickson College

Frank Hansby

St Edmunds College

Andy Lofthouse

Marist College

The developers gratefully acknowledge the work of previous course developers: Terence Moore In consultation with: Neil Willis Steve Thomas Chris Hardy Gary Guy Brian Macleod Glen Carter

Evaluation of Previous Course
The previous course was written to the Design and Technology Framework 2000 and used the units of Competency from the Training Package BCG98. These documents have since been updated. The framework goals were very demanding for this type of course. Changes need to be made to the goals so that in a course (ie a minor) students can achieve the course goals to some degree. The assessment needs to be very carefully planned to meet the goals and the intended industry outcomes. The course content is very industry focused and therefore is relevant for providing career and employment pathways for young people. The Across Curriculum Perspectives were clearly identified and provided sound advice to teachers.
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It was noted anecdotally, through discussions between teachers, that the previous course provided a pathway to employment for many students. While no figures have been compiled it is felt that students tend to leave this course after the completion of Structured Work placements, to take up a full time position within the industry. Below are the tables to indicate the successes from 2003. Year 12 Study 2003 Data - Basic Construction Skills Minor Major Major Minor F M Total F M Total F M Total COPC 0 2 2 0 2 2 0 0 0 DCKC 0 2 2 0 7 7 1 3 4 MARC 0 8 8 0 7 7 0 0 0 EDMC 0 5 5 0 6 6 0 0 0 CBRC 1 6 7 0 4 4 0 0 0 All 1 23 24 0 26 26 1 3 4 Colleges Double Major F M Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 All M Total 4 4 12 13 15 15 11 11 10 11 52 54

F 0 1 0 0 1 2

Year 12 VET Study 2003 Data – Certificates by Industry Group Building & Construction Certificate Level Female Male COPC I 0 3 DCKC I 1 8 MARC I 0 0 EDMC I 0 6 CBRC I 0 0 All Colleges I 1 17

Total 3 9 0 6 0 18

Year 12 VET Study 2003 Data – Number of Statements of Attainment Issued by Industry Group Building & Construction Female Male Total COPC 0 5 5 DCKC 0 5 5 MARC 0 16 16 EDMC 0 6 6 Total 32 32 Industry is very supportive of this course. Pilot programs have been running for students to receive a Certificate I in General Construction in Year 10. These programs have enabled students to enroll at the school with the year 12 students.

Impact on this course
The course goals have been changed slightly. This will enable the course goals to be met to some degree in a minor. The course has been written to the new course framework and has the units of competency from the new Training Package BCG03 General Construction, within the units. The units have been organised so that students may gain the Certificate I in Year 11. Other units have been added to allow the students who have gained the Certificate I in Year 10, to achieve a major course of study.
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Arrangements need to be made to accommodate year 12 in 2005 – (continuing students only) The last unit is a Community based project and projects may be negotiated with a client. The Structured Workpace Learning 5 may also be negotiated. This unit has been adopted from South Australia. The industry has given support to staff in colleges in many ways but this is not reflected in the document. The course is to be sequential. Students who have completed the Certificate I in year 10 will start with the unit ―Furnishings, Formwork and Concreting‖.

Course Length and Composition
The course is composed of 6 semester length units and 5 Structured Workplace units. Some of the semester length units may be taught as 0.5 value units. The following table lists the units: Unit Title Introduction to General Construction Fundamentals of General Construction Using Construction Skills General Construction Industry Practices Furnishings, Formwork and Concreting Fundamentals of Site Preparation Construction Site Skills and Procedures Walls, Doors and Windows Site Preparation and Excavation Excavation Design, Construction, and the Community GC Structured Workplace Learning 1 GC Structured Workplace Learning 2 GC Structured Workplace Learning 3 GC Structured Workplace Learning 4 GC Structured Workplace Learning 5 Unit Value 1.0 0.5 0.5 1.0 1.0 0.5 1.0 0.5 1.0 0.5 1.0 0.5 0.5 0.5 0.5 0.5

Duration of units and available course patterns Course Minimum number of hours per course 110 hours 220 hours 220 hours 330 hours Number of standard 1 value units to meet course requirements 2 units of 55 hours 4 units of 55 hours 3.5 units equivalent to 220 hours 6 units of 55 hours

Minor Major Major Major minor

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Implementation Guidelines
Standard semester units comprise a minimum of 55 hours or 63 hours of class time. There are no units from other courses to be used as part of this course. Prerequisites Units Nil Introduction to General Construction Introduction to General Construction General Construction Industry Practices Students entering having completed Year 10 SNAP program and gaining a certificate enter here General Construction Industry Practices Furnishings, Formwork and Concreting Furnishings, Formwork and Concreting Construction Site Skills and Procedures Furnishings, Formwork and Concreting Site Preparation and Excavation Must complete 3 of the board units Design, Construction, and the Community The Structured Workplace Learning units can be taken in any sequence. Students are expected to undertake at least one Structured Workplace Learning unit per semester.

Students continuing from the previous course Each college adopting the new course is required to re-assess previously attained competencies to match as closely as possible with the new competencies. Where gaps occur, colleges will be required to set appropriate assessment tasks to cover the new competencies. It is anticipated that students will be able to transfer to CIT or another private provider at any stage. Students who complete units 1 and 2 in the old course will continue with units 3 and 4 in the new course.

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Subject Rationale
There is a need to develop in students the capacity to adapt to ongoing change and to increase creativity and innovation in the application of resources and technology to the challenges facing humanity and the planet‘s ecosystems. The development and application of design and technology has major social, environmental and economic consequences for individuals and communities. It is vital to continually evaluate the purposes for which technologies are developed. Design and Technology based courses offer students a context in which to acquire the knowledge and skills needed to become effective members of society. Students become critical and discerning individuals, recognising that all decisions about the use of Design and Technology have eventual consequences. Through evaluating their own and other ideas, products and processes, students learn to understand the social, environmental and economic effects of design and technology. They identify ethical dilemmas when these arise, gain knowledge of the contextual and historical development of technology and become aware of the integration of design, technology and culture. Students learn to work independently and collaboratively, make informed decisions about professional and vocational pathways as well as acquire employment and leisure skills. Design and Technology activities allow students to develop aesthetic awareness and to visualise and communicate solutions. In Design and Technology courses students apply knowledge, skills and understanding from a range of Key Learning Areas in devising and developing solutions to contemporary issues.

Industry Need
The Construction Industry is primarily engaged in building and construction work in the residential and non-residential sectors. The majority of work is on new structures with a proportion involved in alterations and additions to existing buildings. Some work is shared with those from the civil construction sector especially where integrated projects occur. In May 2003, 737,000 people were employed in the building and construction industry. Of these, 229,600 were employed in general construction and 507,400 in construction trade services. Of this total population, it is estimated that up to 500,000 people may benefit from the coverage afforded by this General Construction training package. Employer representation in the industry is provided by a limited number of general or reasonably broadly based peak employer and industry associations and a further group of more narrowly focussed associations. The major general associations, covering more than one trade or sector include:  Australian Industry Group  Housing Industry Association  Master Builders Australia A significant factor and influence on the vocational education and training of the industry is the fact that firms of five (5) or less employees constitute some 94 per cent of all businesses. A range of unions provide employee representation in the industry with the major ones including:  The Construction, Forestry, Mining and Energy Union (CFMEU)  Communications, Electrical and Plumbing Union (CEPU)  The Australian Manufacturing Workers‘ Union (AMWU)  The Builders Labourers Federation (BLF)

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In economic terms, building and construction work in 2002 accounted for $62 billion in construction activity and accounted for 2.26 per cent of Australia‘s gross domestic product. Residential construction accounted for $25.6 billion, non-residential construction of $14.35 billion and civil engineering of $22 billion. Alterations and additions were estimated at an additional $5-10 billion in 2002. The industry‘s future is likely to be influenced by the continuing trend of project management groups co-ordinating the efforts of sub-contractors. These sub-contractors in turn are specialised and their requirements are for more narrowly skilled specialists. This situation presents a conundrum for the industry. On the one hand there is a significant view of the need to maintain a broad ranged skills base for the industry. On the other, there is the consideration that the need for broadly skilled employees may reduce, at least from a range of important sub-sectors. The other major influence on vocational education and training efforts is likely to be the extension of environmental obligations. Environmentally responsible construction systems and materials changes will need to be matched by variations in education and training. ABS Employment time series, (Labour force – Employed – Industry – Australia – Quarterly) (2) ABS Building Activity series, (ABS Engineering Construction Activity)
(1)

Goals
For this course goals refer to relevant construction industry skills, knowledge and practice. This course should enable students to:  Develop and apply design processes  Apply appropriate and enterprising design and technology skills in the production of solutions  Develop investigation and research techniques  Communicate ideas and concepts in a variety of ways such as oral, written, visual and three dimensional presentations  Use appropriate information and communication technologies  Understand and apply quality procedures to the appropriate use of materials and systems  Assess and manage risks in accordance with occupational health and safety principles and industry standards  Work independently and in collaboration with others  Establish an awareness of the values that underpin the social, cultural, environmental and historical context of design and technology  Investigate existing and emerging technologies in a variety of settings  Make informed choices about personal, professional and vocational pathways  Apply both formative and summative evaluation Vocational Outcomes The course which is a vocational course will give students the opportunity of achieving the industry qualification of Certificate 1 in General Construction BCG03 and Certificate II in
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General Construction BCG03. For those students who do not achieve a certificate level the award of a Statement of Attainment is available. Such qualifications are accepted Australia wide and provide a firm foundation for those wishing to pursue a career in this industry. For students studying this course there is a greater opportunity for employment in the Construction Industry. The course has established a pathway where graduates of the course have shown success in finding employment in the Industry.

Student Group
This course is aimed at students who:  Are seeking a career in the Construction Industry  Wish to enhance and develop a range of practical skills for life  Wish to undertake a course in which they can gain recognition of prior learning or credit transfer when entering appropriately related post school education and/or training; and/or require a foundation of skills and knowledge that can be built on as the need arises  Are seeking a pathway to be employed in a range of careers related to General Construction eg Architecture, Draftsperson, Project estimating, Design  Wish to gain credit by universities in General Construction related areas.

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Content
Design and Problem Solving


Technology Skills
   

Knowledge and Understanding
    



Apply a design process [1] Apply problem solving strategies [2]

   



Communication Production Presentation Application of health, safety and industry standards Management of quality Individual and collaborative work Project management Application of Information Communication Technologies Independent research

   

Design and problem solving principles Visual concepts Technical standards Materials, systems and processes Sustainable development and social, cultural, and environmental and historical contexts Personal, professional and vocational pathways. Health, safety and risk management Existing and emerging technologies Innovation and enterprise

[1] A design process involves investigating, devising, communicating, making, evaluating and presenting. [2] Problem solving strategies refer to the application and development of mathematical and scientific principles that lead to the generation of solutions.

Teaching and Learning Strategies
As this course consists of units taken from the Training Package for the Construction Industry BCG03, units will have to be taught with the specific competencies of the units in mind. All of the units in this course will be primarily based on practical projects with each project reflecting the learning outcomes and assessment criteria of the competencies of the relevant modules. Students will be encouraged to apply individual creativity to set projects and to create unique solutions wherever possible to the theory and practical content of this course. Such opportunity would increase as the student progresses through the course. Students being tested for competency in the unit modules will be expected to maintain their competencies and develop them throughout the course. The continual application and development of skills and knowledge to avoid the decaying of competency will achieve this. A wide variety of teaching and learning strategies will be employed in the course depending on the specific goals and content of each unit, these could include:  Practical exercises  Demonstrations  Lectures  Written and practical tests  Relevant assignments  Excursions  Audio visual aids  Information technology
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     

Guest speakers and tradespeople in residence Role play Simulated industry experiences Team work exercises Product research exercises Use of an outside provider

Emphasis will be placed throughout the course on the development of skills, a high standard of student work and Occupational Health and Safety. Teaching and learning strategies that match the standards and techniques used in industry and other industry training institutions should be used as much as possible to facilitate the ease of student movement between college and these institutions. To this end it is recommended that teachers of the units within this course liaise and maintain a contact with teachers of the same units at other colleges, at CIT and other training institutions via the Building and Construction Link Committee or by other means. This will facilitate the coordination of practical projects and the standardisation of the mode of delivery of the units. Multi-streaming will have to be taken into account in the teaching and learning strategies employed by teachers of the course. They have to be aware that students undertaking the course will choose many different career pathways in the Construction Industry. When delivering content recognition will have to be given to the similarities and differences that exist between the different careers available and teaching and learning strategies modified accordingly. Effort should be made when employing teaching and learning strategies to equip students with skills to enable them to have a successful transition from school to work. These skills could include: resume writing, interview skills and personal presentation skills.

Across Curriculum Perspectives
Aboriginal and Torres Strait Islander Education Issues of significance to Australia's indigenous people will be treated as they are encountered. Australian Education Each unit of these courses is oriented to Australian design, manufacturing and technology. Australian design rules, standards for drawing and relevant industrial practices are included. The status of Australian technology in a variety of fields is recognised worldwide. Opportunities to foster an appreciation of the need for Australia to keep pace with world developments will be sought. Environment Education Local, Australian and global environmental considerations form a central focus for the units. Appropriate lifestyle choices are presented as the key to a sustainable future. Gender Equity A variety of learning situations and assessment styles will be used to meet the needs of both male and female students.

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Information Access Throughout these courses students are encouraged to use information storage and retrieval technologies. Electronic storage and handling of information both verbal and diagrammatical is explored Language for understanding Scope will be given for oral, written and graphical presentations by students within each unit. Technical language and expression is a basis for accurate and effective communication in industry. Students will be encouraged to accept the challenges of expression using the accepted Australian standards. Multicultural Education The influences of other cultures and the impact of people from other countries on the technologies of Australia are included in these courses. Concepts of "world" approaches to technological innovation and advancement are presented. Special Needs Education The variety of student responses in these courses offer opportunities for those with special needs to successfully complete units. The graphic responses in the drawing units enable students with diverse talents to demonstrate proficiency. Work Education Students are encouraged to participate in work experience programs to gain an appreciation of the working environments they aspire to. Industrial visits by class groups will be used to further student understanding of workplaces. These courses aim to provide students with skills and knowledge that will assist them in moving into careers in related fields. Student experiences in part-time work and aspects of their day-to-day lives such as time management will be incorporated into the courses where appropriate.

Assessment
Assessment Criteria
The following criteria are a focus for assessment and reporting of student achievement in all courses based on this Course Framework. Criteria describe the essential evidence which teachers look for in student work. Over a unit, these criteria must be used by teachers to assess students‘ performance, however, not all of them need to be used in each unit. Assessment criteria are used to determine unit grades. Students will be assessed on the degree to which they demonstrate: Design and Problem Solving  The ability to investigate a context and identify the opportunities and parameters of design problems  The ability to conceptualise a range of possible solutions  The ability to devise, develop and detail the most appropriate solution  Effective planning of project tasks  The ability to evaluate, receive and provide formative and summative feedback  Effective communication and presentation of concepts and solutions  The ability to use scientific and mathematical principles to justify solutions

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Technology Skills  Effective research methods  Effective communication of ideas and information using a range of appropriate media  Effective documentation and interpretation of information for production processes  Ability to select appropriate materials and processes to make projects  Proficiency in working individually and collaboratively  Safe work practices and management of work related risks  The application of quality assurance processes Knowledge and Understanding  Knowledge and understanding of OH & S principles and risk management strategies  Understanding of design and problem solving processes and related communication techniques  Understanding of the interaction of visual concepts and principles  Understanding of the impact of the construction industry on society, culture, the environment, and its historical context  Knowledge of technical standards, materials, systems and technology processes  Awareness of personal, professional and vocational pathway  Knowledge of innovation and enterprise

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Assessment Tasks
The adopting college has the responsibility for selecting a range of task types and assigning weightings to the task types in the table below. Task Types Design and Problem Solving Technology Skills     15% 60%  Knowledge & Understanding     25%

Portfolio/Work book Projects Research Assignments Tests Total for A/V Courses

Portfolio/Workbook
A Portfolio/Workbook provides evidence of:  Industry analysis and task descriptions incorporating competencies  Relevant research and investigation  Planning, Construction techniques and project specifications  Ongoing evaluation (formative and summative)  Student feedback  Working to industry standards The relative weighting of the assessment criteria may vary between units but should fall within the suggested ranges set out above. Teachers should select a range of tasks that allows students to demonstrate their learning. A/V course task weightings are provided to guide teachers about the relative importance of the tasks, not for providing a unit or course score.

Sample assessment task and marking schema/rubric
See Appendix 1.

Moderation
Moderation is a system designed and implemented to  Provide comparability in the system of school-based assessment  Form the basis for valid and reliable assessment in senior secondary schools  Involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership  Maintain the quality of school-based assessment and the credibility, validity and acceptability of Board Certificates Moderation commences within individual colleges. Teachers develop assessment programs and instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course Framework. Teachers within course teaching groups conduct
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Board Endorsed February 2005

consensus discussions to moderate marking or grading of individual assessment instruments and unit grade decisions.

The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for all accredited courses, as well as statistical moderation of course scores, including small group procedures, for ‗T‘ courses.

Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of Unit Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment portfolios that have been assessed in schools by teachers under accredited courses, are moderated by peer review against system wide criteria and standards. This is done by matching student performance with the criteria and standards outlined in the unit grade descriptors as stated in the Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on, their judgments.

Preparation for Structured, Consensus-based Peer Review
Towards the end of each year, for each ‗A‘ and ‗T‘ course offered by the school, the semester 2 assessment portfolios of a sample of Year 11 students are sent to the ACTBSSS Secretariat. This material is considered at the first moderation day in March of the following year. Towards the end of semester 1 each year, the same requirement applies for the semester 1 assessment portfolios of a sample of Year 12 students. This material is considered at the second moderation day in August of the same year.

The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on moderation days in each course area will comprise the following  A folder containing supporting documentation as requested by the Board Secretariat through memoranda to colleges  A set of student portfolios containing marked and/or graded written and non-written assessment responses and completed criteria and standards feedback forms. Evidence of all assessment responses on which the unit grade decision has been made is to be included in the student review portfolios. Specific requirements for subject areas and types of evidence to be presented for each moderation day will be outlined by the Board Secretariat through memoranda and Information Papers which are available on the BSSS website - www.bsss.act.gov.au

Unit Grades
On completion of a unit of study, professional judgments about student achievement against the criteria outlined in this framework contribute to the unit grade decision. The unit grade is arrived at by decision-making based on the grade descriptors. The grade describes the standard achieved by the student over the whole unit. The unit grade is given by the teacher to each student‘s portfolio of assessment responses as a whole. Evidence of all assessment responses on which the unit grade decision has been made is to be included in the review portfolio presented for moderation.

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Unit grades range from A to E, with A representing the highest standard and E representing the lowest standard. A to E grades are awarded on the proviso that the assessment requirements have been met. The unit grade standards for this Course Framework are as follows: Achievement Standards for All Courses Descriptor Grade A student who achieves the grade A typically
   

A student who achieves the grade B typically

   

A student who achieves the grade C typically

  

A student who achieves the grade D typically

  

A student who achieves the grade E typically

 

Demonstrates a very high level of ability in all aspects of the unit. Understand complex concepts of the unit and consistently demonstrate initiative. Identify and complete challenging projects. Able to communicate their ideas clearly in a diverse range of design contexts. Demonstrates a high level of ability in most aspects of the unit. Understand complex concepts of the unit. Demonstrate initiative, can identify and undertake challenging projects. Able to communicate their ideas clearly in a range of design contexts. Demonstrates a competent level of ability in most aspects of the unit. Understand the concepts of the unit. Completes set projects and communicate their ideas clearly. Demonstrates a competent level of ability in some aspects of the unit. Understand a few of the concepts of the unit. Attempt set projects and can communicate their ideas with assistance. Has met requirements for attendance. Attempted to apply some of the skills and knowledge presented in the unit.

Teachers will consider, when allocating grades, the degree to which students demonstrate their ability to complete and submit tasks within a specified time frame.

Bibliography
Training Package for the Building Industry BCG03 A Key Resource ACTRAC NCS001 Workplace Communication ACTRAC NCS004 Work Team Communication What have unions ever done for me, ACTU 1988 Aitken J., Mills. G., Perry L, 1988 Creative Technology Books 1 and 2, Brooks Waterloo Victoria Aust,
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Arden S. J. Lucas. B., 1989 Contemporary Technical Graphics, McGraw Hill Book Company Sydney, Aust, Leadbeatter Bruce, 1990 Woodworking Part 1, McGraw Hill Sydney Barrington, J, 1989 Practical Australian Carpentry 1 & 2, McGraw Hill Board of Studies N.S.W. 1995, Content Endorsed Course. Building and Construction, Board of Studies N.S.W. ACTRAC 1995, Assessment Specification ACTRAC ACTRAC 1995, Certificate in Construction ACTRAC ACTRAC 1995, Fitout and Finish Stream, ACTRAC ACTRAC 1995, Syllabus for Certificate in Construction, ACTRAC ACTRAC 1996, Building and Construction Basic Industry Skills 1004 Basic Plan Reading etc ACTRAC ACTRAC 1996, Building and Construction Basic Industry Skills NBC1006 Basic Construction Materials Vol 1 & 2 ACTRAC ACTRAC 1996, Building and Construction Basic Industry Skills NBC1005 Basic Plant and Equipment, ACTRAC ACTRAC Building and Construction Basic Industry Skills NBC1001 Workplace Communications ACTRAC AGPS ACTRAC Basic Training Manual 1.11 Workshop Safety AGPS ACTRAC Basic Training Manual 14.1 Basic Hand Tools AGPS ACTRAC Basic Training Manual 14.3 Timber Preparation and Timber Joints AGPS ACTRAC Basic Training Manual 14.4 Portable Power Tools AGPS ACTRAC Basic Training Manual 14.5 Walls and Floors AGPS ACTRAC Basic Training Manual 14.6 Light Timber Framing and Roofing AGPS ACTRAC Basic Training Manual 14.10 Plan Reading AGPS ACTRAC Basic Training Manual 14.15 Quantity Calculations Hakashima G., 1981 The Soul of the Tree, Harper & Rowe New York Martensson A., 1988 The Woodworkers Bible, A & L Black, London, 1984 O‘Meara, D.F. 1984 Painting and Decorating, AGPS Canberra. Park A., Dodds K., Bland S. 1989 Technology Drawing, Longman Cheshire, Melbourne Ryan, W.G. and Alex S, 1992 Australian Concrete Technology, Longman Cheshire Melbourne SAA Handbook 9 Manual of Industrial Personal Protection SAA 1992, Handbook 23.Thesaurus of Australian Construction Terms SAA Handbook 24. Symbols and Abbreviations for Building and Construction SAA 1992, Handbook 25 Australian Building and Construction Definitions Spander, F, 1989 Manual of Concrete and Brickwork, Pitman, Sydney Standards Association of Australia AS1100 Architectural Drawing Standards Association of Australia AS 1216.1 Labels for Dangerous Goods Standards Association of Australia AS1302.Steel Reinforcing Bar, Concrete Standards Association of Australia AS1303 Steel Reinforcing Wire, Concrete Standards Association of Australia AS1304 Mesh Reinforcing, Concrete Standards Association of Australia AS1318 Industrial Safety Colour Code Standards Association of Australia AS1319 Safety Signs Standards Association of Australia AS1339 Manual Handling of Materials Standards Association of Australia AS1530 Methods for Fire Tests on Building Materials Standards Association of Australia AS1885.1 Describing and Reporting Occupational Injuries and Disease . Standards Association of Australia AS1895 Code of Practise for Guarding and use of Portable Electric Tools Standards Association of Australia AS2508 Storage and Handling of Hazardous Materials.
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Walton J. A., 1979 Woodwork in Theory and Practice (Metric Edition), Australasian Publishing Company, Sydney, Williams, M, 1988 Carpentry and Joinery Building Projects, AGPS Canberra Yarwood A., 1984 Design and Woodwork, Hoddard & Stoughton Educational, London UK These were accurate at the time of publication.

Resources
Human Resources
It is the responsibility of the RTO to determine whether vocational teachers/assessors meet the workplace competency requirements under the Training Package.

VET Human Resources
for AQTF Standard 7

Standards for Registered Training Organisations
Standard 7 The Competence of RTO Staff Each member of the RTO‘s staff who is involved in training, assessment or client service is competent for the functions they perform. Standard 7.1 The RTO must develop and implement written procedures for the recruitment, induction, and ongoing development of each member of its staff who is involved in training, assessment or client service; encourage and provide relevant opportunities for their professional development; and monitor their performance. Standard 7.2 The RTO‘s induction program and materials for new staff must contain information, where relevant to their job role, on each of the following:  Training Packages  Competency-based training and assessment  Vocational educational and training requirements and policies  Requirements for New Apprenticeships/Traineeships Standard 7.3  The RTO must ensure that assessments are conducted by a person who has the following competencies from the Training Package for Assessment and Workplace Training, or demonstrated equivalent competencies:  BSZ401A Plan Assessment  BSZ402A Conduct Assessment  BSZ403A Review Assessment  Relevant vocational competencies, at least to the level being assessed However, if a person does not have all of the competencies in Standards 7.3 a (i) and 7.3 a (ii), one person with the competencies listed in Standard 7.3 a (i), and one or more persons who have the competencies listed in Standard 7.3 a (ii), may work together to conduct assessments. Standard 7.4 The RTO must ensure that training is delivered by a person who:  Has all the competencies in the Certificate IV from the Training Package for Assessment and Workplace Training (or has demonstrated the equivalent
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

competencies) or who is under the direct supervision* of a person with these competencies Is able to demonstrate vocational competencies at least to the level of those being delivered *Direct supervision is achieved when a person delivering training on behalf of the RTO has regular guidance, support and direction from a person designated by the RTO who has the competencies in Standard 7.4 (I) and who monitors and is accountable for the training delivery. It is not necessary for the supervising person to be present during all training delivery

Physical Resources
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 All to meet current OH&S standards Tool Face shield Goggles Respirator Mask Class M Dust Mask Hard Hat Fire Extinguishers Range of types Hand Trolley Wheelbarrow Tape Measure 30m Tape Measure 8m Folding Rule 1m Chalk Line Straight Edge Levels 600 mm 1200 mm Line Level Water level Claw Hammer Cross Pein Hammer Club Hammer Sledge Hammer Escutcheon Hammer Carpenters Mallet x Wood Chisels 6 mm to 25 Bolster Plugging Chisel x Pincers Pinch Bar Cross Cut Saw Panel Saw Hack Saw Coping Saw Twist Drill Bits Set Masonary Bits Set Spanners Range of Types and Sizes Sockets Range of Types and Sizes Adjustable Spanner Suggest No. 4 1 per student 1 1 per student 1 1 1 1 1 2 1 1 1 1 1 1 8 1 1 1 1 8 5 2 1 2 1 1 1 1 3 1 1 1 1 2
25

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37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70

Screwdrivers Range of Types and Sizes Pliers Range of Types and Sizes Bolt Cutters Snips Paint Scraper Putty Knife Paint Brushes - Various Types and Widths Paint Roller and Tray Pick Mattock Crow Bar Post Hole Shovel Spade Square Nose Shovel Plank Saw Stool Trestle Ladder - Step and Extension Steel Float Plastic Float Wood Float Bull Float Pointed Float Edge Tool Jointing Tool Broom Bucket Ceramic Tile Cutter Extension Lead Air Line Broad Knife ―G‖ and Sash Cramps - Various sizes Ear Muffs Eye Protection

1 1 1 1 2 2 1 per student 2 2 2 1 2 2 2 2 2 2 2 3 1 5 1 1 1 1 2 2 1 2 1 5 1 per student 1 per student 1 per student

No. 1 2 3 4 5 6 7 8 9 10 11 12

All to meet current OH&S standards. PORTABLE POWER TOOL Extension Cord Air Line Circular Saw Drill Impact Drill Jig Saw Planer Router Belt Sander Orbital Sander Disc Sander Screwdriver
26

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13 14 15 16 17 18 19

Cordless Drill Biscuit Joiner Steam Iron Air Compressor Pneumatic Stapler Compound Mitre Saw Cement Mixer All to meet current OH&S standards. Facility Workbench and vice for each student. Storage space for Materials Secure Storage space for Projects Theory/Drawing Room with Drawing Boards, Equipment and access to Computers for CAD etc. Machinery Table Saw Band Saw Radial Arm or Drop Saw Thicknesser Jointer Lathe Bench Grinder Linisher Drill Press Welding Equipment

No. 1 2 3 4

5 6 7 8 9 10 11 12 13 14

Proposed Evaluation Procedures
The following dot points should be included in your evaluation:  Whether the course and course framework are still consistent  Whether the goals were achieved  The appropriateness of the course content  The success of the teaching strategies used  The inclusion of the across curriculum perspectives in, for example, including students with special needs or addressing information access skills of students or fulfilling the statements made in this section in the course document  The appropriateness of the assessment program  Whether the needs of the students have been met  The relevance of the course  Employer feedback  Student progress and reporting  Workplacements and the appropriateness for both the students and the industry  The number of students completing the course in each of the years of accreditation using Table 10.2 from the Year 12 Study  The need for improvements to the course  As the national Units of Competency and Qualifications are further developed or refined the units in this course will be upgraded or altered accordingly

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Training Record Book
A training record book has been developed and will be available on the Board website. A bank of the whole Units of Competency used in the course will be also available on the Board website.

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Introduction to General Construction
Prerequisite: Nil Specific Unit Goals
This unit should enable students to:
     

1.0

Understand the context and scope of work in the Construction industry Plan and efficiently sequence work Identify occupational health and safety hazards, and assess risk Carry out measurements, perform simple calculations, and make estimates Complete a construction project using basic tools, equipment and materials Follow OH&S procedures

Competencies covered
Unit of Competency BCGCM1002B - Work effectively in the General Construction Industry BCGCM1003B - Plan and organise work BCGCM1001B - Follow OH&S policies and procedures BCGCM1005B - Carry out measurements and calculations BCGVE1004B - Undertake basic estimation and costing BCGVE1002B - Undertake a basic construction project Content Documentation  Locate, interpret and apply relevant information, standards, specifications, and organisational policies/procedures including quality requirements  Locate and identify site employment conditions Effective Communication  Communicate and work effectively and safely with others  Respond to personal conflict situations  Participate in site meetings  Document and communicate work related information Working in General Construction  Scope, employment and economic importance of the Construction Industry  Set personal and team work goals, and identify personal development needs  Select necessary tools, materials, personal protective equipment and work sequence
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Certificate Cert I & II Cert I & II Cert I & II Cert I & II Cert I Cert I

Core/ Elective Core Core Core Core Elective Elective

Board Endorsed February 2005
 

Safe and effective operational use of tools and equipment Complete a basic construction project to specifications

OH&S  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations  Select and using fire fighting equipment to extinguish a simulated mechanical fire  Evacuate a site through simulated response to an emergency complying with workplace procedures Measuring and Estimation  Measure, calculate and determine quantities of materials required for projects  Estimate and cost resources required for a project including: materials, labour, time, and overheads associated with the project  Calculate length, perimeter, circumference, area, volume, number, ratio, percentage, converting metres to millimetres and millimetres to metres, measuring using a rule or tape measure within 1mm accuracy

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:  Utilisation of student folios as a record of learning experiences  Lectures and seminars  Instruction and demonstration  Graded exercises  Assigned projects  Student selected projects  Excursions The teaching and learning strategies will need to take into account the competency based assessment used in most of the subject modules. Recognition will also have to be given to multi streaming and the wide range of trades in which students might gain employment. Emphasis will be placed on OH&S in all areas of teaching and learning.

Assessment
Task Types Design and Problem Solving Technology Skills     15 % 60%  Knowledge & Understanding     25%

Portfolio/Work book Projects Research Assignments Tests Total for A/V Courses

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Assessment Ideas
           

Bulletins and Newsletters Enterprise procedures for handling industrial disputes Enterprise procedures for handling grievance Prepare written and verbal work instructions Follow and carry out written or verbal instructions and clean up after task Describe personal protective equipment OH&S procedures used to make a site safe Calculate volumes of materials needed to carry out tasks Prepare a safety statement Develop a Quality Assurance plan Estimate the cost of a project including materials, labour and overheads (communication costs, costs of any permits, plans etc) Construct a minor project relating to any sector of the Construction Industry

Across Curriculum Perspectives Aboriginal and Torres Strait Islander Education
This unit encourages the preferred learning and teaching styles of Aboriginal students and Torres Strait Islander students.

Australian Education
Students will be encouraged to incorporate various Australian timbers in their construction project, and resources used will be predominantly Australian. Australian OH&S policies and procedures will be followed.

Environment Education
Care for the environment in a General Construction context will be emphasised in this unit.

Gender Equity
This unit aims to encourage participation of both male and female students in the full range of activities provided.

Information Access
Students will be encouraged to use computers to organise their work and do calculations.

Language for understanding
Students will be introduced to some of the terminology used in the Construction Industry, and will have opportunities to take and record measurements, make estimates and track their progress throughout a project.

Multicultural Education
This unit provides opportunities for students to examine the causes of and look for creative solutions to cross cultural conflicts within the construction industry.

Special needs Education
Opportunities for students with special needs will be offered in this unit.

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Work Education
This unit gives students an awareness of a range of occupations related to the Construction Industry.

Specific Unit Resources Books
Aitken J., Mills. G., Perry L, 1988 Creative Technology Books 1 and 2, Brooks Waterloo Victoria, Aust. AS1318 Industrial Safety Colour Code Standards Association of Australia AS1319 Safety Signs Standards Association of Australia AS1530 Methods for Fire Tests on Building Materials Standards Association of Australia. AS1885.1 Describing and Reporting Occupational Injuries and Disease, Standards Association of Australia. Basic Training Manual 1.11 Workshop Safety AGPS ACTRAC. Basic Training Manual 14.15 Quantity Calculations AGPS ACTRAC. BulkeleyB. (project manager) 1997 Building and Construction Skills Longman NSW SAA Handbook 9 Manual of Industrial Personal Protection. SAA Handbook 23.Thesaurus of Australian Construction Terms. 1992. SAA Handbook 24. Symbols and Abbreviations for Building and Construction SAA handbook 25 Australian Building and Construction Definitions 1992. What have unions ever done for me, ACTU 1988

Websites
Comcare (on line) http://www.comcare.gov.au/ ACT Workcover (on line) http://www.workcover.act.gov.au/ NSW Workcover (on line) http://www.workcover.nsw.gov.au/ These were accurate at the time of publication.

Physical Resources
   





Workplace location or simulated workplace Realistic tasks or simulated tasks covering the mandatory task requirements Relevant specifications and work instructions Materials relevant to:  the tasks being planned and organised  following OH&S policies and procedures  the basic construction project  estimating and costing projects Equipment and tools appropriate to:  following OH&S policies and procedures  measuring and calculating  costing and estimating projects Equipment, hand and power tools appropriate to the basic construction project

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Fundamentals of General Construction
Prerequisite: Nil Specific Unit Goals
This unit should enable students to:
    

0.5

Understand the context and scope of work in the Construction Industry Plan and efficiently sequence work Identify occupational health and safety hazards, and assess risk Carry out measurements and perform simple calculations Follow OH&S procedures

Competencies covered
Unit of Competency BCGCM1002B - Work effectively in the General Construction Industry BCGCM1003B - Plan and organise work BCGCM1001B - Follow OH&S policies and procedures BCGCM1005B - Carry out measurements and calculations Certificate Cert I & II Cert I & II Cert I & II Cert I & II Core/ Elective Core Core Core Core

Content
Documentation  Locate, interpret and apply relevant information, standards, specifications, and organisational policies/procedures including quality requirements  Locate and identify site employment conditions Effective Communication  Communicate and work effectively and safely with others  Respond to personal conflict situations  Participate in site meetings  Document and communicate work related information Working in General Construction  Scope, employment and economic importance of the Construction Industry  Set personal and team work goals, and identify personal development needs  Select necessary tools, materials, personal protective equipment and work sequence  Safe and effective operational use of tools and equipment  Complete a basic construction project to specifications OH&S  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations
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 

Select and using fire fighting equipment to extinguish a simulated mechanical fire Evacuate a site through simulated response to an emergency complying with workplace procedures

Measuring and Estimation  Measure, calculate and determine quantities of materials required for projects  Calculate length, perimeter, circumference, area, volume, number, ratio, percentage, converting metres to millimetres and millimetres to metres, measuring using a rule or tape measure within 1mm accuracy

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:  Utilisation of student folios as a record of learning experiences  Lectures and seminars  Instruction and demonstration  Graded exercises  Assigned projects  Student selected projects  Excursions The teaching and learning strategies will need to take into account the competency based assessment used in most of the subject modules. Recognition will also have to be given to multi streaming and the wide range of trades in which students might gain employment. Emphasis will be placed on OH&S in all areas of teaching and learning.

Assessment
Task Types Design and Problem Solving Technology Skills     15 % 60%  Knowledge & Understanding     25%

Portfolio/Work book Projects Research Assignments Tests Total for A/V Courses

Assessment Ideas
       

Bulletins and Newsletters Enterprise procedures for handling industrial disputes Enterprise procedures for handling grievance Prepare written and verbal work instructions Follow and carry out written or verbal instructions and clean up after task Describe personal protective equipment OH&S procedures used to make a site safe Calculate volumes of materials needed to carry out tasks

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Board Endorsed February 2005
  

Prepare a safety statement Develop a Quality Assurance plan Estimate the cost of a project including materials, labour and overheads (communication costs, costs of any permits, plans etc)

Across Curriculum Perspectives Aboriginal and Torres Strait Islander Education
This unit encourages the preferred learning and teaching styles of Aboriginal students and Torres Strait Islander students.

Australian Education
Students will be encouraged to incorporate various Australian timbers in their construction project, and resources used will be predominantly Australian. Australian OH&S policies and procedures will be followed.

Environment Education
Care for the environment in a General Construction context will be emphasised in this unit.

Gender Equity
This unit aims to encourage participation of both male and female students in the full range of activities provided.

Information Access
Students will be encouraged to use computers to organise their work and do calculations.

Language for understanding
Students will be introduced to some of the terminology used in the Construction Industry, and will have opportunities to take and record measurements and track their progress throughout a project.

Multicultural Education
This unit provides opportunities for students to examine the causes of and look for creative solutions to cross cultural conflicts within the construction industry.

Special needs Education
Opportunities for students with special needs will be offered in this unit.

Work Education
This unit gives students an awareness of a range of occupations related to the Construction Industry.

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Specific Unit Resources Books
Aitken J., Mills. G., Perry L, 1988 Creative Technology Books 1 and 2, Brooks Waterloo Victoria, Aust. AS1318 Industrial Safety Colour Code Standards Association of Australia AS1319 Safety Signs Standards Association of Australia AS1530 Methods for Fire Tests on Building Materials Standards Association of Australia. AS1885.1 Describing and Reporting Occupational Injuries and Disease, Standards Association of Australia. Basic Training Manual 1.11 Workshop Safety AGPS ACTRAC. Basic Training Manual 14.15 Quantity Calculations AGPS ACTRAC. BulkeleyB. (project manager) 1997 Building and Construction Skills Longman NSW SAA Handbook 9 Manual of Industrial Personal Protection. SAA Handbook 23.Thesaurus of Australian Construction Terms. 1992. SAA Handbook 24. Symbols and Abbreviations for Building and Construction SAA handbook 25 Australian Building and Construction Definitions 1992. What have unions ever done for me, ACTU 1988

Websites
Comcare (on line) http://www.comcare.gov.au/ ACT Workcover (on line) http://www.workcover.act.gov.au/ NSW Workcover (on line) http://www.workcover.nsw.gov.au/ These were accurate at the time of publication.

Physical Resources
   



Workplace location or simulated workplace Realistic tasks or simulated tasks covering the mandatory task requirements Relevant specifications and work instructions Materials relevant to:  the tasks being planned and organised  following OH&S policies and procedures Equipment and tools appropriate to:  following OH&S policies and procedures  measuring and calculating

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Using General Construction Skills
Prerequisite: Fundamentals of General Construction Specific Unit Goals
This unit should enable students to:
  

0.5

Perform simple calculations and make estimates Complete a construction project using basic tools, equipment and materials Follow OH&S procedures

Competencies covered
Unit of Competency BCGVE1004B - Undertake basic estimation and costing BCGVE1002B - Undertake a basic construction project Certificate Cert I Cert I Core/ Elective Elective Elective

Content
Documentation  Locate, interpret and apply relevant information, standards, specifications, and organisational policies/procedures including quality requirements  Locate and identify site employment conditions Effective Communication  Communicate and work effectively and safely with others  Respond to personal conflict situations  Participate in site meetings  Document and communicate work related information Working in General Construction  Scope, employment and economic importance of the Construction Industry  Set personal and team work goals, and identify personal development needs  Select necessary tools, materials, personal protective equipment and work sequence  Safe and effective operational use of tools and equipment  Complete a basic construction project to specifications OH&S  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations  Select and using fire fighting equipment to extinguish a simulated mechanical fire  Evacuate a site through simulated response to an emergency complying with workplace procedures

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Measuring and Estimation  Measure, calculate and determine quantities of materials required for projects  Estimate and cost resources required for a project including: materials, labour, time, and overheads associated with the project  Calculate length, perimeter, circumference, area, volume, number, ratio, percentage, converting metres to millimetres and millimetres to metres, measuring using a rule or tape measure within 1mm accuracy

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:  Utilisation of student folios as a record of learning experiences  Lectures and seminars  Instruction and demonstration  Graded exercises  Assigned projects  Student selected projects  Excursions The teaching and learning strategies will need to take into account the competency based assessment used in most of the subject modules. Recognition will also have to be given to multi streaming and the wide range of trades in which students might gain employment. Emphasis will be placed on OH&S in all areas of teaching and learning.

Assessment
Task Types Design and Problem Solving Technology Skills     15 % 60%  Knowledge & Understanding     25%

Portfolio/Work book Projects Research Assignments Tests Total for A/V Courses

Assessment Ideas
    

Bulletins and Newsletters Follow and carry out written or verbal instructions and clean up after task Calculate volumes of materials needed to carry out tasks Estimate the cost of a project including materials, labour and overheads (communication costs, costs of any permits, plans etc) Construct a minor project relating to any sector of the Construction Industry

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Board Endorsed February 2005

Across Curriculum Perspectives Aboriginal and Torres Strait Islander Education
This unit encourages the preferred learning and teaching styles of Aboriginal students and Torres Strait Islander students.

Australian Education
Students will be encouraged to incorporate various Australian timbers in their construction project, and resources used will be predominantly Australian. Australian OH&S policies and procedures will be followed.

Environment Education
Care for the environment in a General Construction context will be emphasised in this unit.

Gender Equity
This unit aims to encourage participation of both male and female students in the full range of activities provided.

Information Access
Students will be encouraged to use computers to organise their work and do calculations.

Language for understanding
Students will be introduced to some of the terminology used in the Construction Industry, and will have opportunities to take and record measurements, make estimates and track their progress throughout a project.

Multicultural Education
This unit provides opportunities for students to examine the causes of and look for creative solutions to cross cultural conflicts within the construction industry.

Special needs Education
Opportunities for students with special needs will be offered in this unit.

Work Education
This unit gives students an awareness of a range of occupations related to the Construction Industry.

Specific Unit Resources Books
Aitken J., Mills. G., Perry L, 1988 Creative Technology Books 1 and 2, Brooks Waterloo Victoria, Aust. AS1318 Industrial Safety Colour Code Standards Association of Australia AS1319 Safety Signs Standards Association of Australia AS1530 Methods for Fire Tests on Building Materials Standards Association of Australia. AS1885.1 Describing and Reporting Occupational Injuries and Disease, Standards Association of Australia.
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Board Endorsed February 2005

Basic Training Manual 1.11 Workshop Safety AGPS ACTRAC. Basic Training Manual 14.15 Quantity Calculations AGPS ACTRAC. SAA Handbook 9 Manual of Industrial Personal Protection. SAA Handbook 23.Thesaurus of Australian Construction Terms. 1992. SAA Handbook 24. Symbols and Abbreviations for Building and Construction SAA handbook 25 Australian Building and Construction Definitions 1992. What have unions ever done for me, ACTU 1988

Websites
Comcare (on line) http://www.comcare.gov.au/ ACT Workcover (on line) http://www.workcover.act.gov.au/ NSW Workcover (on line) http://www.workcover.nsw.gov.au/ These were accurate at the time of publication.

Physical Resources
   

 

Workplace location or simulated workplace Realistic tasks or simulated tasks covering the mandatory task requirements Relevant specifications and work instructions Materials relevant to:  the tasks being planned and organised  the basic construction project  estimating and costing projects Equipment and tools appropriate to costing and estimating projects Equipment, hand and power tools appropriate to the basic construction project

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Board Endorsed February 2005

General Construction Industry Practices
Prerequisite: Introduction to General Construction Specific Unit Goals
This unit should enable students to:
     

1.0

Effectively communicate with other workers in the Construction Industry Contact and provide information to clients Use levelling devices and carry out levelling Read and understand plans and produce sketches relevant to General Construction projects Complete a construction project using basic tools, equipment and materials Follow OH&S procedures

Competencies covered
Unit of Competency BCGCM1004B - Conduct workplace communication BSBCMN209A - Provide information to clients BCGCM2006B - Apply basic levelling procedures BCGVE2001B - Produce construction drawings BCGCM2001B - Read and interpret plans and specifications BCGVE1002B - Undertake a basic construction project Certificate Cert I & II Cert I Cert I & II Cert I Cert I & II Cert I Core / Elective Core Elective Core Elective Core Elective

Content
Working in General Construction  Locate, interpret and apply relevant information and organisational policies/procedures including quality requirements  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations  Safe and effective operational use of tools and equipment  Complete a basic construction project to specifications Effective Communication  Communicate and work effectively and safely with others  Apply organizational requirements for responding to client enquiries and promoting products and services  Greet visitors or telephone enquiries promptly and politely, and provide correct and current information about the organisation‘s products and services
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Board Endorsed February 2005


Interpret signage accurately, follow instructions, fill out workplace documents accurately and ask questions

Levelling Skills  Transfer levels and the record of differences in height using: a spirit level and straight edge, levelling with water, laser levelling devices, optical levelling devices  Confirm the accuracy of readings including set up and movement of device  Conduct a two peg test with an automatic level to confirm instrument meets manufacturers‘ tolerances  Accurate recording of the results of each levelling procedure to organisational requirements Creating and Interpreting Drawings  Production of orthographic drawings and sectional view drawings in compliance with standard drawing conventions  Read and interpret the project plans  Identify the dimensions, material requirements, and processes to be followed

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:  Utilisation of student folios as a record of learning experiences  Lectures and seminars  Instruction and demonstration  Graded exercises  Assigned projects  Student selected projects  Excursions The teaching and learning strategies will need to take into account the competency based assessment used in most of the subject modules. Recognition will also have to be given to multi streaming and the wide range of trades in which students might gain employment. Emphasis will be placed on OH&S in all areas of teaching and learning.

Assessment
Task Types Design and Problem Solving Technology Skills     15 % 60%  Knowledge & Understanding     25%

Portfolio/Work book Projects Research Assignments Tests Total for A/V Courses

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Board Endorsed February 2005

Assessment Ideas
           

Run a meeting Develop a safe work method Statement Write professional emails/letters Develop a solution to a client problem Set up levelling equipment Shoot levels for the construction of a concrete slab Set up drainage levels Mark out a footpath, pergola etc from drawings Orientate the project on the site Draw in CAD Follow specifications to follow Quality Assurance, materials used tolerances etc Construct a minor project with any sector of the Construction Industry for example a pergola, barbeque or footpath

Across Curriculum Perspectives Aboriginal and Torres Strait Islander Education
This unit encourages the preferred learning and teaching styles of Aboriginal students and Torres Strait Islander students.

Australian Education
Students will be encouraged to incorporate various Australian timbers in their construction project, and resources used will be predominantly Australian.

Environment Education
Care for the environment in a General Construction context will be emphasised in this unit.

Gender Equity
This unit aims to encourage participation of both male and female students in the full range of activities provided.

Information Access
Students will be encouraged to use computers to produce some construction drawings and communicate with others.

Language for understanding
Students will be exposed to more terminology used in the Construction Industry, and will have opportunities to communicate both in writing and verbally with others. They will be introduced to the language of construction drawings and will be enabled to both interpret and create drawings.

Multicultural Education
Students will be encouraged to see the benefits of communicating and sharing ideas with people with different backgrounds.

Special needs Education
Opportunities for students with special needs will be offered in this unit.
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Board Endorsed February 2005

Work Education
This unit gives students an awareness of a range of occupations related to the Construction Industry.

Specific Unit Resources
ACTRAC ACTRAC NCS001 Workplace Communication ACTRAC NCS004 Work Team Communication Aitken J., Mills. G., Perry L, 1988 Creative Technology Books 1 and 2, Brooks Waterloo Victoria Aust, AS1100 Architectural Drawing Standards Association of Australia Arden S. J. Lucas. B., 1989 Contemporary Technical Graphics, McGraw Hill Book Company Sydney, Aust, Basic Training Manual 14.10 Plan Reading AGPS ACTRAC. Basic Training Manual 14.15 Quantity Calculations AGPS ACTRAC. Building and Construction Basic Industry Skills 1004 Basic Plan Reading etc ACTRAC 1996. Building and Construction Basic Industry Skills NBC1001 Workplace Communications ACTRAC 1996. Leadbeatter Bruce, 1990 Woodworking Part 1, McGraw Hill Book Company Sydney, Aust Park A., Dodds K., Bland S. 1989 Technology Drawing, Longman Cheshire, Melbourne, Aust, These were accurate at the time of publication. Physical Resources  Workplace location or simulated workplace  Project plans, specifications and work instructions  Realistic activities covering the mandatory task requirements  Maintenance materials appropriate to the levelling equipment  Materials relevant to:  the basic construction project  producing construction drawings  Operational levelling equipment  Equipment, hand and power tools appropriate to the basic construction project  Equipment appropriate to producing construction drawings

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Board Endorsed February 2005

Furnishings, Formwork and Concreting
Prerequisite: General Construction Industry Practices Specific Unit Goals
This unit should enable students to:
    

1.0

Construct, assemble and finish a basic timber-furnishing product Erect and dismantle formwork to footings and slabs on ground Place and fix reinforcement for concrete work, and carry out concrete work Safely manually handle and store construction materials and components Follow OH&S procedures

Competencies covered
Unit of Competency LMFFM1001A - Construct a basic timber furnishing product BCGCA2003B - Erect and dismantle formwork for footings and slabs on ground BCGSF2004B - Place and fix reinforcement materials BCGCO2003B - Carry out concreting to simple forms BCGCM2004B - Handle construction materials Certificate Furniture Construction Cert II Cert II Cert II Cert II Core/ Elective Elective Elective Core Core Core

Content
Documentation  Locate, interpret and apply relevant information, standards, specifications, and organisational policies/procedures including quality requirements  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations Effective Communication  Communicate and work effectively and safely with others  Interpret work instructions and locate and apply relevant information  Follow work instructions, operating procedures and inspection practices to minimize the risk of injury to self or others; prevent damage to goods, equipment or products; achieve required production output and product quality Working in General Construction  Modify activities to cater for variations in workplace contexts and environment  Safe and effective operational use of tools, plant and equipment  Apply safe handling requirements for equipment, products and materials, including use of personal protective equipment
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Board Endorsed February 2005

Furnishing  Adapt or vary furnishing product designs  Construct, assemble and finish at least one basic furnishing product (eg occasional/coffee table, jewellery box, tool box, CD rack, small cabinet, entertainment unit, timber stool, clock) Concrete Work  Form up a slab on ground a minimum of 9m2, incorporating an edge rebate and internal corner to specifications  Form up a step to a foundation excavation to specified masonry units  Placement and fixing of reinforcement materials to specification involving deformed bars, rods and mesh sheets  Complete at least three concreting projects (each a minimum of two cubic metres of concrete), incorporating a minimum of two different finishes. At least one project must contain angled formwork and bent reinforcement

Handling Materials
  

Safe handling, sorting and stacking of varying lengths of timber, providing quick access and use Safe moving and stacking of a given quantity of sheet material Safe handling of other building and construction components and materials for one construction project

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:  Utilisation of student folios as a record of learning experiences  Lectures and seminars  Instruction and demonstration  Graded exercises  Assigned projects  Student selected projects  Excursions The teaching and learning strategies will need to take into account the competency based assessment used in most of the subject modules. Recognition will also have to be given to multi streaming and the wide range of trades in which students might gain employment. Emphasis will be placed on OH&S in all areas of teaching and learning.

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Board Endorsed February 2005

Assessment
Task Types Design and Problem Solving Technology Skills     15 % 60%  Knowledge & Understanding     25%

Portfolio/Work book Projects Research Assignments Tests Total for A/V Courses

Assessment Ideas
         

Basic timber furnishing product including jewellery boxes, coffee tables, tool boxes etc Interpret plan Site preparation including setting levels Assemble formwork to specification Stripping framework after concrete pour Placement of reinforcement including ligatures, bar chairs mesh to specification Place concrete which may include footpaths, slabs etc Finishing techniques Concrete curing Writing a handling procedures manual including chemical/dangerous good handling, correct lifting procedures etc

Across Curriculum Perspectives Aboriginal and Torres Strait Islander Education
This unit encourages the preferred learning and teaching styles of Aboriginal students and Torres Strait Islander students.

Australian Education
Students will be encouraged to incorporate various Australian timbers in their furnishing product. Resources used will be predominantly Australian.

Environment Education
Care for the environment in a General Construction context will be emphasised in this unit.

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Board Endorsed February 2005

Gender Equity
This unit aims to encourage participation of both male and female students in the full range of activities provided.

Information Access
Students will be encouraged to use computers in planning work and presenting written reports.

Language for understanding
Students will be exposed to more terminology used in the Construction Industry. Students will continue to interpret specifications and drawings and to follow instructions for projects.

Multicultural Education
Students will be encouraged to see the benefits of communicating and sharing ideas with people with different backgrounds.

Special needs Education
Opportunities for students with special needs will be offered in this unit.

Work Education
This unit gives students an awareness of a range of occupations related to the Construction Industry.

Specific Unit Resources
AS1216.1 Labels for Dangerous Goods Standards Association of Australia AS1302.Steel Reinforcing Bar, Concrete Standards Association of Australia AS1303 Steel Reinforcing Wire, Concrete Standards Association of Australia AS1304 Mesh Reinforcing, Concrete Standards Association of Australia AS1339 Manual Handling of Materials Standards Association of Australia AS2508 Storage and Handling of Hazardous Materials. Standards Association of Australia Barrington, J, 1989 Practical Australian Carpentry 1 & 2, McGraw Hill Basic Training Manual 14.3 Timber Preparation and Timber Joints AGPS ACTRAC. Building and Construction Basic Industry Skills NBC1006 Basic Construction Materials. Vol 1 & 2 ACTRAC 1996 Fitout and Finish Stream, ACTRAC 1995 Hakashima G., 1981 The Soul of the Tree, Harper & Rowe New York Martensson A., 1988 The Woodworkers Bible, A & L Black, London, 1984 Ryan, W.G. and Alex S, 1992 Australian Concrete Technology, Longman Cheshire Melbourne Spander, F, 1989 Manual of Concrete and Brickwork, Pitman, Sydney Walton J. A., 1979 Woodwork in Theory and Practice (Metric Edition), Australasian Publishing Company, Sydney, Williams, M, 1988 Carpentry and Joinery Building Projects, AGPS Canberra Yarwood A., 1984 Design and Woodwork, Hoddard & Stoughton Educational, London UK These were accurate at the time of publication.
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Board Endorsed February 2005

Physical Resources  Workplace location or simulated workplace  Realistic activities covering the mandatory task requirements  Specifications and work instructions  Materials relevant to:  erection and dismantling of formwork for footings and slabs on ground  construction handling activities  undertaking concreting work  the placement and fixing of reinforcement materials  Hand and power tools, plant and equipment appropriate to:  erection and dismantling of formwork for footings and slabs on ground  undertaking concreting work  handling construction materials  the placement and fixing of reinforcement materials

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Board Endorsed February 2005

Construction Site Skills and Procedures
Prerequisite: Furnishings, Formwork and Concreting Specific Unit Goals
This unit should enable students to:
      

1.0

Erect and dismantle restricted height scaffolding (this must be delivered by a certified industry representative) Remove and replace doors and door and window furniture Prepare surfaces for a new layer of lining materials Drain and/or dewater civil construction project sites Remove components from single storey buildings and structures using basic demolition techniques, and prepare the site for demolition Safely select and use construction tools and equipment Follow OH&S procedures

Competencies covered
Unit of Competency BCGCM2008B - Erect and dismantle restricted height scaffolding BCGPD2003B - Remove and replace doors and door and window furniture BCGSP2003B - Prepare surfaces for plastering BCCCM2004B - Drain and dewater site BCGCM2009B - Carry out basic demolition BCGCM2005B - Use construction tools and equipment Certificate Cert II Cert II Cert II Cert II Cert II Cert II Core/ Elective Core Elective Elective Core Core Core

Content
Working in General Construction  Locate, interpret and apply relevant information, standards, specifications and organisational policies/procedures including quality requirements  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations  Communicate and work effectively and safely with others Scaffolding  Complete planning, erection and dismantling of a modular scaffolding system, in accordance with Job Safety Analysis (JSA) / Safe work method statements and regulations, including minimum of: 3 bays (one with a return); 1 lift with ladder; fall/edge protection (this must be delivered by a certified industry representative)

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Board Endorsed February 2005

Doors and Windows  Safely and effectively remove and replace a minimum of: one door with an independent screen; the furniture from two different door types; the furniture from two different window types with at least one having independent screens Plastering  Prepare surfaces for plastering, either solid plastering (masonry or concrete) or sheet plastering (timber, steel or masonry) including: both wall and ceiling surfaces to a level and plumb surface finish; and the patching or filling of holes and depressions Draining and dewatering  As a minimum, drain surface water from a site using surface drains and dewater a trench or pit, using at least one type of pump on two separate projects  Establishment of sedimentation controls for at least one project  Construct a sump Demolition  As a minimum, given a site demolition plan and instructions, remove the fixtures and fittings, ceiling, external and internal non-load bearing walls and clean up, disposing/salvaging materials. Ensure correct identification of requirement and conduct of the demolition; confirm that the wall/structure is not load bearing; identify and correctly respond to services; correctly select and use appropriate processes, tools and equipment; complete all work to specification; comply with regulations, standards and organisational quality procedures and processes Tools  Safe and effective operational use of tools, plant and equipment  Identify and select hand, power, and pneumatic tools (including electrical and compressed air safety) for given tasks  Safely use and maintain a minimum of rule, tape, square, hammer, hand saw, hand plane, chisels, shovel, wheelbarrow, sledge hammer, pick, mattock, crow bar, pinch bar, power saw, electric plane, impact power drill, nail gun, impact hammer, generator and compressor for given tasks

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:  Utilisation of student folios as a record of learning experiences  Lectures and seminars  Instruction and demonstration  Graded exercises  Assigned projects  Student selected projects  Excursions The teaching and learning strategies will need to take into account the competency based assessment used in most of the subject modules. Recognition will also have to be given to multi streaming and the wide range of trades in which students might gain employment. Emphasis will be placed on OH&S in all areas of teaching and learning.

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Board Endorsed February 2005

Assessment
Task Types Design and Problem Solving Technology Skills     15 % 60%  Knowledge & Understanding     25%

Portfolio/Work book Projects Research Assignments Tests Total for A/V Courses

Assessment Ideas
         

Plan the erection of a scaffold Erect scaffold to a maximum height of 4 metres Dismantle erected scaffold Replace door/window furniture Prepare surface for new lining application. Linings may include timber, plasterboard, and masonry Develop plan to dewater a site including various techniques Demolition plan document including techniques and safe work practices Preparation of demolition site Develop a safe tool procedural checklist Writing a handling procedures manual including chemical/dangerous good handling, correct

Across Curriculum Perspectives Aboriginal and Torres Strait Islander Education
This unit encourages the preferred learning and teaching styles of Aboriginal students and Torres Strait Islander students.

Australian Education
Resources used will be predominantly Australian, and Australian standards will be followed for each activity.

Environment Education
Care for the environment in a General Construction context will be emphasised in this unit, especially when preparing for demolition or draining water from the building site.

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Board Endorsed February 2005

Gender Equity
This unit aims to encourage participation of both male and female students in the full range of activities provided.

Information Access
Students will be encouraged to use computers in planning work and presenting written reports.

Language for understanding
Students will be exposed to more terminology used in the Construction Industry. Students will continue to interpret specifications and drawings and to follow instructions for projects.

Multicultural Education
Students will be encouraged to see the benefits of communicating and sharing ideas with people with different backgrounds.

Special needs Education
Opportunities for students with special needs will be offered in this unit.

Work Education
This unit gives students an awareness of a range of occupations related to the Construction Industry.

Specific Unit Resources
AS1895 Code of Practise for Guarding and use of Portable Electric Tools Standards Association of Australia Basic Training Manual 14.1 Basic Hand Tools AGPS ACTRAC. Basic Training Manual 14.5 Walls and Floors AGPS ACTRAC. Basic Training Manual 14.4 Portable Power Tools AGPS ACTRAC. Basic Training Manual 14.6 Light Timber Framing and Roofing AGPS ACTRAC. Building and Construction Basic Industry Skills NBC1005 Basic Plant and Equip. ACTRAC 1996. Occupational Health and Safety Authority of Victoria. 1991, Code of practice for demolition, Occupational Health and Safety Authority of Victoria, Melbourne. O‘Meara, D.F. 1984 Painting and Decorating, AGPS Canberra. Stagg, William D & Pegg, Brian F. 1985, Plastering: a craftsman's encyclopaedia, Crown Publishers, New York. Standards Australia. 1991, The demolition of structures, Standards Australia, Sydney. Topliss, Colin E. 1982, Demolition, Construction Press, London. These were accurate at the time of publication. Physical Resources  Workplace location or simulated workplace  Specifications and work instructions  Workplace location or simulated workplace  Realistic activities covering the mandatory task requirements  Materials relevant to:
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Board Endorsed February 2005

 



the preparation of surfaces for plastering  the removal and replacement of door and window furniture  using construction tools and equipment  erection and dismantling of restricted height scaffolding Materials required to drain and dewater a site Hand and power tools, small plant and equipment appropriate to:  drain and dewater a site  erection and dismantling of restricted height scaffolding  the removal and replacement of door and window furniture  the preparation of surfaces for plastering Appropriate demolition hand and power tools and equipment


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Board Endorsed February 2005

Fundamentals of Site Preparation
Prerequisite: Furnishings, Formwork and Concreting Specific Unit Goals
This unit should enable students to:
    

0.5

Erect and dismantle restricted height scaffolding (this must be delivered by a certified industry representative) Drain and/or dewater civil construction project sites Remove components from single storey buildings and structures using basic demolition techniques, and prepare the site for demolition Safely select and use construction tools and equipment Follow OH&S procedures

Competencies covered
Unit of Competency BCGCM2008B - Erect and dismantle restricted height scaffolding BCCCM2004B - Drain and dewater site BCGCM2009B - Carry out basic demolition BCGCM2005B - Use construction tools and equipment Certificate Cert II Cert II Cert II Cert II Core/ Elective Core Core Core Core

Content
Working in General Construction  Locate, interpret and apply relevant information, standards, specifications and organisational policies/procedures including quality requirements  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations  Communicate and work effectively and safely with others Scaffolding  Complete planning, erection and dismantling of a modular scaffolding system, in accordance with JSA‘s/Safe work method statements and regulations, including minimum of: 3 bays (one with a return); 1 lift with ladder; fall/edge protection (this must be delivered by a certified industry representative) Draining and dewatering  As a minimum, drain surface water from a site using surface drains and dewater a trench or pit, using at least one type of pump on two separate projects  Establishment of sedimentation controls for at least one project  Construct a sump
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Board Endorsed February 2005

Demolition  As a minimum, given a site demolition plan and instructions, remove the fixtures and fittings, ceiling, external and internal non-load bearing walls and clean up, disposing/salvaging materials. Ensure correct identification of requirement and conduct of the demolition; confirm that the wall/structure is not load bearing; identify and correctly respond to services; correctly select and use appropriate processes, tools and equipment; complete all work to specification; comply with regulations, standards and organisational quality procedures and processes Tools  Safe and effective operational use of tools, plant and equipment  Identify and select hand, power, and pneumatic tools (including electrical and compressed air safety) for given tasks  Safely use and maintain a minimum of rule, tape, square, hammer, hand saw, hand plane, chisels, shovel, wheelbarrow, sledge hammer, pick, mattock, crow bar, pinch bar, power saw, electric plane, impact power drill, nail gun, impact hammer, generator and compressor for given tasks

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:  Utilisation of student folios as a record of learning experiences  Lectures and seminars  Instruction and demonstration  Graded exercises  Assigned projects  Student selected projects  Excursions The teaching and learning strategies will need to take into account the competency based assessment used in most of the subject modules. Recognition will also have to be given to multi streaming and the wide range of trades in which students might gain employment. Emphasis will be placed on OH&S in all areas of teaching and learning.

Assessment
Task Types Design and Problem Solving Technology Skills     15 % 60%  Knowledge & Understanding     25%

Portfolio/Work book Projects Research Assignments Tests Total for A/V Courses

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Board Endorsed February 2005

Assessment Ideas
       

Plan the erection of a scaffold Erect scaffold to a maximum height of 4 metres Dismantle erected scaffold Develop plan to dewater a site including various techniques Demolition plan document including techniques and safe work practices Preparation of demolition site Develop a safe tool procedural checklist Writing a handling procedures manual including chemical/dangerous good handling, correct

Across Curriculum Perspectives Aboriginal and Torres Strait Islander Education
This unit encourages the preferred learning and teaching styles of Aboriginal students and Torres Strait Islander students.

Australian Education
Resources used will be predominantly Australian, and Australian standards will be followed for each activity.

Environment Education
Care for the environment in a General Construction context will be emphasised in this unit, especially when preparing for demolition or draining water from the building site.

Gender Equity
This unit aims to encourage participation of both male and female students in the full range of activities provided.

Information Access
Students will be encouraged to use computers in planning work and presenting written reports.

Language for understanding
Students will be exposed to more terminology used in the Construction Industry. Students will continue to interpret specifications and drawings and to follow instructions for projects.

Multicultural Education
Students will be encouraged to see the benefits of communicating and sharing ideas with people with different backgrounds.

Special needs Education
Opportunities for students with special needs will be offered in this unit.

Work Education
This unit gives students an awareness of a range of occupations related to the Construction Industry.

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Board Endorsed February 2005

Specific Unit Resources
AS1895 Code of Practise for Guarding and use of Portable Electric Tools Standards Association of Australia Basic Training Manual 14.1 Basic Hand Tools AGPS ACTRAC. Basic Training Manual 14.4 Portable Power Tools AGPS ACTRAC. Basic Training Manual 14.6 Light Timber Framing and Roofing AGPS ACTRAC. Building and Construction Basic Industry Skills NBC1005 Basic Plant and Equip. ACTRAC 1996. Occupational Health and Safety Authority of Victoria. 1991, Code of practice for demolition, Occupational Health and Safety Authority of Victoria, Melbourne. Standards Australia. 1991, The demolition of structures, Standards Australia, Sydney. Topliss, Colin E. 1982, Demolition, Construction Press, London. These were accurate at the time of publication. Physical Resources  Workplace location or simulated workplace  Specifications and work instructions  Workplace location or simulated workplace  Realistic activities covering the mandatory task requirements  Materials relevant to:  using construction tools and equipment  erection and dismantling of restricted height scaffolding  Materials required to drain and dewater a site  Hand and power tools, small plant and equipment appropriate to:  drain and dewater a site  erection and dismantling of restricted height scaffolding  Appropriate demolition hand and power tools and equipment

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Walls, Doors and Windows
Prerequisite: Fundamentals of Site Preparation Specific Unit Goals
This unit should enable students to:
 

0.5

Remove and replace doors and door and window furniture Prepare surfaces for a new layer of lining materials

Competencies covered
Unit of Competency Certificate Core/ Elective Elective Elective

BCGPD2003B - Remove and replace doors and Cert II door and window furniture BCGSP2003B - Prepare surfaces for plastering Cert II

Content
Working in General Construction  Locate, interpret and apply relevant information, standards, specifications and organisational policies/procedures including quality requirements.  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations  Communicate and work effectively and safely with others Doors and Windows  Safely and effectively remove and replace a minimum of: one door with an independent screen; the furniture from two different door types; the furniture from two different window types with at least one having independent screens. Plastering  Prepare surfaces for plastering, either solid plastering (masonry or concrete) or sheet plastering (timber, steel or masonry) including: both wall and ceiling surfaces to a level and plumb surface finish; and the patching or filling of holes and depressions.

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:  Utilisation of student folios as a record of learning experiences  Lectures and seminars  Instruction and demonstration  Graded exercises  Assigned projects  Student selected projects  Excursions

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The teaching and learning strategies will need to take into account the competency based assessment used in most of the subject modules. Recognition will also have to be given to multi streaming and the wide range of trades in which students might gain employment. Emphasis will be placed on OH&S in all areas of teaching and learning.

Assessment
Task Types Design and Problem Solving Technology Skills     15 % 60%  Knowledge & Understanding     25%

Portfolio/Work book Projects Research Assignments Tests Total for A/V Courses

Assessment Ideas
 

Replace door/window furniture Prepare surface for new lining application. Linings may include timber, plasterboard, and masonry

Across Curriculum Perspectives Aboriginal and Torres Strait Islander Education
This unit encourages the preferred learning and teaching styles of Aboriginal students and Torres Strait Islander students.

Australian Education
Resources used will be predominantly Australian, and Australian standards will be followed for each activity.

Environment Education
Care for the environment in a General Construction context will be emphasised in this unit, especially when preparing for demolition or draining water from the building site.

Gender Equity
This unit aims to encourage participation of both male and female students in the full range of activities provided.

Information Access
Students will be encouraged to use computers in planning work and presenting written reports.

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Language for understanding
Students will be exposed to more terminology used in the Construction Industry. Students will continue to interpret specifications and drawings and to follow instructions for projects.

Multicultural Education
Students will be encouraged to see the benefits of communicating and sharing ideas with people with different backgrounds.

Special needs Education
Opportunities for students with special needs will be offered in this unit.

Work Education
This unit gives students an awareness of a range of occupations related to the Construction Industry.

Specific Unit Resources
Basic Training Manual 14.5 Walls and Floors AGPS ACTRAC. Basic Training Manual 14.6 Light Timber Framing and Roofing AGPS ACTRAC. Building and Construction Basic Industry Skills NBC1005 Basic Plant and Equip. ACTRAC 1996. O‘Meara, D.F. 1984 Painting and Decorating, AGPS Canberra. Stagg, William D & Pegg, Brian F. 1985, Plastering: a craftsman's encyclopaedia, Crown Publishers, New York. These were accurate at the time of publication. Physical Resources  Workplace location or simulated workplace  Specifications and work instructions  Workplace location or simulated workplace  Realistic activities covering the mandatory task requirements  Materials relevant to:  the preparation of surfaces for plastering  the removal and replacement of door and window furniture  Hand and power tools, small plant and equipment appropriate to:  the removal and replacement of door and window furniture  the preparation of surfaces for plastering

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Site Preparation and Excavation
Prerequisite: Furnishings, Formwork and Concreting Specific Unit Goals
This unit should enable students to:
       

1.0

Erect and dismantle restricted height scaffolding (this must be delivered by a certified industry representative) Undertake hand excavation tasks and excavations requiring the assistance of plant machinery Shore a trench to prevent the collapse of trench walls Drain and/or dewater civil construction project sites Remove components from single storey buildings and structures using basic demolition techniques, and prepare the site for demolition Safely select and use construction tools and equipment Follow OH&S procedures. Weld metals using gas/electric and arc welding equipment.

Competencies covered
Unit of Competency BCPCM2013A - Weld using arc welding equipment BCGCM2002B – Carry out Excavation BCGCM2003B – Install Trench Support BCCCM2004B - Drain and dewater site BCGCM2009B - Carry out basic demolition BCGCM2005B - Use construction tools and equipment BCGCM2008B - Erect and dismantle restricted height scaffolding Certificate Cert II Cert II Cert II Cert II Cert II Cert II Cert II Core/ Elective Elective Elective Elective Core Core Core Core

Content
Working in General Construction  Locate, interpret and apply relevant information, standards, specifications and organisational policies/procedures including quality requirements.  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations  Communicate and work effectively and safely with others Arc welding  Apply safety requirements throughout the work sequence, including the use of personal protective clothing and equipment  As a minimum, using arc welding equipment: weld butt joints, fillet weld, and run of beads on 8mm mild steel plate 150mm long; and pad weld 75mm square 8mm mild steel plate. Ensure correct selection and use of appropriate processes, tools and

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equipment; completing all work to specification; compliance with regulations, standards and organisational quality procedures and processes. Excavating  Determined from existing set out, mark out and excavate site as part of an overall project without damaging services to job specifications. Trench support  Installation of trench support on two projects in trenches deeper than 1.5 metres requiring the trench support to be installed, moved along or within the trench and removed from the trench. Draining and dewatering  As a minimum, drain surface water from a site using surface drains and dewater a trench or pit, using at least one type of pump on two separate projects.  Establishment of sedimentation controls for at least one project.  Construct a sump. Demolition  As a minimum, given a site demolition plan and instructions, remove the fixtures and fittings, ceiling, external and internal non-load bearing walls and clean up, disposing/salvaging materials. Ensure correct identification of requirement and conduct of the demolition; confirm that the wall/structure is not load bearing; identify and correctly respond to services; correctly select and use appropriate processes, tools and equipment; complete all work to specification; comply with regulations, standards and organisational quality procedures and processes. Tools  Safe and effective operational use of tools, plant and equipment.  Identify and select hand, power, and pneumatic tools (including electrical and compressed air safety) for given tasks.  Safely use and maintain a minimum of rule, tape, square, hammer, hand saw, hand plane, chisels, shovel, wheelbarrow, sledge hammer, pick, mattock, crow bar, pinch bar, power saw, electric plane, impact power drill, nail gun, impact hammer, generator and compressor for given tasks. Scaffolding  Complete planning, erection and dismantling of a modular scaffolding system, in accordance with JSA‘s/Safe work method statements and regulations, including minimum of: 3 bays (one with a return); 1 lift with ladder; fall/edge protection (this must be delivered by a certified industry representative)

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:  Utilisation of student folios as a record of learning experiences  Lectures and seminars  Instruction and demonstration  Graded exercises  Assigned projects  Student selected projects  Excursions
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The teaching and learning strategies will need to take into account the competency based assessment used in most of the subject modules. Recognition will also have to be given to multi streaming and the wide range of trades in which students might gain employment. Emphasis will be placed on OH&S in all areas of teaching and learning.

Assessment
Task Types Design and Problem Solving Technology Skills     15 % 60%  Knowledge & Understanding     25%

Portfolio/Work book Projects Research Assignments Tests Total for A/V Courses

Across Curriculum Perspectives Aboriginal and Torres Strait Islander Education
This unit encourages the preferred learning and teaching styles of Aboriginal students and Torres Strait Islander students.

Australian Education
Australian standards for workplace procedures will be followed.

Environment Education
Care for the environment in a General Construction context will be emphasised in this unit.

Gender Equity
This unit aims to encourage participation of both male and female students in the workplace.

Information Access
Students will be expected to use computers in presenting a written report about the workplacement.

Language for understanding
Students will be exposed to terminology used in the Construction Industry.

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Multicultural Education
Students will be encouraged to see the benefits of communicating and sharing ideas with people with different backgrounds.

Special needs Education
Opportunities for students with special needs will be offered in this unit.

Work Education
This unit gives students an awareness of a range of occupations related to the Construction Industry.

Specific Unit Resources
These were accurate at the time of publication. Physical Resources  Appropriate safety clothing and footwear  Workbooks  Workplace location or simulated workplace  Project plans, specifications and work instructions  Materials required to drain and dewater a site  Materials relevant to:  carrying out excavations  the installation of trench support  using construction tools and equipment  erection and dismantling of restricted height scaffolding  Hand and power tools, plant and equipment appropriate to:  drain and dewater a site  erection and dismantling of restricted height scaffolding  the installation of trench support  carrying out excavations  the arc welding process  Calculators or equivalent  Research resources including systems information and data  Ladders and lifting equipment  Appropriate demolition hand and power tools and equipment

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Excavation
Prerequisite: Fundamentals of Site Preparation Specific Unit Goals
This unit should enable students to:  Weld metals using arc welding equipment  Follow OH&S procedures  Undertake hand excavation tasks and excavations requiring the assistance of plant machinery  Shore a trench to prevent the collapse of trench walls

0.5

Competencies covered
Unit of Competency BCPCM2013A - Weld using arc welding equipment BCGCM2002B – Carry out Excavation BCGCM2003B – Install Trench Support Content Working in General Construction  Locate, interpret and apply relevant information, standards, specifications and organisational policies/procedures including quality requirements  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations  Communicate and work effectively and safely with others Arc welding  Apply safety requirements throughout the work sequence, including the use of personal protective clothing and equipment  As a minimum, using arc welding equipment: weld butt joints, fillet weld, and run of beads on 8mm mild steel plate 150mm long; and pad weld 75mm square 8mm mild steel plate. Ensure correct selection and use of appropriate processes, tools and equipment; completing all work to specification; compliance with regulations, standards and organisational quality procedures and processes Excavating  Determined from existing set out, mark out and excavate site as part of an overall project without damaging services to job specifications Trench support  Installation of trench support on two projects in trenches deeper than 1.5 metres requiring the trench support to be installed, moved along or within the trench and removed from the trench Certificate Cert II Cert II Cert II Core/ Elective Elective Elective Elective

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:
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      

Utilisation of student folios as a record of learning experiences Lectures and seminars Instruction and demonstration Graded exercises Assigned projects Student selected projects Excursions

The teaching and learning strategies will need to take into account the competency based assessment used in most of the subject modules. Recognition will also have to be given to multi streaming and the wide range of trades in which students might gain employment. Emphasis will be placed on OH&S in all areas of teaching and learning.

Assessment
Task Types Design and Problem Solving Technology Skills     15 % 60%  Knowledge & Understanding     25%

Portfolio/Work book Projects Research Assignments Tests Total for A/V Courses

Across Curriculum Perspectives Aboriginal and Torres Strait Islander Education
This unit encourages the preferred learning and teaching styles of Aboriginal students and Torres Strait Islander students.

Australian Education
Australian standards for workplace procedures will be followed.

Environment Education
Care for the environment in a General Construction context will be emphasised in this unit.

Gender Equity
This unit aims to encourage participation of both male and female students in the workplace.

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Information Access
Students will be expected to use computers in presenting a written report about the workplacement.

Language for understanding
Students will be exposed to terminology used in the Construction Industry.

Multicultural Education
Students will be encouraged to see the benefits of communicating and sharing ideas with people with different backgrounds.

Special needs Education
Opportunities for students with special needs will be offered in this unit.

Work Education
This unit gives students an awareness of a range of occupations related to the Construction Industry.

Specific Unit Resources
These were accurate at the time of publication. Physical Resources  Appropriate safety clothing and footwear  Workbooks  Workplace location or simulated workplace  Project plans, specifications and work instructions  Materials relevant to:  carrying out excavations  the installation of trench support  Hand and power tools, plant and equipment appropriate to:  the installation of trench support  carrying out excavations  the arc welding process  Calculators or equivalent  Research resources including systems information and data  Ladders and lifting equipment

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Design, Construction, and the Community
Prerequisites
Completion of Certificate II in General Construction

1.0

Specific Unit Goals
This unit should enable students to:  Demonstrate skills in problem-solving, the design process, and the manipulation of general construction materials  Appreciate aspects of good and bad design and construction in their social and cultural contexts  Apply skills, knowledge, and understanding, and use the community as a resource in planning, carrying out, and evaluating a major practical design and construction task in the area of General Construction  Engage in learning activities outside school as well as at school  Work constructively — individually, with other people, and as part of a team  Provide appropriate documentation that records planning and organisation, progress, and reflection on learning  Seek constructive feedback on their work from appropriate community sources and act on the feedback they receive  Demonstrate the application of appropriate technological knowledge, skills, and processes

Content
Each student must develop an individual assessment contract. Students must work with teachers to negotiate, plan, develop and write an assessment contract, which is challenging and achievable for each student.

Teaching and Learning Strategies
To be negotiated

Assessment
Task Types Design and Problem Solving Technology Skills     15 % 60%  Knowledge & Understanding     25%

Portfolio/Work book Projects Research Assignments Tests Total for A/V Courses

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Across Curriculum Perspectives
Environment Education Consider the environmental implications for a community, in the field of design and construction

Work Education
In this unit, students will have opportunities to:  Learn about the nature of work in its different forms  Consider different types of occupations related to their personal skills and interest  Consider their own work goals  Gain an understanding of how decisions about work can be made  Reflect on their learning within the workplace  Use their own preferred learning style

Unit Resources
Negotiated

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GC Structured Workplace Learning 1
Prerequisite

0.5

In order to undertake a General Construction Structured Workplace Learning unit, students must have either a green or a blue card and wear the industry required safety clothing and footwear. This will be achieved after successful completion of the ‗Induction Program‘ delivered by industry.

Specific Unit Goals
This unit should enable students to:
    

Understand the context and scope of work in the Construction Industry Work in a team and accept responsibility for their own workload Improve their career path Participate in site meetings Follow OH&S procedures

Competencies covered
Unit of Competency BCGCM1002B - Work effectively in the General Construction Industry Certificate Cert I & II Core/ Elective Core

Content
Working in General Construction  Locate, interpret and apply relevant information, standards, specifications and organisational policies/procedures including quality requirements.  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations  Communicate and work effectively and safely with others  Locate and identify site employment conditions  Understand the scope, employment and economic importance of the Construction Industry  Set personal and team work goals, and identify personal development needs Communication  Respond to personal conflict situations  Participate in site meetings

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:  utilisation of student portfolios/workbooks as a record of learning experiences

Assessment
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Task Types

Technology Skills   100%

Portfolio/ workbook Projects Total for A/V Courses

Assessment Ideas
   

Bulletins and newsletters Industry/workplace codes of practice Enterprise procedures for handling industrial disputes Enterprise procedures for handling grievance

Across Curriculum Perspectives Work Education
In this unit, students will have opportunities to:  Learn about the nature of work in its different forms  Consider different types of occupations related to their personal skills and interest  Consider their own work goals  Gain an understanding of how decisions about work can be made  Reflect on their learning within the workplace

Specific Unit Resources
Physical Resources  Workplace location or simulated workplace  Realistic tasks or simulated tasks covering the mandatory task requirements  Relevant specifications and work instructions

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GC Structured Workplace Learning 2
Prerequisite

0.5

In order to undertake a General Construction Structured Workplace Learning unit, students must have either a green or a blue card and wear the industry required safety clothing and footwear.

Specific Unit Goals
This unit should enable students to:
   

Communicate effectively with other workers in a general construction workplace environment Gather, convey and receive information through verbal and written forms of communication Greet clients Determine client needs in accordance with the organisation‘s requirements

Competencies covered
Unit of Competency BCGCM1004B - Conduct workplace communication BSBCMN209A - Provide information to clients Certificate Cert I & II Cert I Core/ Elective Core Elective

Content
Working in General Construction  Locate, interpret and apply relevant information and organisational policies/procedures including quality requirements  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations Effective Communication  Communicate and work effectively and safely with others  Apply organizational requirements for responding to client enquiries and promoting products and services  Greet visitors or telephone enquiries promptly and politely, and provide correct and current information about the organisation‘s products and services  Interpret signage accurately, follow instructions, fill out workplace documents accurately and ask questions

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:  Utilisation of student portfolio/workbook as a record of learning experiences

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Assessment
Task Types Technology Skills   100%

Portfolio/ workbook Projects Total for A/V Courses

Assessment Ideas
   

Run a meeting Develop a safe work method Statement Write professional emails/letters Develop a solution to a client problem

Across Curriculum Perspectives Work Education
In this unit, students will have opportunities to:  Learn about the nature of work in its different forms  Consider different types of occupations related to their personal skills and interest  Consider their own work goals  Gain an understanding of how decisions about work can be made  Reflect on their learning within the workplace

Specific Unit Resources
Physical Resources  Workplace location or simulated workplace  Specifications and work instructions

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GC Structured Workplace Learning 3
Prerequisite

0.5

In order to undertake a General Construction Structured Workplace Learning unit, students must have either a green or a blue card and wear the industry required safety clothing and footwear.

Specific Unit Goals
This unit should enable students to:
 

Safely manually handle and store construction materials and components Prepare material for mechanical handling

Competencies covered
Unit of Competency Certificate BCGCM2004B - Handle construction materials Cert II Core/ Elective Core

Content
Working in General Construction  Locate, interpret and apply relevant information, standards, specifications and organisational policies/procedures including quality requirements  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations  Communicate and work effectively and safely with others Tools  Safe and effective operational use of tools, plant and equipment  Identify and select hand, power, and pneumatic tools (including electrical and compressed air safety) for given tasks  Safely use and maintain a minimum of rule, tape, square, hammer, hand saw, hand plane, chisels, shovel, wheelbarrow, sledge hammer, pick, mattock, crow bar, pinch bar, power saw, electric plane, impact power drill, nail gun, impact hammer, generator and compressor for given tasks

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including utilisation of student portfolio/workbook as a record of learning experiences The teaching and learning strategies will need to take into account the competency based assessment used in most of the subject modules. Recognition will also have to be given to multi streaming and the wide range of trades in which students might gain employment. Emphasis will be placed on OH&S in all areas of teaching and learning.

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Assessment
Task Types Technology Skills   100%

Portfolio/ workbook Projects Total for A/V Courses

Assessment Ideas


Writing a handling procedures manual including chemical/dangerous goods handling, correct lifting procedures etc.

Across Curriculum Perspectives Work Education
In this unit, students will have opportunities to:  Learn about the nature of work in its different forms  Consider different types of occupations related to their personal skills and interest  Consider their own work goals  Gain an understanding of how decisions about work can be made  Reflect on their learning within the workplace

Specific Unit Resources
Physical Resources  Workplace location or simulated workplace  Materials relevant to construction handling activities  Equipment, hand and power tools appropriate to handling construction materials  Realistic activities covering the mandatory task requirements  Specifications and work instructions

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GC Structured Workplace Learning 4
Prerequisite

0.5

In order to undertake a General Construction Structured Workplace Learning unit, students must have either a green or a blue card and wear the industry required safety clothing and footwear.

Specific Unit Goals
This unit should enable students to:
   

Erect restricted height scaffolding Place safety barriers Inspect, repair and alter scaffolding Dismantle scaffolding

Competencies covered
Unit of Competency BCGCM2008B - Erect and dismantle restricted height scaffolding Certificate Cert II Core Core

Content
Working in General Construction  Locate, interpret and apply relevant information, standards, specifications and organisational policies/procedures including quality requirements  Comply with site safety plan, OH&S legislation/regulations/codes of practice, and State/Territory legislation applicable to workplace operations  Communicate and work effectively and safely with others Scaffolding  Safe and effective operational use of tools, plant and equipment  Complete planning, erection and dismantling of a modular scaffolding system, in accordance with JSA‘s/Safe work method statements and regulations, including minimum of: 3 bays (one with a return); 1 lift with ladder; fall/edge protection

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:  Utilisation of student portfolio/workbook as a record of learning experiences The teaching and learning strategies will need to take into account the competency based assessment used in most of the subject modules. Recognition will also have to be given to multi streaming and the wide range of trades in which students might gain employment. Emphasis will be placed on OH&S in all areas of teaching and learning.

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Assessment
Task Types Technology Skills   100%

Portfolio/ workbook Projects Total for A/V Courses

Assessment Ideas
  

Plan the erection of a scaffold Erect scaffold to a maximum height of 4 metres Dismantle erected scaffold

Across Curriculum Perspectives Work Education
In this unit, students will have opportunities to:  Learn about the nature of work in its different forms  Consider different types of occupations related to their personal skills and interest  Consider their own work goals  Gain an understanding of how decisions about work can be made  Reflect on their learning within the workplace

Specific Unit Resources
Physical Resources  Workplace location or simulated workplace  Materials relevant to erection and dismantling of restricted height scaffolding  Hand and power tools, plant and equipment appropriate to erection and dismantling of restricted height scaffolding  Realistic activities covering the mandatory task requirements  Specifications and work instructions

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GC Structured Workplace Learning 5
Prerequisite

0.5

In order to undertake a General Construction Structured Workplace Learning unit, students must have either a green or a blue card and wear the industry required safety clothing and footwear.

Specific Unit Goals
This unit should enable students to:
  

Greet clients Determine needs in accordance with the organisation‘s requirements Demonstrate skills in problem-solving, the design process, and the manipulation of general construction materials

Competencies covered
Unit of Competency BSBCMN209A – Provide Information to clients Certificate Cert I Core Elective

Content
Knowledge  The relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination  Understanding of organisation‘s business values, structure, products and services  Types of resources available within the organisation and how to access them  Organisational policies and procedures relating to client service  Organisational structure and role of the members of the organisation  Techniques of oral and written communication Skills  Questioning and active listening skills to identify client requests  Communication skills for conveying meaning clearly, concisely and coherently  Client service skills in relation to giving and receiving information  Problem solving skills to deal with client enquiries or complaints  Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

Teaching and Learning Strategies
A variety of teaching and learning strategies will be employed in this unit including:  Utilisation of student portfolio/workbook as a record of learning experiences The teaching and learning strategies will need to take into account the competency based assessment used in most of the subject modules. Recognition will also have to be given to multi streaming and the wide range of trades in which students might gain employment. Emphasis will be placed on OH&S in all areas of teaching and learning.
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Board Endorsed February 2005

Assessment
Task Types Technology Skills   100%

Portfolio/ workbook Projects Total for A/V Courses

Assessment Ideas


Assessment must be negotiated in line with the endorsed assessment guidelines Business Services Training Package

Across Curriculum Perspectives Work Education
In this unit, students will have opportunities to:  Learn about the nature of work in its different forms  Consider different types of occupations related to their personal skills and interest  Consider their own work goals  Gain an understanding of how decisions about work can be made  Reflect on their learning within the workplace

Specific Unit Resources
Access to appropriate documentation and resources normally used in the workplace. Physical Resources  Workplace location or simulated workplace  Hand and power tools  Realistic activities covering the mandatory task requirements  Specifications and work instructions

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Board Endorsed February 2005

Appendix 1 – Assessment Task provided by Andy Lofthouse of Marist College
MARIST COLLEGE CANBERRA YEAR 11 BUILDING CONSTRUCTION
UNIT 2a & 2b. SEMESTER 2. 2004 Course Code 8996 Unit Code 83701/83702

Please read the following ASSIGNMENT DETAILS very carefully.

Building Site Investigation Research/Investigation/Presentation
Task Details Weighting Date Due Assignment 2. 20% 22/10/04 You are required to identify a residential building site, preferably new although a renovation or extension to an existing building could be used. You will need to keep a log or diary that keeps a record of the various stages from planning to the completion of the building. Diagrams, sketches, copies of plans and photographs will give visual information for you to comment on. In order for you to complete this assignment by the due date you will need to approach a builder and house owner with a letter of introduction from the College. This letter will be devised by you, countersigned by your teacher and will serve as part of your assessment in workplace communication. You may work in pairs but must indicate who was responsible for each section of the presentation. You will need to make weekly visits to observe and record the progress of the building and on occasions may have to make special visits to witness critical stages such as a concrete pour. In these cases consult with the builder so that arrangements can be made for you to assist with the pour. For safety reasons try to confine your visits to periods of the day when the builders are not too busy. This will also cause the least inconvenience to the builder concerned. Be objective with your visits and have specific questions to ask. Do not touch any of the works or walk where you may disturb fresh earthworks and uncured cement. Wear protective equipment such as work boots and a hard hat if available. AL March 2004

MARIST COLLEGE CANBERRA
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YEAR 12 BUILDING CONSTRUCTION
UNIT 3a. TERM 1 SEMESTER 1. 2004 Course Code 8996 Unit Code 83704

Please read the following ASSESSMENT DETAILS very carefully. Specific task Goals. This assessment should enable students to:
       

Carry out workplace communication Carry out OH&S requirements Read and interpret plans Carry out measurements and calculations Use hand and power tools Use small plant and equipment Produce an industry standard job to set designs, plans and measurements Develop new practical skills Weighting Tool Box, part A 50% Date Due 01/04/04 Wk 9

Task Details Practical 1.

From the 3D drawing provided and additional information manufacture the basic box. This will include edge to edge joints (rubbed joints), thicknessing, four sets of through dovetails, marking out, cutting out, fitting and the design of the front section. Assessment Problem solving processes Production Knowledge and understanding 20% 60% 20% _________ _________ _________

Total marks _________ Grade ________ Comment

Signed

Date: April 2004

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Board Endorsed February 2005

Checklist for courses submitted for accreditation: College/Type 2 Leader Course Classification A V  T Course Title Copy of original course supplied Yes  No  Disk supplied Yes  No  Yes               No
Number of copies for Panel

Course template Submission page (Polished draft) Title page – course title, type, accreditation dates, college logo Type 2 Courses should include the Board logo (Final Version) Vocational Courses Training package (Polished draft) Competencies linked to units
Requirements to receive certificate

Course accreditation forms Contents page Course name Classification Course Framework Course developers Evaluation of previous course Course length and composition
Number of units Length of units expressed as a value Compulsory Course patterns Arrangements for continuing students Units from other Courses Prerequisites Relationship with other courses Relationship with courses at other colleges Negotiated units

Subject rationale
Industry need

      

Goals
Stem used

Student group College philosophy Vocational outcomes Content Teaching and learning strategies Across Curriculum Perspectives
Aboriginal and Torres Strait Islander Education Australian Education Environment Education Gender Equity Information Access Language for understanding Multicultural Education Special needs Education Work Education

Assessment criteria
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 


83

Board Endorsed February 2005 Assessment tasks Assessment criteria Sample assessment tasks   

Moderation Advice Unit grades Bibliography Resources Proposed evaluation procedures Vocational Courses Structured workplace learning arrangements specified Training record book UNIT TEMPLATE Criteria Titles for all units Goals for all units
Stem used

       Yes     No

Content for all units Across Curriculum Perspectives
Aboriginal and Torres Strait Islander Education Australian Education Environment Education Gender Equity Information Access Language for understanding Multicultural Education Special needs Education Work Education

   

Teaching and learning strategies in all units Assessment tables in all units Resources for all units - written and audio visual texts, CD ROMS and web sites

Documentation
Presentation/formatting appropriate?
page numbering on contents page spelling correct fonts consistent pages sequenced

Yes 

No

Board policies applied throughout the document. (see Guidelines) Date of check Signature / /



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