CPCCBC4004A Unit Assessment Pack

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CRICOS Code: 

03595K | RTO Provider ID: 70252

Unit Assessment Pack (UAP) – Cover Sheet


Student and Trainer/Assessor Details
Student ID
Student name
Contact number
Email address
Trainer/Assessor name

Course and Unit Details


Course code CPC50210
Course name Diploma of Building and Construction (Building)
Unit code CPCCBC4004A
Unit name Identify and produce estimated cost for building and construction projects

Assessment Submission Method


☐ By hand to trainer/assessor ☐ By email to ☐ Online submission via Learning
trainer/assessor Management System (LMS)

☐ By Australia Post to RTO ☐ Any other method


_________________________________________________
(Please mention here)

Student Declaration
• I certify that the work submitted for this assessment pack is my own. I have clearly
referenced any sources used in my submission. I understand that a false declaration is a
form of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and
reference material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the
permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of
this assessment to a checking service (which may retain a copy of the assessment
on its database for future plagiarism checking).

Student signature: ________________________________

Date: ____/_____/______________

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CRICOS Code: 03595K | RTO Provider ID: 70252

Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the
following assessment tasks.

Evidence recorded Evidence Type/ Method of assessment Sufficient evidence


recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Unit Skills Test (UST)– Role Play S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 3 Unit Project (UP) – Estimate Cost for S / NS (First Attempt)
Construction of a House
S / NS (Second
Attempt)

Final result C/NYC Date assessed

Trainer/Assessor
Signature

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CRICOS Code: 03595K | RTO Provider ID: 70252

Assessment Conditions
Unit purpose/application

This unit of competency specifies the outcomes required to establish the estimated costs associated
with the acquisition of materials and labour on building and construction sites, together with the
application of relevant overhead costs and margins. Knowledge of physical resource and supplier
identification, assessment of the availability of and requirements for skilled labour and application of
appropriate codes, regulations and approvals gaining processes is essential.
What the student can expect to learn by studying this unit of competency

• Read and Interpret construction plans and specifications


• Identify and calculate labour cost
• Identify and establish physical resource requirements.
• Develop estimated project costs.

Training and assessment resources required for this unit of competency

The student will have access to the following:


 Learner guide
 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
 Access to a computer, the Internet and word-processing system such as MS Word
 An operational business environment to implement the learning plan
 Computer technology and documentation as required
 Codes of practice and standards issued by government regulators or industry groups

Submission instructions

Your trainer/assessor will confirm assessment submission details for each assessment task.

Academic integrity, plagiarism and collusion

Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the
work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.

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Plagiarism:
Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass
them off as your own by failing to give appropriate acknowledgement. This includes material sourced
from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which
includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the
author or web page
• Reproducing lecture notes without proper acknowledgement.

Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other
people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This
applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism
and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead
to disciplinary action.
Other Important unit specific Information

N/A

Unit outcome

• This unit is not graded and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competency to be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not
yet achieved/not yet competent (NYC).

Prerequisite/s

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Nil

Co-requisite/s

Nil

Foundation Skills

The Foundation Skills describe those required skills (learning, oral communication, reading, writing,
numeracy, digital technology and employment skills) that are essential to performance. Foundation
skills essential to performance are explicit in the performance criteria of this unit of competency.

Relevant Legislation

 Australian Human Rights Commission Act 1986


 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Work Health and Safety Act 2011
 Occupational Safety and Health Act 1984 (WA)
 Occupational Safety and Health Regulations 1996 (WA)
 Competition and Consumer Act 2010 (Cth)
 Building Act 2011 (WA)
 Building Services (Registration) Act 2011 (WA)

Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.
The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.

All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/

Further Information

For further information about this unit go to https://training.gov.au/Training/Details/CPCCBC4004A

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Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure
the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance
and quality assurance department/administration department in your RTO for
continuously improving our assessment and student resources.

Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.

Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning

If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the RTO/person responsible for looking after the quality
and compliance services of the RTO.

For more information, please refer to RTO Student Handbook.

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Unit Pre-Assessment Checklist (UPAC)


UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.

Section 2: Reasonable adjustments


• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.

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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
 Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to
Speaking  Writing impact on the assessment process
Background
 Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job
 Confidence role
 Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm
understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or
to support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
  Knowledge and  Culturally appropriate training
Indigenous understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
 Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the
 Limited study student’s experience
skills  Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in
accessible format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an

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assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
  Reading  Discuss with the Student previous learning experience
Educational  Writing  Ensure learning and assessment methods meet the
background  Numeracy student’s individual need
 Limited study
skills and/or
learning strategies
 Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study  Provide information or course materials in accessible
skills and/or format, e.g. a textbook in braille
learning strategies  Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)


Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
 Written Questions

Assessment task description:

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 This is the first (1) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 The Unit Knowledge Test is comprised of twenty-two (22) written questions.
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide the number of points, to be
deemed satisfactory in this task.
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.

Applicable conditions:
 This knowledge test is untimed and are conducted as open book tests (this means you are
able to refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use computers to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that
this is your own work.

Resubmissions and reattempts:


 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to your RTO Student Handbook.

Location:
 This assessment task may be completed in a learning management system (i.e. Moodle) or
independent learning environment.
 Your trainer/assessor will provide you further information regarding the location for
completing this assessment task.

Instructions for answering written questions:


 Complete a written assessment consisting of a series of questions.
 You will be required to correctly answer all the questions.
 Do not start answering questions without understanding what is required from you. Read
the questions carefully and critically analyse them for a few seconds, this will help you to
identify what is really needed.
 Your answers must demonstrate an understanding and application of relevant concepts,
critical thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit to each question
and do not provide irrelevant information. Be careful, quantity is not quality.
 Be careful to use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
 When you quote, paraphrase, summarise or copy information from the sources you are
using to write your answers/research your work, you must always acknowledge the source.

How your trainer/assessor will assess your work?

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 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate student’s knowledge essential to identity and estimate
the cost of construction of a building or construction project. The assessment task will evaluate
student’s knowledge regarding to the following:
 Knowledge to correctly identify the appropriate construction plans and drawings.
 Knowledge to read and understand construction plans and specifications.
 Knowledge to measure and interpret level, elevation, height, gradient and slope.
 Knowledge to calculate quantities using construction plans and specifications.
 Knowledge to identify and determine the types/numbers of on-site personnel /
tradespersons needed for a construction job.
 Knowledge and understanding of how to calculate the labour costs.
 Knowledge to identify the requirements of physical resources for a construction project.
 Knowledge to determine and calculate the quantities of material, plant and equipment
required for a construction project.
 Knowledge to select and apply appropriate labour and material costs for a construction job.
 Knowledge of overhead expenses of a construction company/organization.
 Knowledge about how to prepare complete estimation of project cost for inclusion in
tender.
 Numeracy/numbers- mathematical Knowledge to interpret/understand mathematical data
and perform appropriate calculations.

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Assessment Task 1 - Unit Knowledge Test (UKT)


Instructions:
 This is an individual assessment.
 The purpose of this assessment task is to assess the students’ knowledge essential to
perform estimations for a construction project.
 To make full and satisfactory responses you should consult a range of learning resources,
other information such as handouts and textbooks, learners’ resources and slides.
 All questions must be answered in order to gain competency for this assessment.
 You may attach a separate sheet if required.
 You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
 You must staple the loose sheets together along with the cover page.
 You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking through
the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task:

 Computer
 Internet
 MS Word
 Printer or e-printer
 Adobe acrobat/reader
 Learning management system

Questions:

Question 1: Provide one or two sentence descriptions for each of the following types of drawings
used in building construction:
1. Site Plan
2. Floor Plan
3. Elevation
4. Cross-Section View
5. Contour Plan / Map

1. A site plan is a document that scales out the extent of the construction site. In general,
there are two site plans available: The 'before' shot of the existing site plan. The current
state of the site is depicted in this site plan.
2. A floor plan is a representation to scale that depicts the relationships between rooms,
spaces, traffic patterns, and other physical elements at one level of a structure from
above in architecture and building engineering. To indicate room sizes and wall lengths,

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dimensions are frequently drawn between the walls.
3. An elevation is a drawing of a building facade or internal surface drawn from a vertical
plane looking straight at it. It's as if you stood just in front of a structure and stared at
it.
4. Architectural drawings that are orthographic projections of structures with a cut
transecting them are known as cross sections or segments. A vertical cut in a plan
section drawing can reveal details that a horizontal cut cannot.
5. The lay of the terrain is depicted graphically in contour plans. They can be used to
calculate the amount of cut and fill that will be required, the height of retaining walls,
and the total finishing height of buildings in relation to natural ground level.

Question 2: What is the National Construction Code (NCC) of Australia? In how many volumes does
the NCC-2016 constituted? Provide brief description of each volume of NCC-2016. Answer in 150-
200 words.

The National Construction Code is Australia's main collection of building-related technical design
and construction guidelines. It establishes the minimum needed level for the safety, health,
amenity, accessibility, and longevity of particular buildings as a performance-based code. Building
or plumbing law enacted by your state or territory government, or other statutory authority, gives
legal effect to the NCC. The dates of the NCC's adoption are set by the building and plumbing
departments of each state and territory.

Based on the nature of activity or structure, the NCC is separated into three volumes:

The technical standards for the design and construction of multi-residential, commercial,
industrial, and public assembly facilities, as well as some connected structures, are contained in
NCC Volume One.

For difficult NCC provisions, the Guide to Volume One provides clarification, illustration, and
examples.

The technical standards for the design and construction of smaller scale buildings, such as
dwellings, small sheds, carports, and some connected structures, are contained in NCC Volume
Two. This is the volume you will most likely need for a home project.

The technical requirements for the design, construction, and installation of plumbing and drainage
systems are found in NCC Volume Three. It also applies to places where services are implemented
without regard for the presence of structures.
Question 3: The requirements for residential buildings (Class-1 & Class-10) are provided in Vol.II of
National Construction Code 2016 (NCC-2016). Define Class-1 & Class-10 buildings as per NCC-2016.
Answer in 150-200 words.

Residential buildings (single dwellings or small guesthouses, hostels, etc.) are classified as class
1; garages, sheds, retaining structures, and other constructions are classified as class 10.

Houses are classified as Class 1 structures. Typically, they are single-family homes or other
residential structures.

Apartment structures are classified as Class 2. People usually live above and below each other in
multi-unit residential complexes. The NCC defines a sole-occupancy unit as a facility that would
be deemed an apartment (SOU).

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Residential buildings that are not Class 1 or Class 2 or a Class 4 section of a building are
classified as Class 3. Long-term or temporary residence for a number of unrelated people is
prevalent in Class 3 buildings.

A single dwelling or residence within a non-residential building is classified as a Class 4 part of


the structure.

Office buildings used for professional or commercial purposes are classified as Class 5.

Shops, restaurants, and cafés are typical Class 6 structures. They are locations where retail
items or services are sold directly to the public.

Storage-type structures are classified as Class 7.

The most typical approach to define a Class 8 structure is as a factory. It's a structure where a
procedure (or handcraft) is carried out for the purpose of commerce, selling, or profit.

Buildings classified as Class 9 are those that are used by the public. For example, a school or a
hospital.

Non-habitable structures or buildings are classified as Class 10. -sheds, private garages, and so
on.

Question 4: What is a standard? What standards are applicable for building and construction in
Australia? List down and describe any three (3) important standards used in building and
construction projects? Explain in 200-250 words.

The standard of the reasonable person is something established by authority, custom, or


popular accord as a model, example, or point of reference. The Australian Standards and the
Building Code of Australia are a nationwide set of technical criteria for the design, construction,
and performance of buildings, as well as plumbing and drainage systems.

Measurement standards

Building code standards

Project plans and specifications

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Question 5: Answer the following questions:

a) What are construction specifications?


b) Refer to the site plan given below and identify: Orientation and slope of the site.

a. A specification is a written description of anything that can't be seen or explained in a


picture or model. The specification in construction can include everything from the
asset's performance objectives to the quality of the systems and goods, as well as which
standards are applicable and how they should be implemented and even the items that
will be employed.
Whether performance-based, prescriptive, or proprietary, the type of specification
might relate to the project or the procurement channel, all of which are reliant on the
project requirements.
Specifications are necessary throughout the design phase, are part of the contract

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agreement, and are critical to the project's completion.

Question 6: Thomasville is a village of 1321 habitant that gets submerged in seasonal floods every
year. To protect the village from damages of flooding, it has been proposed to build a 7km long
embankment around Thomasville using earthwork. The width of the embankment at top and bottom
are proposed to be 7m and 12m respectively. The height of the embankment would be 5m. Calculate
the volume of earthworks (in cubic metre) needed to build the embankment. Assume the ground of
7km periphery around the village is flat. The unit price to fill 1 cubic metre of sand is $20. Estimate
the total cost to be incurred in building the embankment entirely with sand.

Question 7: What are the three (3) basic measurement rules that one must conform to as a standard
industry practice in Australia? Answer in 150-200 words.

For the most part, Australia follows the metric system:

The International System of Units is the contemporary version of the metric system (SI).

Non-SI legal units of measurement are also used in Australia, as mentioned in Schedules 1 and 2
of the National Measurement Regulations.

The Australian units of measurement are supervised by the National Measurement Institute.
The National Measurement Act of 1960 is the regulating legislation.
Physical, chemical, biological, legal, and commerce measurements are all part of Australia's
measurement system. The system adjusts to the needs of Australian businesses, provides services, and
boosts their productivity and growth. Its goal is to make Australia more fair, safe, health, and
economic. The peak organisation in charge of maintaining Australia's measurement system is the
National Measurement Institute (NMI).
Measurement Rule 1 - When measuring the building work, all quantities will be established on the
basis of being fixed net in place.
Measurement Rule 2 - When determining linear, area, and volume quantities the measurements used
shall be taken in metres to two decimal places.
Measurement Rule 3 - When determining a quantity of mass, the measurements used shall be taken in
tonnes to three decimal places.

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Question 8: What do you understand by ‘Estimation’ in Construction? What is the roles of an
Estimator in a Construction Project? Define the following types of construction estimates:

a) Lump-sum Estimates
b) Unit price estimates

Provide your answer in 150-200 words.

It acts as a benchmark against which a project's actual construction expenses can be assessed and
managed. Contractors can use the estimate to plan for future costs while establishing the
project's total cost of completion. An estimate for any construction project can be defined as the
process of determining the quantities and costs of the various products needed for the job. As a
result, it's required to create a cost estimate for the proposed job based on its plans and
requirements.

Building Estimators generate and present cost estimates for materials, labour, and equipment
required to accomplish a construction or building project. The majority of estimators work on
construction sites with contractors, architects, and clients.

Lumpsum - The lump sum bidding technique is intended to minimise project cost increase by
reducing cost overruns and sharing the risk of additional material quantities with contractors. A
test contractor was utilised in this study to bid a unit-priced contract as a lump sum contract.
Contractors give a single price for the project rather than a unit price in lump sum estimating. The
lump sum could be a single price for the entire project or a price for each bid category.

Unit price - In a unit pricing contract, the contractor is relieved of the risk of estimating uncertain
quantities incorrectly for some important tasks. When there are significant differences between
the contractor's estimations and the owner's estimates of these amounts, some contractors may
submit a "unbalanced bid." Contractors can modestly boost unit pricing on underestimated work
while decrease unit prices on other tasks, depending on their confidence in their own estimations
and their risk appetite. If the contractor is correct in its evaluation, it can significantly enhance its
profit because payment is based on actual work quantities; if the opposite is true, it can lose
money on this basis. Furthermore, if a contractor's bid appears to be highly unbalanced, the
owner may dismiss him. To the extent that variations in the quantity of work produce an
underestimate or overestimate, neither inaccuracy will affect the contractor's profit beyond the
markup in the unit costs.

Question 9: Answer the following questions:

a) Identify twelve (12) different trades involved in a construction works.

b) What are the main aspects in establishing the labour cost for a construction project? Answer
in 30-50 words.

Carpenter
Mason / Bricklayer
Concreter
Labourer
Roof-tiler
Plasterer

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Plumber
Electrician
Building and construction labourers
Cabinet makers
Air-conditioning and refrigeration mechanics
Concrete workers

the accounts for basic costs may be classified according to (1) labor, (2) material, (3)
construction equipment, (4) construction supervision, and (5) general office overhead.

Question 10: From costing perspective, briefly explain the two (2) categories of labour deployed on a
construction:

• Directly employed labour


• Sub-contract labour

Answer in 100-150 words.

 Directly employed labour:


A situation in which an organisation hires operatives directly rather than
depending on subcontractors or self-employed operations is known as direct
employment (or direct labour). For illustration, rather than subcontracting
bricklaying to another company, a contractor may hire bricklayers directly.

 Subcontracting is when one company is accountable for delivering a customer


contract that was given to them by another company who had the contract with
the customer originally. Subcontractors can either provide labour only or both
labour and materials. Subcontracting jobs range from one person working on a
"subcontract hourly rate" to a huge corporation subcontracting a specific
component of the work to a specialised contractor for a pre-determined sum of
money, such as lift installation.
The following are some of the benefits of subcontracting:
The builder knows the cost from the start of the project - Less administration -
Builders and estimators spend less time pricing jobs.

Question 11: What is the system of Industry Awards in Australia? What industry awards are
applicable to building and construction industry? Explain your answer in 150-200 words.

In layman's terms, awards establish the minimum wage that an employer in your
industry is permitted to pay for the work you do. It's a legal order that ensures that
all employees in a given industry or company have the same working conditions
and pay. In addition to any legislative minimum terms, awards are enforceable
contracts that specify minimal terms and conditions of employment. Pay rates and
job conditions such as leave entitlements, overtime, and shift work, among other
things, are outlined in awards.
The majority of modern awards are related to certain businesses or occupations.
There are currently 121 modern general application awards available.
A tiny number of corporate and state-based public sector modern awards are

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limited to certain employers and their personnel.
The Building and Construction General On-site Award 2010 is a national system
award that applies to national system employers and employees in the on-site
building, engineering, and civil infrastructure sectors in the classifications listed in
Schedule B of the medal throughout Australia.
Question 12: For the directly employed labour, how does one determine the hourly rate for a trade?
What are the various constituents of ‘on-costed hourly rate’? Provide your answer in 200-250 words.

Assume a Builder received a price from a bricklaying gang of $950/thousand standard bricks laid.
The Builder would have to ascertain exactly what was included in the rate and compare it with
other quotations before selecting the one to use. Typically, the price would provide for all labour,
the mixer and brick saw, and all small tools and equipment necessary to carry out the work.

The Builder would know that they would have to supply the bricks, mortar materials, other sundry
materials, electricity, and major plant (e.g. scaffolding). In other words, the materials and site
overhead costs, with the labour and small plant shall be supplied by the subcontractor.

From the price of $950/thousand, the Estimator could quickly price the labour component in the
brickwork, either as a total price (i.e. total bricks required to be laid x $900/thousand) OR as a unit
rate/m2. That is:

$950 x (48.5/1000) = $43.65/m2

This rate could easily be evaluated by comparing it with a price for a directly employed gang as
follows:

Assume a gang consists of 2 bricklayers and 1 labourer with on-costed hourly rates of $32.32 and
$30.27/hr, and with a mixer costing $12/day (ignore small tools).

The labour cost per day would be:

Bricklayers 2 x 8 x $ 32.32 = $ 517

Labourers 1 x 8 x $ 30.27 = $ 243

Mixer = $ 12

Total cost/day = $ 772

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If two bricklayers can lay a total of 800 bricks per day and there are 48.5 bricks/m2 then the
comparative cost would be:

(48.50/800) x $772 = $46.80/m2

Therefore, it would be more economical for the builder to engage the subcontractor for this work.
Similar comparisons can be made for any potential subcontract item.

Question 13: Assume you are working as an Estimator for a construction company. You need to
prepare cost estimates for vendor supplied material and consumables such as concrete, bricks, plant
and equipment etc. for which you have send ‘quotation requests’ to potential vendors/suppliers.
What minimum details/information should be included in your ‘quotation request’? Give your
answer in 100-150 words.

A quote outlines your conditions of service as well as the price you'll charge. When a customer
accepts your quote, a legally binding contract is formed.

A well-written quote demonstrates your professionalism while also safeguarding your company
from legal and financial problems. The following information should be included in your quote
document: your company's name, address, and phone number.
The total cost as well as the cost breakdown.
revisions and variations
Terms and conditions of payment
chosen method of payment
a work schedule with a quote expiration date
Signature of customer acceptance
Question 14: Provide a list of different types of plant and equipment used in building and
construction? Answer in 50 – 100 words.

In the construction industry, there is a variety of equipment that is employed. These can be utilised on
both a large and small basis. Building and structural building, road construction, undersea and other
maritime construction activities, power projects, and so on all require various sorts of equipment.
Excavation and digging of vast quantities of soil, placement of construction materials (e.g., bricks,
concrete), compacting and levelling, dozing, grading, hauling, and other processes are all involved in
construction projects, whether large or small.
Earth Moving equipment.
Construction vehicle.
Material Handling Equipment.
Construction Equipment.

Question 15: A proposed house requires different types of steel items – angle bars, beams, channels,
columns. The unit rates provided by a supplier are given in the table:

Item Qty (m) Unit Rate (in $ per m)

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Angle (90 x 6) 5 20

Angle (150x90x8) 7 35
Angle (200x100x10) 9.2 45

Channels (150PFC) 8.8 65


Channels (180PFC) 9.2 70

Columns (89X89X3.5 SHS) 4.7 40


Universal Beams (250UB31) 3.8 90

Universal Beams (200UB25) 6.3 75

Calculate the price to procure the steel material (the quantity for steel needed is also mentioned in
the above table). You may use MS-Excel software application for calculation purpose.

Question 16: In estimating the cost of plant and equipment for a project, the costs are generally
presented as:

 Capital (Ownership) cost


 Operational (Running) Cost

Explain what constitutes the ownership costs and running costs? Give your answer in 100-150
words.

a. a cost associated with the acquisition of land, buildings, construction, and equipment for
use in the manufacture of goods or the provision of services. Fixed, one-time spending
incurred on the purchase of land, buildings, construction, and equipment employed in the

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manufacturing of goods or the providing of services are referred to as capital costs. To put
it another way, it's the overall cost of bringing a project to an economically viable state.
b. The continual expenses incurred in the usual day-to-day operations of a business are
known as operating costs. Rent, equipment, inventory expenditures, marketing, payroll,
insurance, and monies dedicated for research and development are all standard operating
costs in addition to COGS. Rent, wages, travel, utilities, insurance, maintenance and
repairs, property taxes, office supplies, depreciation, and advertising are all common
running expenses for a business.

Question 17: Upon receipt of labour rates and material costs from various vendors/suppliers, based
on what parameters does the Estimator select the appropriate labour rates / material cost to put
into the tender? Explain in 150-200 words.

Labour Rate: The rate the employer has calculated it costs the company to employ the work force
including the award rates and the wage on-costs applicable. This is the rate that is used by the
estimator to price the labour content of a project. Examples of the components of the labour on-
cost include allowance for public holidays and annual leave, costs of insurances on labour
(Workers Compensation, etc.), lost time (Crib time, Wet time, etc), payroll tax and superannuation
and long service leave allowances. The labour charge-out rate is the wage rate that the company
uses when they charge out their labour to a project (such as Cost-Plus project). The rate is
calculated by considering all the costs of hiring labour within a business and adding the cost to the
labour rate plus an allowance for profit. Examples of the components of the labour on-cost
include award rates, overheads and profit.

Question 18: What is ‘unit cost’ in construction estimating? How do you determine and apply ‘unit
cost’ in estimating the total cost of a construction project? Give your answer in 150-200 words.

Unit rates are the most commonly used for the preparation of estimates of all types
with a high level of accuracy and relatively quickly.
The estimates combine the factors of labour, plant and materials as applied to a single
work unit cost. For example, the cost of placing concrete in a slab may be expressed as
a unit cost to supply and place per m3 and would include the cost of the concrete,
placing in position and any plant required to distribute the concrete. Unit costs may
include the cost of:
• construction cost per square metre
• installation of pipes per metre
• installation of sanitary ware per unit
• laying of foundation per metre
• laying of slabs per square metre
• laying of steel tray roofing per square metre
• masonry walls per square metre
• painting per square metre
• tiling per square metre.
Each of the facility components or tasks, as represented by the bill of quantities, is
allocated a unit cost. The total cost is calculated by multiplying the sum of the quantity

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products by the unit costs. The unit cost method is simple in theory but difficult to
implement in practise. Breaking down or disaggregating a process into a number of
activities is the first step. These tasks must all be accomplished in order for a facility to
be built. Once these jobs have been established and the quantities that represent them
have been appraised, each is given a unit cost, and the total cost is calculated by adding
the costs incurred in each task.

Question 19: What are Project Overhead costs? Explain using examples, in 150-200words.

Project Overheads: Are sometimes referred to as Preliminary costs and are the overhead costs
directly attributed to a “specific project” but due to the general nature of work involved cannot be
costed to a specific area of work. These are costs that need to be considered when estimating any
project and can add up to a substantial amount. Examples of these costs are site sheds, building
permits, storage facilities, repairs to services and supply of telephone, etc. Others would consider
some of these costs to be Preliminaries (see definition of Preliminaries). Overhead costs are those
expenses that an organisation must incur in order to run its operations; they do not include any
direct project-related expenses. Overheads can include things like office rent, phone bills,
accounting fees, organisational staff wages, maintenance, supplies, and travel.

Question 20: What are a company’s overhead recovery and margins? Answer in 200-250 words,
using an example.

Overheads are the general administration costs of a building contractor’s business. The amount is
usually added as a percentage to the net estimated cost of the project. Items included in
overhead percentage are:

Office Expenses: rent, equipment, furnishing, rates, electricity, telephones, cleaning, stationary,
postage, company vehicles, interest on borrowings, etc.

Staff Salaries: including estimators and supervisors.

Operating Expenses: Personal salary of Manager, bank charges, accounting fees, plant
maintenance and depreciation.

Insurances on office, yards, workshops, vehicles, plant, staff. A particular insurance for a project
would be charges preliminaries and labour insurances to direct labour for each project.

Each building business would develop their own requirements for their particular projects.
Smaller businesses may not be subjected to the same overheads and running expenses as larger
businesses. It may also be more convenient to charge some of the costs direct to particular jobs.

The usual method of establishing the percentage for overheads is to relate total overhead
expenses to total turnover for a particular period (the last financial year).

Since overheads and preliminaries are definite expenses to the builder and are not ‘profit’ items,
the building management may decide to add anticipated profit to these components as well.

Another way anticipated profit can be added to the estimate (quote) or tender is to add differing
percentage or monetary sums to various components of the works.

The least risky component is a monetary sum, as the amount included is fully adjustable against
the actual expenditure. Sub-contract work and materials carry a greater risk to the builder and
are classed as medium risk items. Direct labour can be regarded as the most risky component in

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relation to costs for the builder.

Other factors that can affect any anticipated profit margins are:

1. Competition

2. Continuity of work

3. Maximum utilization of plant and equipment

4. Builder’s own work situation

Question 21: In construction, what components add up to estimate the ‘project cost’? What
essential checks should be performed on the ‘estimated project costs’ before their inclusion in the
bid? Answer in 200-250 words.

Project costs include:

• building or construction materials

• communications costs

• cost of meeting statutory requirements, e.g. EPA

• fuels, lubricants and consumables

• organisational and subcontract labour hours

• overheads

• project administration costs

• site facilities, such as:

• offices

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• toilets

• lunch rooms

• waste removal fees.

Cost estimation from the client's perspective is necessary to determine the estimated project cost
for budget allocation and project feasibility. On the other hand, the Contractor's practise of cost
estimation is primarily for the purpose of tendering in order to obtain a project with a good profit
margin. Typically, the Client delivers a bill of quantities generated by the Project Consultant for
tendering purposes. However, it is the Contractor's Estimator's obligation to cross-check all
quantities with contract drawings and specifications after receiving the entire tender package. In
order to estimate the entire cost of the project, it is necessary to estimate indirect costs.
Temporary on-site utilities, land acquisition, mobilisation, design fees, and office assistance are
just a few of the crucial factors to consider when estimating costs.

Question 22: What are the various stages involved in preparation of construction estimates? Answer
in 200-250 words.

The construction estimates is divided into five distinct stages.

1. pre-design

Construction Estimates based on a brief or preliminary project design give a customer with cost-
benefit analysis. Inappropriate guidance at this point could lead to a commitment that is beyond
the client's or project's capacity. At this stage, an estimate will usually be based on the smallest
amount of project information, but it will most likely be the most essential figure to the client.

2. schematic design

After the pre-design stage, estimates are produced to validate that the design matches the client's
cost objectives.

A schematic design estimate is more real than a pre-design estimate, and it allows the customer
to decide whether or not to move to the next stage, and on what basis.

3. design development:

All issues connected to the brief will have been largely handled at this point. Within the context
referred to above, the architect or the outsourced professional cost adviser can subsequently
produce a second estimate confirming the design's compliance with the project objectives.

Estimates made during the design development phase of a project should gradually improve in
accuracy until they reach the level of precision required in a pre-tender estimation.

Contract documentation:

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When the documents are ready for tender, a pre-tender estimate is necessary. The goal of this
estimate is to make sure the tender doesn't fall through.

It is fair to expect an estimate to reach a reliability of plus or minus 5% to 10% at the tender stage
and in a stable market.

Contract administration:

During the administration stage of the project, the project manager or client agent must keep the
client informed on the current financial status of the project at regular intervals.

This activity is most usually associated with the procedures for granting progress certificates, as
well as time modifications and amendments.

Unit Assessment Result Sheet (UARS)


Assessment Task 1 – Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code CPCCBC4004A
Unit name Identify and Produce Estimated Costs for Building and Construction
Projects
Outcome of Unit First attempt:
Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)


Second attempt:

Outcome (please make sure to tick the correct checkbox):


Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:

Second attempt:

Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.

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 I have kept a copy of all relevant notes and reference material


that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration  Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)


UAT 2 – Role Play
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.

Section 1: Information for Students


• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.

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• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.

Section 2: Reasonable adjustments


• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.

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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
 Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to
Speaking  Writing impact on the assessment process
Background
 Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job
 Confidence role
 Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm
understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or
to support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
  Knowledge and  Culturally appropriate training
Indigenous understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
 Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the
 Limited study student’s experience
skills  Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in
accessible format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an

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assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
  Reading  Discuss with the Student previous learning experience
Educational  Writing  Ensure learning and assessment methods meet the
background  Numeracy student’s individual need
 Limited study
skills and/or
learning strategies
 Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study  Provide information or course materials in accessible
skills and/or format, e.g. a text book in braille
learning strategies  Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)


Assessment Task 2 – Role Play
Assessment type:
 Role Play

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Assessment task description:
 This is the second (2) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 This assessment task is comprised of a role play to be completed in front of your
trainer/assessor.
 The premise of the role play must be closely related to the previous assessment task.
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.

Applicable conditions:
 This skill test is untimed and conducted as an open book test (this means you are able to
refer to your textbook or other learner materials during the test).
 Time allowed to perform the role play task is 10-15 minutes.
 Electronic devices are allowed during this assessment task.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
 Trainer/Assessor may ask you relevant questions during this assessment task.

Resubmissions and reattempts:


 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to your RTO Student Handbook.

Location:
 This assessment task may be completed in a learning management system (i.e. Moodle etc.)
or independent learning environment.
 Your trainer/assessor will provide you further information regarding the location of
completing this assessment task.

General Instructions for attempting the skills test:


 You will be required to correctly attempt all activities of this assessment task.
 You will visit a potential site for construction and prepare a report on your observations and
findings in this assessment task.
 You will be expanding the knowledge and skills acquired during the previous assessment
task.
 Instructions to prepare the report are provided within the assessment task.

Information about role play:


 Please note that the task includes participation in the role play.
 This type of learning provides a controlled environment in which role players can practice
skills, roles and processes.
 In addition to preparing your own role play, learning is reinforced by observing other team
members and offering comments and constructive feedback.
 This role play focuses on the elements and performance criteria for the unit of competence,
which is available on the training package website http://training.gov.au.

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 You have to perform your role play to your trainer/assessor on the due date.
 Reasonable adjustment will be allowed for those candidates who are eligible to receive it.
 Please read through the instructions and assessment information carefully, prior to
commencing the tasks.

How your trainer/assessor will assess your work?


 This assessment task requires the student to participate in a role play.
 The role-play must demonstrate the student’s understanding and skills of the unit.
 Student need to be briefed on the role play a minimum of 3 weeks prior to the due date as
set out in the delivery and assessment guide for this unit.
 A copy of the observation checklist (found in the Assessment Guide) in relation to this unit
must be made available to students a minimum of three weeks prior to the assessment.
 Your assessor will provide you with initial oral feedback in class, after the role-play by
yourself and others. This may take the form of individual feedback, if time allows, or it may
be incorporated in observations of a general nature in the debriefing exercise following the
role play. Written feedback incorporating the feedback on your individual presentation, role
play and preparatory work will be provided within two weeks from the due date of your
assessment.
 Your assessor will use an observation checklist/observation guide and provide written
feedback indicating whether your role play and related preparatory work is satisfactory or
not satisfactory.
 A copy of the observation checklist will be made available to students with this role play
task, a minimum of three weeks prior to the assessment.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate student’s following skills and abilities:
• Skills to read and interpret construction plans and drawings.
• Skill to communicate effectively in a multi-cultural environment.
• Skill to listen attentively to understand the client’s requirements.
• Skills to read and understand construction plans and drawings.
• Skills to identify and analyze the prevailing conditions of a potential construction site using
plans and drawings.
• Skill to identify the orientation, slope, gradient of a site using drawings.
• Skill to use non-verbal communication in a professional discussion.
• Skill to participate in a discussion about commercial and contractual arrangements for a
construction project.
• Skill to negotiate on commercial and contractual terms.

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CRICOS Code: 03595K | RTO Provider ID: 70252

Assessment Task 2 – Role Play


Instructions to complete this assessment task:
 This task requires you to participate in a role-play.
 You may use models, presentation, aids, equipment’s to deliver your role-play effectively.
 During role-play, you may include diagrams, infographics, and pictures to be interactive and
interesting.
 Role plays provide students with the opportunity to take part in activities which mirror real
life career-related scenarios.
 During the role play, the assessor will be looking for:
o Appropriate interaction, body language and communication skills
o The student’s ability to establish rapport and defuse potentially difficult situations
o The ability to understand, interpret and answer the questions appropriately.
o Suitably documenting and presenting the topics to audience.
o The student meet the requirements of the unit of competency or performance
criteria mentioned in the assessment task.
 The role-play should be consistent, well organised and must cover all the criteria mentioned
in the observation guide.

Resources required to complete the assessment task:

 Computer
 Internet
 MS Word
 Printer or e-printer
 Adobe acrobat/reader
 Learning management system

Roleplay Task (How, where and to what audience):

You will assume/take on the role of a Construction Builder. Venue of the role-play will be provided
to you by your Trainer/Assessor 3 weeks prior to the delivery.

Preparatory Work

In order to participate meaningfully in the roleplay, you are required to prepare the following work
in advance of the due date and hand it in to your assessor on the due date.

1. The bunch of drawings (site plan, floor plan etc) for a house to be constructed.
2. The site survey report and construction specifications for a house to be constructed.

Your presentation:

1. Ensure that you use clear and culturally appropriate language


2. You must cover all the topics approproautely according to the timelimit and observation
guide.

Task:

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CRICOS Code: 03595K | RTO Provider ID: 70252
In this task, the student shall engage in a role-play with a co-student or the trainer. They shall
perform the following roles:

 Student (Builder): Plays the role of an experienced Builder who specializes in single-story
residential house construction.
 Co-Student/Trainer (Client): Plays the role of a person of Chinese origin who is looking to
construct a house on the block of land he has recently purchased.

Scenario:
The Client has ringed-up the builder for meeting to tell his/her requirement for house he/she wants
to build. The meeting is fixed at the builder’s office. The client reaches the builder’s office with a
bunch of drawings and specifications (site plan, floor plan) that he/she has already prepared through
his/her Architect.

During the meeting, the builder enquires the client about the house site, such as:

RP 2.1 Dimensions, orientation, slope, gradient of the block of land (site plans/drawings).
RP 2.2 Type/grade of timber, cement and steel to be used for construction (specifications).
RP 2.3 Access conditions and locations onto the site, and along roadways to the site
RP 2.4 Parking areas near the site and any restrictions on entry and load limits for heavy
vehicles.
RP 2.5 Are the boundaries and the lot clearly identified, provision of survey markers and data,
and location of any survey markers.
RP 2.6 Provision for temporary and permanent services (electricity, water, gas, sewage etc.)
RP 2.7 Details about the house to be built: number of rooms in the house, total number of
doors and windows in the house (using the floor plans, elevation views and details
drawings)

Having understood the client’s requirements for the house to be built, the builder discusses the
statutory, commercial and contractual aspects of the job:
RP 2.8 Statutory regulations, construction codes and standards
RP 2.9 Constraints and limitations in general on work on site.
RP 2.10 Site safety requirements and regulations. Limitations on dangerous work. Site security
arrangements.
RP 2.11 Local resident issues, if any.
RP 2.12 Environmental constraints on burning, noise levels, dust, storm-water runoff and liquid
waste into the environment. Requirements for regular site cleanup rubbish and spoil
removal and dumping.
RP 2.13 Project to be taken-up as a lump-sum or a day-rate contract.
Advantages/disadvantages of both types of contracts.

Ensure that whilst performing the role-play discussions, the communication shall be:
 Clear and direct.
 Provide requirements, share information, listen and understand.

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CRICOS Code: 03595K | RTO Provider ID: 70252
 Read and interpret the site plan, drawings and specifications.
 The language of communication shall be respectful and show due consideration towards the
cultural different or English accent.
 Use non-verbal communications such as: facial expressions, gestures, eye contact, posture,
and tone of voice.

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CRICOS Code: 03595K | RTO Provider ID: 70252

Your report must address the following performance criteria/


performance checklist.

S N/S Trainer/Assessor to complete


To be assessed as satisfactory (S) in this
(Comment and feedback to students)
assessment task the participant needs to
demonstrate competency in the following
critical aspects of evidence
a) Appropriate and professional body  
language, gestures and tone

b) Effectiveness of the role-play, overall  


(Interesting, informative and interactive)

c) Read and interpret the site plan and  


drawings or sketches.
d) Identified the applicable and  
relevant specifications.

e) Identified statutory and local council  


regulations applicable.

f) Knowledge of relevant legislation,  


codes of practice and national
standards
g) Communication and literacy skills to  
consult and negotiate

h) Organisational and management skills  


to plan and engage in discussion with
a client.
i) Ability to understand the questions  
and answering correctly

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CRICOS Code: 03595K | RTO Provider ID: 70252

Unit Assessment Result Sheet (UARS)


Assessment Task 2 – Role Play
Student and Trainer/Assessor Details
Unit code CPCCBC4004A
Unit name Identify and Produce Estimated Costs for Building and Construction
Projects
Outcome of Unit First attempt:
Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)


Second attempt:

Outcome (please make sure to tick the correct checkbox):


Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:

Second attempt:

Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date

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CRICOS Code: 03595K | RTO Provider ID: 70252
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration  Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)


UAT 3 – Unit Project (UP) – Estimate Cost of
Construction of a House
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.

Section 1: Information for Students


• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.

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CRICOS Code: 03595K | RTO Provider ID: 70252
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.

Section 2: Reasonable adjustments


• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.

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CRICOS Code: 03595K | RTO Provider ID: 70252
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
 Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to
Speaking  Writing impact on the assessment process
Background
 Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job
 Confidence role
 Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm
understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or
to support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
  Knowledge and  Culturally appropriate training
Indigenous understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
 Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the
 Limited study student’s experience
skills  Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in
accessible format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an

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CRICOS Code: 03595K | RTO Provider ID: 70252
assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
  Reading  Discuss with the Student previous learning experience
Educational  Writing  Ensure learning and assessment methods meet the
background  Numeracy student’s individual need
 Limited study
skills and/or
learning strategies
 Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study  provision of information or course materials in
skills and/or accessible format, e.g. a text book in braille
learning strategies  Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)


Assessment Task 3 – Unit Project (UP) – Estimate Cost of
Construction of A House
Assessment type:
 Unit Project (UP) - Estimate Cost of Construction of a House.

Assessment task description:

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CRICOS Code: 03595K | RTO Provider ID: 70252
 This is the third (3) assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 This assessment task requires you to complete a project.
 You must prepare the cost estimates for the construction of house in order to successfully
complete this project.
 You will receive your feedback within two weeks - you will be notified by your
trainer/assessor when results are available.
 You must attempt all activities of the project for your trainer/assessor to assess your
competency in this assessment task.

Applicable conditions:
 This project is untimed and are conducted as open book tests (this means you are able to
refer to your textbook).
 Word-limit for this assessment task is 1500-1800 words.
 You must read and respond to all criteria of the project.
 You may handwrite/use computers to answer the criteria of the project.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that
this is your own work.

Resubmissions and reattempts:


 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to your RTO Student Handbook.

Location:
 This assessment task may be completed in an independent learning environment or learning
management system.
 Your trainer/assessor will provide you further information regarding the location of
completing this assessment task.

General Instructions for attempting the project:


 This assessment task is in continuation to the previous task.
 You will be developing the cost estimate for construction of a house in this assessment task.
 You will be expanding the knowledge and skills acquired during the previous assessment
task.
 Instructions to prepare the cost estimates for a house construction are provided within the
assessment task.
 You will be required to correctly attempt all activities of this assessment task.

How your trainer/assessor will assess your work?


 This assessment task requires the student to successfully complete and submit a project.
 Answers must demonstrate the student’s understanding and skills of the unit.
 You will be assessed according to the provided performance checklist/ performance criteria.

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CRICOS Code: 03595K | RTO Provider ID: 70252
 Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have
successfully completed and submitted the assessment task.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities:
 Skills to identify, collect, review and interpret/understand construction codes, standards,
specification, environmental requirements.
 Skills to identity the labour requirements, determine labour rates and estimate the cost of
labour for a construction project (construction of a house).
 Skills to identity the requirements of material, consumables, plant and equipment for a
construction project (construction of a house).
 Skills to determine the cost of material, consumables, plant and equipment for a
construction project (construction of a house).
 Skill to be develop schedule for a construction project (the sequence of construction
activities)
 Skills to comprehensively chalk out the cost estimates for a construction project.
 Reading skills to read, review and interpret text-based documents.
 Written and oral/speech communication skills to organize and deliver information to
effectively communicate the construction estimation processes to a range of
stakeholders/interested people.
 Numeracy/numbers- mathematical skills to interpret/understand mathematical data when
preparing/analyzing the cost estimates.
 Skills to work independently/freely as well as collaboratively/together to make decisions
about preparing estimates.
 Skills to interact/cooperate with others using appropriate conventions/systems when
communicating to, and consulting/discussing with stakeholders/interested parties.

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CRICOS Code: 03595K | RTO Provider ID: 70252

Assessment Task 3 - Unit Project (UP) - Estimate Cost of


Construction of a House
Instructions to complete this assessment task:
 Please write your responses in the template provided.
 You may attach a separate sheet if required.
 You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
 You must staple the loose sheets together along with the cover page.
 You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking through
the incorrect words with one or two lines and rewriting the correct words.
 The premise of the project must be closely related to the previous assessment task.
 This submission must be well presented and follow the guidelines and instructions provided.
 Please follow the format as indicated in the template section below.
 One of the most important steps that you can take: proofread your project.
 Project must be of 1500-1800 words in length, using 11-point font, double-spaced, and must
include a cover page, table of contents, introduction, body, summary or conclusion, and
works cited.
 Appropriate citations are required.
 All RTO policies are in effect, including the plagiarism policy.

Resources required to complete the assessment task:


 Computer
 Internet
 MS Word
 Printer or e-printer
 Adobe acrobat/reader
 Learning management system

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CRICOS Code: 03595K | RTO Provider ID: 70252
Project Task: Estimate Cost of Construction of a House

In this task, the student is required to estimate the cost of construction of a house.

 Student will assume the role of a Construction Estimator


 The house to be constructed on a 300sq m block of land (dimensions: 25m Length x 12m
Width) in the northern suburb of Melbourne
 It’s a 3-bedroom single storey house. Refer to the below given site plan.

Construction of house involves three


main works:

I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
I.
Structural Works (Foundation, Brick Masonry, Timber (Carpentry) and Concreting)
II. Plumbing Works (including water supply,
sewage and drainage)
III. Electrical Works

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CRICOS Code: 03595K | RTO Provider ID: 70252
Construction Works involves usage of:

 Plant and Equipment: Excavator,


generators, tools, shovels, Ready-mix
concrete trucks etc.
 Consumable material: Steel bars, steel-
mesh, concrete, timber, plumbing pipes
and fittings
 Labour / Manpower: Earthworks gang
(excavator operator, shovel operator),
Riggers and Steel-fixers, Concreters,
plumbers, carpenters.

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CRICOS Code: 03595K | RTO Provider ID: 70252
With the information provided, the student need to prepare the Project Cost Estimation Report (or
just the Report). The student can make further assumptions about the house such as the ceiling
height, number of doors or bathroom in the house. However, the assumption should be clearly
stated in the report. The report shall be prepared as per the below template:

[PRJ3.1] Introduction

This section of the report should contain:

a) Scope of work of each task (structural, plumbing or electrical).


b) Applicable Drawings and Specifications
For example, Construction specifications:
1. The foundation of the house is to be built using raft slab construction method.
2. 300mm wide and 500mm deep edge beams are to be placed at the foundation
footings.
3. Steel re-enforcement mesh shall be laid in wall footing and floor slab. The
reinforming mesh shall be 3-L11TM consists of 3 longitudinal bars each of which are
11 mm in diameter.
c) Applicable Codes and Standards – The construction shall be done as per National
Construction Code 2016 (NCC 2016). The student must also identify the applicable
standards. E.g. Australian Standard AS2870 shall be followed for residential slabs and
footing.
d) Applicable rulings/regulations of the local council
e) Schedule - Comprehensive schedule of the project giving the start and finish dates
f) Assumptions

[PRJ 3.2] Material and Equipment Requirements:

This section of the report should identify the requirements of material, consumables, plant and
equipment:

a) Material – Identify and calculate the material and consumables to be used in


house construction.

For example, material used in building the foundations are Cement, steel re-
enforcement bars etc. The specifications about steel grade and cement grade shall be
provided. Computer based calculation spread sheets may be used to calculate the
quantities.
For example, the task may involve construction of two type of concrete slabs for
foundation: 100mm thick and 150mm thick. The covered area for these two types of
slabs are 65 m2 and 90 m2 respectively. The quantity of cement needed can then be
calculated using an MS-Excel spreadsheet. For example,

Material Take-Off: Cement Quantity for Slab

Slab
thickness Area covered
S/No. Item (mm) (m2) Volume Quantity
1 Slab: type1 100 65 65 x .01 6.5
2 Slab: type2 150 90 90 x .015 13.5

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CRICOS Code: 03595K | RTO Provider ID: 70252

total 20
X
Thus, 20 cubic metre of cement is needed to build these two slabs.
Likewise, the student needs to calculate the quantity of other material (steel, timber,
plumbing fittings etc) needed for the job.

b) Plant and Equipment -


Having identified the quantity of material, the requirement for plant and equipment
needs to be determined. The plant/equipment needed may be:
i. Ready-mix concrete trucks for delivery of concrete. For example, the capacity of
a concrete mixer truck is 18 m3, then to pour 100m3 of concrete, 6 trips of the
mixer-truck are needed.
ii. Excavator- identify type/capacity of excavator and determine the size of bucket
needed to excavate the calculated amount of soil to be excavated.

c) Cost of Material, Plant and Equipment:


Having established the quantity of plant/equipment and bill of material, the next step is
to identify the price/rate of the different material/equipment. To determine the
price/rate, market survey needs to be done. The following methods can be utilised to
obtain the price:
 Search the internet/website of different suppliers/vendors or sub-contractors for
price of their goods or services.
 Make phone calls (cold calls) to various supplier to enquire about the prevailing
market rates for different material/plant/equipment.

Upon obtaining the rate/price, determine the cost of material or equipment


(refer below templates for reference): XCost summary of Material
S/no Rate /
. Item Price Unit Quantity Amount
Reinforcement Steel bars -
1 8mm
Reinforcement Steel bars -
2 12mm
3 Cement
Timber Planks (50mm
4 thick)
Timber Planks (75mm
5 thick)

Total
Amount

XCost summary of Plant and Equipment


Rate
/
S/no Pric Amoun
. Item e Unit Quantity t

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CRICOS Code: 03595K | RTO Provider ID: 70252

per 12hr 48hrs


1 Excavator shift (4shifts)
2 40ft Trailer-truck per day 3
3 Ready-mix concrete truck per trip 6 trips
Total
Amount

[PRJ 3.3] Identify Labour Requirements

This section of the report should identify labour requirements for the construction of the house:

a) Type and Number of On-site Worker/Tradesperson


E.g. Bricklayer, mason, concreters, plumbers, carpenters, excavators, steel-fixers,
concreters etc.
b) Labour hours – determine the number of hours for different category of worker to finish
the task
c) Determine pay rates for each category of worker

For example, the construction of walls of the house involves laying of 22300 bricks. If two
bricklayers can lay a total of 800 bricks per day (working 8hour shift), then 27.875 days are
needed to complete the task. Or total, task of brick-laying can be completed in 2 x 8 x 27.875
= 446 man-hours.

Similarly, determine total manhours and rates for each category of workers (concreter, steel-
fixer, carpenter, plumber, electrician etc).

[PRJ3.4] Estimate Project Cost

Having obtained the requirements (quantities and cost) of labour, material and machinery, the
next step is to estimate the project cost (cost of construction of the house).
a) Select the appropriate rates for labour.
The student may use pay guide by Fairwork for Building and General on-site awards
(https://www.fairwork.gov.au/pay/minimum-wages/pay-guides)
For example,
Consider, a gang consists of 2 bricklayers and 1 labourer. The hourly rates of bricklayer is
$24.96 and labourer is $20.00/hr. The labour cost per day (8hours a day) would be:
Bricklayers (level 5 special class) 2 x 8 x $ 24.96 = $ 399.36
Labourers 1 x 8 x $ 20.00 = $ 160.00
Total cost/day = $ 599.36
b) Determine the unit cost for specific construction tasks.
c) Determine overhead costs such as: Cost of statutory permits, Waste
management site fees.
d) Identify the company/builders’ overhead recovery and margins.
e) Finalise the cost estimate for the construction project.

Page | 49
CRICOS Code: 03595K | RTO Provider ID: 70252

Your report must address the following performance criteria/


performance checklist.

S N/S Trainer/Assessor to complete


To be assessed as satisfactory (S) in this
(Comment and feedback to students)
assessment task the participant needs to
demonstrate competency in the following
critical aspects of evidence

a) Made appropriate assumptions about the  


floor plan and client requirements.

b) Identified the applicable codes, standards  


and specifications for construction.

c) Identified statutory, local and  


environmental issues.
d) Identified the requirements for  
types/number/rates for labour.

e) Identified the requirements for  


types/number/rates for material,
consumables, equipment and machinery.
f) Interacted with potential  
supplier/vendors/sub-contractors to
know prevailing market rates for labour
and material
g) Prepared the Project Estimation  
document in appropriate format and
right content.
h) Performed numerical calculations to  
determine estimated costs.

i) Utilised appropriate computer software  


and tools for calculations / estimations.

Page | 50
CRICOS Code: 03595K | RTO Provider ID: 70252

Unit Assessment Result Sheet (UARS)


Assessment Task 3 – Unit Project (UP) – Estimate Cost of
Construction of a House
Student and Trainer/Assessor Details
Unit code CPCCBC4004A
Unit name Identify and Produce Estimated Costs for Building and Construction
Projects
Outcome of Unit First attempt:
Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)


Second attempt:

Outcome (please make sure to tick the correct checkbox):


Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:

Second attempt:

Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date

Page | 51
CRICOS Code: 03595K | RTO Provider ID: 70252
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration  Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________

Page | 52

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