CPCCBC5001 APPLY BUILDING CODES AND STANDARDS TO THE CONSTRUCTION PROCESS FOR TYPE B CONSTRUCTION

Assessment Conditions

Unit purpose/application

This unit of competency specifies the skills and knowledge required to access, interpret and apply relevant building codes and standards to the construction processes for Type B construction. It includes interpreting the National Construction Code (NCC) and other codes and standards related to a specific building.

It applies to NCC classifications: Commercial – Class 2 to 9, Type B

This unit of competency applies to builders, project managers and related construction industry professionals responsible for ensuring compliance with building codes and standards in the building and construction industry.

Completion of the general construction induction training program specified by the model Code of Practice for Construction Work is required for any person who is to carry out construction work. Achievement of CPCCWHS1001Prepare to work safely in the construction industry meets this requirement.

What the student can expect to learn by studying this unit of competency

Licensing, regulatory or registration requirements apply to this unit of competency in some jurisdictions. Relevant state and territory regulatory authorities should be consulted to confirm these requirements.

• Classify buildings
• Determine compliance solutions within the NCC
• Apply fire protection requirements

Training and assessment resources required for this unit of competency

The student will have access to the following:

• Computer
• Internet
• MS Word
• Learner guide
• PowerPoint presentation
• Unit Assessment Pack (UAP)
• Access to other learning materials such as textbooks

The resources required for these assessment tasks also included:

• current and relevant government building and construction Acts and regulations
• project plans and specifications
• building codes, standards and manufacturer’s products and materials specifications
• the NCC
• technology, applications and software to access and source

Skills must be demonstrated in the workplace.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Submission instructions

Academic integrity, plagiarism and collusion

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

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

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, AuSC 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

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 AuSC student or with individuals or student’s external to the AuSC. 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 AuSC approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the AuSC’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 AuSC’s policy.

Other Important unit specific Information

Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action

Supersedes and is equivalent to CPCCBC5001B Apply building codes and standards to the construction process for medium rise building projects.

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
• 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

Nil

Co-requisite/s

Foundation Skills

Nil

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

•         Relevant Legislation

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• Code of ethics and codes of conduct
• Ethical Principles in the Workplace
• Codes of practice
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004
• Work Health and Safety Act 2011

Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.

AQF Level

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 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/CPCCBC5001

Additional Information

• This information will be managed by the provisions of the Privacy Act and the Freedom of Information )
• Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a
• 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
• 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

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

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

For more information, please refer to AuSC Student Handbook.

Unit Pre-Assessment Checklist (UPAC)

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
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be
• Please make sure you understand what evidence is required to be collected and
• Please make sure you know your rights and the Complaints and Appeal
• 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
• 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
• Request for an extension to submit your assessment work must be made before the due date of this assessment

Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability 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
• 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
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
¨ LLN	¨ Speaking	¨ Verbal assessment

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	¨ Reading ¨ Writing ¨ Confidence	¨ Presentations ¨ Demonstration of a skill ¨ Use of diagrams ¨ Use of supporting documents such as wordlists
¨    Non- English Speaking Background	¨ Speaking ¨ Reading ¨ Writing ¨       Cultural background ¨ Confidence	¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process ¨ Use methods that do not require a higher level of language or literacy than is required to perform the job 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
¨ Indigenous	¨  Knowledge and understanding ¨ Flexibility ¨ Services ¨   Inappropriate training                  and assessment	¨ Culturally appropriate training ¨ Explore understanding of concepts and practical application through oral assessment ¨ Flexible delivery ¨ Using group rather than individual assessments ¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
¨ Age	¨     Educational background ¨  Limited      study skills	¨ Make sure font size is not too small ¨ Trainer/Assessor should refer to the student’s experience ¨ 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 assessment task ¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

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¨ Educational background	¨ Reading ¨ Writing ¨ Numeracy ¨  Limited study skills and/or learning strategies	¨ Discuss with the Student previous learning experience ¨  Ensure learning and assessment methods meet the student’s individual need
¨ Disability	¨ Speaking ¨ Reading ¨ Writing ¨ Numeracy ¨  Limited      study	¨ Identify the issues ¨ Create a climate of support ¨ Ensure access to support that the student has agreed to ¨ Appropriately structure the assessment ¨ Provide information or course materials in accessible format, e.g. a
	skills and/or learning strategies	textbook in braille ¨ 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)

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Unit Assessment Task (UAT)

Assessment Task 1 – Unit Knowledge Test (UKT)

Assessment type

• Written Questions

Assessment task description

• This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of
• The Unit Knowledge Test consists of twenty-three (23) written
• You must respond to all questions and submit them to your Trainer/Assessor.
• You must answer all questions to the required level, 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

Applicable conditions

• This assessment is Student must finish assessment task in his own time.
• Assessment is conducted as open book tests (this means that you can refer to your textbook or other learner resources during the test).
• Electronic devices are allowed during this
• Outside materials are
• You must read and respond to all
• You may handwrite/use computers to answer the
• You must complete the task
• You must answer the questions in your own words. (Answer copied directly from text books/internet or other sources are not accepted).
• No marks or grades are allocated for this assessment The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your knowledge to your The assessor may also observe your practical skills and techniques and 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 will have 2 attempts to resubmit your assessment. In case if you fail to get competency after 2 attempts, you have to re-enrol for the unit and need to pay the unit
• You must speak to your Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)

Location

• This assessment task may be completed in a classroom, learning management system, workplace, or independent learning

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• Your assessor will provide you further information regarding the location of completing this assessment

General Instructions for answering different types of questions:

• Complete a unit knowledge test assessment consisting of a series different types of
• You will be required to correctly answer 100% of these
• Do not start answering questions without understanding what is required from Reading the question carefully and critically analyze it a few seconds 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
• 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 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
• Answer the questions in the space provided on the answer sheet or digitally using Microsoft Word
• Use a black or blue ballpoint

How will your assessor assess your work?

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

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Assessment Task 1 – Unit Knowledge Test (UKT)

Instructions:

• This is an individual
• To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and
• All questions must be answered in order to gain competency for this
• You may attach a separate sheet if
• You must include the following particulars in the footer section of each page of the attached sheets:
  • Student ID or Student Name
  • Unit ID or Unit Code
  • Course ID or Course Code
  • Trainer and assessor name
  • Page numbers
• You must staple the loose sheets together along with the cover
• You must attach the loose sheets chronologically as per the page
• Correction fluid and tape are not 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

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Question 1: Different type of buildings is mentioned in the table below. Determine the nature of buildings by classifying them (as per NCC). Write your response in the table provided.

Type of Building	Classification of Building
3-bedroom single storey house	Class 1
A building containing 2 or more sole-occupancy units, each being a separate dwelling	Class 2
An aged care building.	Class 3
A Gymnasium	Class 9
A Boarding house having 10 rooms	Class 1
A Dormitory building in a university	Class 3
A Railway goods yard machinery shop	Class 9
A School	Class 4
A Cafe	Class 3
Shops, including dining rooms, hairdressers, service stations and the like	Class 6
Multi-storey car park	Class 7
Trade workshop	Class 2

Question 2: What does the ‘Performance Requirements’ of NCC specify? Answer in 50-100 words.

The NCC refers to the performance-based code that consists of the performance requirement, it specifies minimum levels of performance required for building, drainage, plumbing, and installations. The performance requirements and the general supporting requirements are mandatory for the code (Allen & Iano, 2019). According to it the building materials and products should fit the purpose under the requirements of NCC. The evidence related to the suitability must be established and should demonstrate that the material and design meet the requirement related to performance or fulfill the DTS provisions.

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Question 3: Which Australian Standard(s) must be complied with to fulfil the performance requirements for masonry accessories? Provide a brief description of these two standards. Answer in 100-150 words.

The standard specifies the requirements related to the durability of the performance of the steel shelf angles and lintels that are to be built in building masonry. The standard that applies to the shelf angles and lintels that are used in the construction of masonry is described in AS 3700, AS 4773.2, and AS 4773.1 (Allen & Iano, 2019). The AS 3700 sets the requirements that are minimum for the construction and design of masonry.

Question 4: Describe the name and scope of the following Australian Standards (related to building and construction works). Answer in 50-100 words for each standard.

Australian standards	Name of the Standard	Scope (50-100 words)
AS 3798-2007	Guidelines on earthworks for residential and commercial developments	It provides guidance related to the specification, control testing, and execution of the earthworks and the associated works of the site preparation that are initiated for residential and commercial developments.
AS 1562.3-2006	Installation and design of wall cladding and sheet roof	The standards set the procedures required for the installation and design of the wall cladding and plastic roofs.
AS 1657-2013	Walkways, ladders, and fixed platforms	The standards apply to the movable platforms that are configured and adjustable or site modified. It also applies to installed roof access where the access id for operating, inspecting, and operating equipment is accessible and located from the roof.
AS 1684	Residential Timber framing construction	It specifies the requirement for the selection and building practice, fixing, and placement of the elements that are used in the construction of the buildings that are timber-framed.
AS 2870-2011	Footings and Residential slab classification	This standard set out the requirements that are related to the classification of the design and site and the construction of the footing system for a townhouse, a single dwelling house that is detached or separated by the party, or a common wall (Armstrong, et al., 2017).

Question 5: What are the three criteria on which the deemed-to-satisfy (DST) provisions of NCC are based? Answer in 50-100 words.

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The deemed to satisfy provisions serve as prescriptive as they tell about what, how, and in which location the things must be done. It included components, design factors, materials, and construction-related methods, that when used are deemed to meet and satisfy the requirements of the performance. 1. The solution that matches with DTS provisions deemed to meet the requirements of the performance.   2. It can be evaluated based on the following assessments: a. Evidence related to suitability in the accordance with part A5. b. Expert judgment (Kibert, 2016).   3. And is also based on a. Acceptable and appropriate manual of construction b. Acceptable and appropriate construction practices.

Question 6: Answer the following questions

1. What are the structural assessment methods used for lightweight construction? Answer in 100-150 words?

1. List the five (5) criteria that must be fulfilled to meet the deemed-to-satisfy (DTS) provisions of NCC for structural test for lightweight

1. What are the five (5) documents that can be checked/presented as evidence ensuring that the performance solution complies with NCC Answer in up to 100 words.

a. As per the structural assessment of lightweight construction, the wall of shafts should be fire resistant and must full fill the criteria like Clause 5(a) material test and clause 6 (a) criteria. Static test for the imposition of the uniformly distributed weight.

b. a. The height of the ceiling must be not less than 2.4 meters b. The habitable room must have a daylight factor of not less than 2% c. Stairway should be designed according to the AS/NZS 1170.1 d. Stairway should be not more than 18 and less than 2 risers (Kibert, 2016).

c. 1. A checklist of the task completed 2. Results of the test that were conducted 3. Fire assessment documents 4. Document related to the consultation 5. Document related to the verification of the drainage system.

Question 7: List the nine (9) performance requirements related to the fire resistance of a building. Provide two (2) examples for each performance requirement. (Refer to NCC volume 1 section C).

1. Using material that is a suitable example- Stone, brick 2.  Taking precautions in the construction of the building Example – Using fire protection materials, compartmentation 3. Provisions related to fire alarms and extinguishers Examples – Sprinklers, Evacuation measures (Armstrong, et al., 2017). 4. Fire resistance and Masonry structural elements Example – Concrete, timber 5. Fireproof concrete 6. Do fire damage assessments of the building Example – Check fire alarms and check the sprinkling system 7. Recognizing the explosive spilling elements Example –   concrete structure, time of the fire. 8. Examining the behavior of the concrete in extreme fire conditions. 9. Analyzing the fire resistance ratings of the concrete. Example –  rating scale, testing.

Question 8: What are the criteria to determine the fire resistance level (FRL) of a building? Answer in 50-100 words.

To determine the fire resistance level of a building there are different requirements. Different buildings are having different requirements for the FRL. The fire resistance level is depending on the- 1) Use or function of the building. 2) Based on the fire load & potential fire intensity. 3) The time of evacuation. This metric is calculated based on how long it takes for these criteria to be considered a failure. For example, a door with a minimum FRL of 60/90/60 must be able to maintain its strategic requirements and soundness for 60 minutes and retain its insulation for 60 minutes under the AS1530 test method (Al Nahyan, et al., 2019)

Question 9: When designing a building, the initial step in fire control is to fire rate the resistance levels of the materials being used. How would you determine the passive and active control elements in compliance with NCC? Explain in 50-100 words and list three (3) passive and active fire protection requirements.

Active control measures include the management of detection, smoke spread, or communication processes that inform design and, in some cases, supplement the active measures when a fire outbreak occurs. Passive control measure is more concerned with the structure’s integrity of the building, compartments, and the building envelope integrity. Some of the active and passive fire protection requirements are- Active fire protection: 1.       Fire doors 2.       Fire floors 3.       Firewalls Passive fire protection 1.       Fire blankets 2.       Smoke alarms 3.       Fire extinguisher (Fildes, et al., 2019)

Question 10: What do you understand by ‘Alternative Solutions’ defined in the Building Code of Australia? Answer in 50-100 words.

In BCA’s (NCC- 2016) latest version the term “alternative solution” is replaced by the term” Performance solution.” It refers to the construction solution that satisfies the performance criteria in a way other than by doing so because it complies with the rule that is assumed to be satisfied. These methods are used for establishing and determining the building solution which complies with the set performance criteria (Ching, 2020).

Question 11: As per NCC, what documents are required to be provided to the local council to obtain approval for the construction of a new house. List five (5) of such types of documents.

Some types of documents that are required to obtain approval for the new house construction are- 1.       Lease deed copy 2.       Allotment letter copy 3.       Lease plan copy 4.       Possession certified copy 5.       SSI registration copy (Ching, 2020).

Question 12: According to NCC requirements, what documents must be prepared and retained whilst designing and constructing a building? Answer in 100-150 words.

Most NCC-referenced documents, including Australian Standards, are included in the NCC’s Deemed-to-Satisfy Provisions. As a result, using a document version other than the one cited in the NCC necessitates the implementation of a Performance Solution. Some of the documents which must be prepared and retained whilst designing and constructing the building are- 1.       Flora and fauna assessments 2.       Geotechnical conditions report 3.       BASIX report 4.       Certificate for bcc for building construction 5.       Codes of new housing present 6.       Material reuse statement document. (Fuchs, et al., 2022).

Question 13: Answer the following:

1. Name six (6) different types of working drawings utilised during the construction of a type B
2. What do you understand by the term ‘specifications’ in the context of building and construction works? Answer in 30-50

a) Some of the different types of working drawings that are utilized during the type B building construction are- 1.       Artitechetual drawings 2.       Structural drawings 3.       HVAC drawings 4.       Electrical drawings 5.       Firefighting drawings 6.       Finishing drawings b) In the context of construction work and building the term specifications contains enough specific details about the requirements and are generally separate from the clauses to which they are located, related together at the end of the section. Aside from the general circumstances, these documents discuss the project scope and the requirements for workmanship. As well as describing a project’s scope and laying out the exact construction processes, they also provide a precise outline of the building process (Amor, et al., 2022).

Question 14: What are the NCC requirements for multiple classifications of buildings? Provide your answer in reference to:

1. NCC 1
2. NCC 2

I.          NCC Vol.1: this volume applies primarily to the class 2 to 9 (commercial, multi-residential, public, & industrial) structures & buildings. It contains the construction requirements and technical designs. II.          NCC Vol.2: this volume primarily applies to classes 1 and 10 as well. Class 1 is for the residential and class 10 is for non-habitable structures and buildings.

Question 15: Briefly describe the requirements of different classes of buildings contained in:

• NCC 1
• NCC 2

Answer in 100-150 words.

Some of the requirements for the different classes of the building contained in our- NCC Vol.1: 1.       All the classes from 2 to 9 buildings are required. 2.       In class 1b & 10a buildings, access is necessary for people with disabilities. 3.       Accessibility requirements for individuals with disabilities are included in structures of class 10b for swimming pools. NCC Vol.2: 1.       It contains the requirement from class 1 and 10a buildings (In addition to the standards for disabled access in class 1b & 10a buildings). 2.       Specific class 10b structures must have (excluding the standards for access for individuals with disabilities in class 10b swimming pools) 3.       It involves the requirement for class 10c private bushfire shelters (O’Brien, et al., 2020).

Question 16: What assessment methods are used to determine the compliance of building solutions with performance requirements? Explain in 50-100 words.

1.       Evidence of suitability- While the standards for each amount vary significantly, proof of suitability (which could be subject to circumstances) can typically be given in support of a suggestion that a material, item, or type of A performance requirement or deemed-to-satisfy provision is met by building or design, and can comprise one of the following, or a combination of them: ·         Current code mark certificate of conformity. ·         Accreditation current certificate ·         Certificate for any professional engineer. 2.       Verification- this method describes the different ways in which the solution complies with the performance requirement and can also include the following: ·         Tests ·         Calculations ·         Inspections 3.       Expert judgment- this judgment is made based on the expert experience by using the document or reference material for supporting the conclusion. 4.       Comparison – in this proposed performance solution and deemed- to satisfy provisions are compared (Zhou, et al., 2020).

Question 17: List ten (10) different types of working drawings and specifications utilised in a medium rise building project?

Some of the working drawings and specifications which can be used in medium rise buildings projects are- 1.       Architectural drawings 2.       Block plan 3.       Production drawings 4.       Structural drawings 5.       Plumbing drawings 6.       Electrical drawings 7.       Environmental plans 8.       HVAC drawings 9.       Firefighting drawings 10.    Finish drawings

Question 18: On the basis of the activities given in the table below, identify the name and number of Australian Standard (AS) relevant to each activity. Also, provide a description (in one/two sentences) of each AS identified.

Activity	Relevant Australian Standard	Description	Names of AS
Concrete slab construction	AS 2870	As or They can say the Australian slab is stable or moored AS 2870 and Ad 3600 and the width should be in the middle of 88mm – 100mm.	AS 3600
Timber Frame Installation	AS 1684	As 1684 is the standard of Australia this includes the criteria which covered design and construction exercises.	Timber framing Code.
Brickwork	AS/NZS 4456	AS 4456 is the standard of Australia to be in the need of resolution and take-over of properties of bricks.	Masonry units and segmental pavers -method test.
Roof Tiling	(1:4) 1 cement, 4 + 0.4 sand.	This helps to a good installation of sound with other performances of acoustic.	Cement mortar for bedding.
Window Installation	AS 2047	AS 2047 helps to maintain the houses should obey and meet the following standards.	Windows in building and selection installation

Question 19: The hierarchy of NCC constitutes guidance levels and compliance levels. Explain each part of the hierarchy in 100-150 words.

The hierarchy of NCC constitutes guidance level or compliances level understand they first have to understand what NCC is and what it constitutes. NCC or the National Construction Code is a type of code that stands for judging standards of performance which includes all the necessities that need in building construction.NCC guidance and compliance level hierarchy are as follows: 1 Goal: Goals in present at the top of the hierarchy triangle because it is very important the primary focus is to protect the people from getting hurt because the construction act is filled with a lot of dangerous components.2 functional statement: Functional statement are the statement that tells them how construction and construction should achieve its goals. 3 Requirement of performance: This means the requirement of performance which includes both workers and materials. 4 Solution of building: The last stage is the solution of the building which constitutes two methods to find a solution they are: 1 Deemed to satisfy provisions. 2 Alternative solutions So, the upper two parts of the hierarchy are included in the guidance level and the lower hierarchy includes the compliance level (Wright, et al., 2017).

Question 20: Which federal legislation is applicable for Occupational Health and Safety (OH&S) in Australia. Explain the codes and practices at building and construction workplaces applicable to the following.

• Provision of Facilities
• Clothes and changing facilities Write your answer in 200 -250

The federal legislation applicable for occupational health and safety (OH&S) in Australia is the Work Health and Safety Act of 2011. The codes and practices at building and construction workplaces applicable to the following are as follows: 1 Provision of Facility:  Provision of facilities is the facility that orders with the concern or has a reference to dissimilar types of construction kinds of stuff and instruments which is used to allocate to a builder for different services related to building. 2 Clothes and changing facilities: The necessity to ensure is applied whenever an employee or worker changes his/her clothes which she wears outside during work or task at the workplace (Reese & C.D., 2018)

Question 21: Answer the following:

1. Briefly explain the evidence of suitability specified by NCC, which is applicable to the (40-80 words)
2. List the elements included in the evidence of suitability framework used to check if it is complying with NCC

A The evidence of suitability by NCC which is applied to the construction is the “Accreditation guarantee or the proof which is provided by territory or the state accreditation authorities” for the reason of explaining abidance or adherence from the help of NCC. B There are different types of elements that are included in the evidence of suitability framework used to check that it is complying with NCC requirements they are sustainability, fire safety, availability, entrance, and departure.

Assessment Task 2 – Unit Project

Assessment type

Unit Project

Assessment task description

• This is the second (2) unit assessment task that student has to successfully complete to be deemed competent in this unit of
• The student is required to complete three
  • Activity 1: Site visit to determine building compliance and requirements
  • Activity 2: Determine building compliance with NCC requirements
  • Activity 3: Fire safety inspection
• The student must attempt all criteria to the required level, g., Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.

Applicable conditions

• Activity 1 and 3 are untimed and conducted as an open book test (this means the student can refer to textbooks or other learner materials during the test).
• Activity 2 is
• The student must complete the task
• No marks or grades are allocated for this assessment The outcome of the task will be Satisfactory or Not Satisfactory.
• Trainer /Assessor must assess student’s practical skills, technique, and knowledge as he/she completes this assessment
• The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is his/her own

Resubmissions and reattempts

• Where a student’s performance is deemed not satisfactory after the first attempt, a resubmission attempt will be Assessor must note any such submissions.
• Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).
• For more information, please refer to the RTO Student

Location

• This assessment task may be completed in a classroom, learning management system, workplace, or independent learning
• Your assessor will provide you further information regarding the location of completing this assessment

General Instructions for attempting the skills test:

• Student must complete all the activities of this assessment
• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing
• The student must complete all the provided templates (if any).

How your assessor will assess your work?

• This assessment task requires the student to successfully complete all
• Answers must demonstrate the student’s understanding and skills of the
• You will be assessed according to the provided performance checklist/ performance
• 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
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment tasks 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, the trainer/assessor will complete an Assessment plan to record the unit The outcome will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” and “Cover Sheet” is available with the Assessor Checklist

Assessment Task 2 – Unit Project

Instructions to complete this assessment task:

• Please write your responses in the template
• You may attach a separate sheet if
• You must include the following particulars in the footer section of each page of the attached sheets:
  • Student ID or Student Name
  • Unit ID or Unit Code
  • Course ID or Course Code
  • Trainer and assessor name
  • Page numbers
• You must staple the loose sheets together along with the cover
• You must attach the loose sheets chronologically as per the page
• Correction fluid and tape are not 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
• This submission must be well presented and follow the guidelines and instructions
• Please follow the format as indicated in the template section
• One of the most important steps that you can take: proofread your
• Appropriate citations are
• All AuSC’s policies are in effect, including the plagiarism

Resources required to complete the assessment task:

• Access to learner guide and other learning
• Computer
• Internet
• MS Word
• Printer or e-printer
• Operating system
• Internet

Activity 1 Site visit to determine building compliance and requirements

Your task

In this task, the student is required to visit construction site(s) and prepare a report on their visit. The task is thus performed in two parts:

• visiting the site
• preparing the site-visit report

Site Visit

The site must be an under-construction (Type B construction) medium rise building. As per Building Code of Australia, medium rise buildings include:

• Classes 1 and 10
• Classes 2 and 3 to a maximum of 3 storeys
• Classes 4 to 9 to a maximum of 3 storeys, not including Type A construction

The potential sites are construction of a:

• Apartment complex
• School
• Hospital
• Shopping mall / shopping centre

It is expected that the student will identify the potential sites and contact the builder/site supervisor to arrange access to the construction site.

The student is required to perform the following tasks:

• Refer the BCA criteria to classify the nature of the Fill your responses in Template-1.
• As per NCC, identify the performance requirement for footing (foundation) and floor system that applies to this
• Determine the deemed-to-satisfy (DTS) provisions of the NCC that have been utilised in the design of this
• Identify the Australian Standards that have been utilised for:
  • Termite Management of the building
  • Masonry Works
  • External cladding

	•        Check with the builder or site representative what were the main problems faced by the builder during the construction of the building (medium-rise construction). •        Check compliance and non-compliance of construction against NCC performance requirements You will be required to attach the phots of the site visited to provide evidence that you visited the site and based upon that template were completed.
Safety Note	The student must wear appropriate Personal Protective Equipment (PPE) while visiting the site. Also, ensure to follow the safety signs and safety instruction provided by the site safety officer or representative. You must also obtain a safety induction ‘white card’ before going for the visit. To obtain a construction induction card, you must attend a construction induction training course with a registered training organisation (RTO).
Resources required	·         Unit assessment guide template ·         Access to NCC and relevant documents ·         Digital devices to record and complete the templates ·         PPE – hard-hat, safety shoes, high-visibility vest and safety glasses. Students are expected to have their own PPE. Sometime the construction contractors also provide PPE at site. ·         Measurement tape, Calculator. ·         National Construction Codes (NCC). NCC Vol. I – for Class-2 to Class-9 Buildings
You will be required to complete and/or attach.	The templates for the site visit report are provided below. The students are required to submit their site visit report to trainer/assessor.

Site Visit Report
NAME OF THE PROJECT	Shopping centre
ADDRESS OF THE BUILDING	Street: 48 nigella road City: Melbourne State: Victoria Phone number: 07 3857 8374 Zip code: 7384 Country calling code: +61 Country: Australia
NATURE OF THE BUILDING	·         provide information about the construction methods and The construction method is similar to any other shopping complex and detailed information regarding the work has been included below. ·         describe the purpose of the building and what they observed The purpose of the building is to provide the facility of grocery to the nearby people to make a profit by putting value in the daily life of their customers.
RELEVANT NCC CRITERIA	Performance requirement of the medium-rise building (Any five) Description (30-50 words)	Relevant deemed-to-satisfy (DTS) provisions Description (in 30-50 words)
Safety	The strength and stability of the structure must be of good quality. The overall strength that the structure possesses must be able to do the necessary handling of the work.	State and territory regulations – there is a need for regulation to make sure the proper design of the building. The state has managed to provide the necessary legal effect to NCC. The basic purpose which has been served by this law is to make sure the design and the construction of the building along with the plumbing and drainage systems.
Health	Resistance to fire the structure must capable of doing the right kind of resistance towards the fire. This is to ensure that the people inside the building could be safe in time of an accident.	The ground beneath the building or the structure must be checked, and if it can handle the overall weight of the building that it is good to proceed with the construction but, if it has been found out that the building can’t stand on the firm ground then it became very important to make sure that the ground or the soil in which the building is going to stand is hard enough to hold the pillars of the building.
Amenity	Insulation there are multiple kinds of insulation that are required in the building which are as follows – heat, sound etc.	To ensure the safety against fire there is a proper need for fire safety equipment, and not only that but along with a well-designed map for the place so that it both can safely handle any kind of situation regarding the incident fire. For example, an automatic system that gets on after detecting signals of fire and having the escape routes ready for the exit both together will handle the situation in a much more effective manner.
sustainability	Durability the structure that is going to be built must be durable and able to stand for long. To do so there is a requirement of good quality and efficiency with effective work required.	The design of the building must be in a way that it can handle a large number of people in time of need and also for daily purposes. As the construction is of a supermarket or the shopping complex that means there are going to people with their families and the place can handle the people inside it in a much better way to do so there is a required plan for it so that there will be no kind of mishap peening in future.
Accessibility	Lightning and ventilation are the main reason for every fire that goes uncontrollable in any structure because of its electrical and lighting have this had to the more situation and increase the fire. Having the proper lighting and ventilation will provide a better ability for structure in different terms.	The overall materials which are going to be used in the project must be of good quality so that they can offer a better result in every aspect and not only that using good quality materials increase the life of any construction building. Using good quality materials is a bit costly but in long term, it has shown its worth in many ways so it is important to select the best quality of material to ensure the suitability of the project (Khalfan, et al., 2015).

Relevant Australian Standards

Australian Standard	Part number/name of the standard	Description (30-50 words)
Termite Management of the building	Australian standard AS 3660.2-2000 termite management	Termite management of the building is very important to make sure the safety of the building from every point of view. As the solid beneath the building is loosened or the building can fall because of it, to ensure that the below surface can handle the weight of the building, it became important to make the soil strong and not firm by filling the void with necessary materials.
Masonry Works	Australian standard AS 3700	The basic meaning of mason work or masonry work is a type of construction trade that entails the structure of the building out of parts along with the components that it is made from, a good example for it as bricks and stone or the different raw materials.
External cladding	Australian standard AS 1684.3, AS 1684.3, 1684.4 or NASH standards (Price, & Roberts, 2022).	External cladding refers to the covering of the outer area or surface of the wall to make it secure from different types of risk including the risk of fire which is very important from a safety point perspective. This wall is non-loadbearing and also does not have any kind of structural function.

 Activity 2: Determine building compliance with NCC requirements

In this activity, you need to conduct a meeting with the building supervisor to discuss compliance of the building and performance solutions which will be used to check if building is complying with the DTS solution and NCC requirements. You will obtain the information from the supervisor about the building and discuss the performance solution which meet the performance requirements. You will discuss the different assessment method which will be used to verify the performance solution. You also need to make sure that deemed-to-satisfy solution is applied for the building by completing the checklist for DTS. You will be required to take the pictures of the building that you visited and compile them in one document. Once the pictures and documents are compiled, you need to make sure that if the building is in compliance with the NCC requirements. The supervisor will provide information about the building and it’s nature. The supervisor will also provide information about the performance solution and DTS solution for the building which are ensuring that building is in compliance with NCC requirements. The

Your task.

	supervisor will also help in completing the checklist and will give permission to access the building to inspect it. You will be required to perform the following: •        Discuss the construction methods for the building •        Discuss the performance solution for building •        Discuss assessment methods to verify performance solution •        Discuss deem-to-satisfy (DTS) solution •        Develop checklist to check DTS solution for the building •        Take pictures of the building to ensure that building is complaint with NCC requirements •        Document performance-based solution for the building You will be required to compile all the evidence (pictures, documents) in word file (Name- StudentID_UnitCode_activity3) to ensure that building is complying with NCC requirements.
You will be required to complete.	You will be required to complete the provided template and submit to the trainer. You also need to submit the evidence (pictures, documents)
Timeframe	You need to complete the meeting in 5-10 minutes. Additional time will be provided to grab the evidence and complete the documents

Template: Building compliance with NCC requirements

Performance solution The necessary solutions which are required for good work are as follows – 1.      To do the perfect ventilation arrangement along with the correct electrical in the structure 2.      Choosing the insulation among many so that good quality work could be done. 3.      To ensure the durability of the work.

DTS solution As the DTS requirement has been already discussed in the above report the necessary solutions will be implemented as per the requirement, to do so a comparison between the different available solutions from the current supermarket will be taken into consideration so that a better result could be provided.

Evidence (pictures, documents)

DTS checklist for checking compliance The following things are included in the checklist of compliance – 1.      Quality of materials that are being used 2.      Performance requirement 3.      The design of the construction 4.      The components 5.      Construction method (Kodur, et al., 2019).

Activity 3: Fire safety inspection

Your task.

In this assessment task, the student is required to perform a fire safety inspection of a medium rise building. Your trainer/assessor would make necessary arrangements for a suitable site (medium rise building) to perform the inspection. If the building of your RTO falls in the category of medium rise building, then inspection of the RTO building can as well be performed. You will be required to perform the following tasks: •        Having identified and selected the building, identify the passive and active fire control elements required by the NCC for the selected building. •        Determine the fire resistance level (FRL) as per structural adequacy, integrity and insulation of the building in accordance with NCC requirements. (Building up to three storeys) •        Identify all the NCC requirements for active/passive fire control and prepare a checklist for active/passive fire controls checks that you will perform during physical inspection of the building. •        Check the building for compliance with passive and active fire protection requirements of the NCC and assess it against the checklist prepared •        Ensure that NCC requirements are applied While inspecting the building for fire safety, you need to assess the building which is three storeys and complete a small report on the following: •        Passive and active fire control elements •        Level of fire resistance •        NCC requirements for passive and active fire protection The student can use the fire safety handbook provided by NCC to develop the checklist and inspect the building for fire safety. (Attached as additional document)

You will be required to complete.

After completing the inspection, submit the filled inspection to your trainer/assessor. The student also needs to submit a report template providing information about passive and active fire control elements and level of fire resistance for specific construction building.

Timeframe

N/A

Template: Fire protection requirements

Passive and active fire control elements Passive fire controls 1.      stairs that are isolated from the fire 2.      having the fire resistance used in walls, and other parts of the building 3.      fire doors 4.      fire rated ceiling 5.      fire stop collars Active fire controls 1.      portable fire extinguishers 2.      fire hydrants 3.      sprinkler systems 4.      smoke detection 5.      proper ventilation system

Level of fire: As per the type B resistance Building: FLR 60/60/60 address: Type of building: Stores Building manager:  jack olive Contact number: 011 8437 9483 Level of fire resistance: high

NCC requirements for passive and active fire protection Active fire protection 1.      Fire extinguishers 2.      Fire hose reels 3.      Fire blankets 4.      Sprinklers 5.      Smoke alarms Passive fire protection 1.       structural fire protection 2.      Compartmentation 3.      Opening protection 4.      Fire-stopping materials

The student can use the fire safety handbook provided by NCC to develop the checklist and inspect the building for fire safety.

The checklist for fire safety is as follows – 1.      The beam and column incorporated in the building, must be of the required arrangement check the table of a class of building for r better understanding 2.      If the stair is supporting the floor then it must have an FLR of 60 or more 3.      To make sure that the space is free from sag there is a required junction of the stair and shaft. 4.      A loadbearing wall must have concrete or masonry or fire-protected timber in it Have fire protection covering on the floor also (Buchanan, & Abu, 2017).

Assessment type:

• Unit Project

Assessment task description:

• This is the third (3) unit assessment task that student must successfully complete to be deemed competent in this unit of
• Student must attempt all criteria to the required

Applicable conditions:

• Student must complete the task
• No marks or grades are allocated for this assessment The outcome of the task will be Satisfactory or Not Satisfactory.
• Trainer /Assessor must assess student’s practical skills, technique and knowledge as he/she complete this assessment
• The trainer/assessor may ask student relevant questions on this assessment task to ensure that this is his/her own
• This task is untimed and conducted as open book tests (this means student can refer to textbooks during the test).

Resubmissions and reattempts:

• Where a student’s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed. You will have 2 attempts to resubmit your assessment. In case if you fail to get competency after 2 attempts, you have to re-enrol for the unit and need to pay the unit
• You must speak to your 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 top the AuSC Student

Location:

• This assessment task may be completed in a workplace/ learning
• Trainer/Assessor will provide student further information regarding the submission of completing this assessment task
• Trainer/Assessor will provide student further information regarding the location of completing this assessment

General Instructions for attempting the assessment task:

• Student must complete all the activities of this assessment
• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing
• The student must complete all the provided templates (if any).

How trainer/assessor will assess the work?

• Student requires to participate and develop one (1) policy and procedure in the given template
• Answers must demonstrate the student’s understanding and skills of the
• 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
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment tasks 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, the trainer/assessor will complete an Assessment plan to record the unit The outcome will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover

Purpose of the assessment task:

• Purpose of this project is to check skills and knowledge related to performance criteria and performance evidence of the

Assessment Task 3 – Project

Instructions to complete this assessment task:

• Student requires to participate and develop one (1) policy and procedure in the given template
• You may attach a separate sheet if
• You must include the following particulars in the footer section of each page of the attached sheets:
  • Student ID or Student Name
  • Unit ID or Unit Code
  • Course ID or Course Code
  • Trainer and assessor name
  • Page numbers
• You must staple the loose sheets together along with the cover
• You must attach the loose sheets chronologically as per the page
• Correction fluid and tape are not
• Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct
• This submission must be well presented and follow the guidelines and instructions
• Please follow the format as indicated in the template section
• One of the most important steps that you can take: proofread your
• Appropriate citations are
• All RTO policies are in effect, including the plagiarism

Resources required to complete the assessment task:

• Computer
• Internet
• MS Word
• Printer
• Policy template
• Child protection policy

Project

Your task.

There are two parts of this project. Part 1 requires you to review a policy and part 2 to complete a step-by-step guide to make a report to child protection. PART 1: This assessment task requires you to review a copy of Child Protection Policy at an ECEC centre. If you are not working, this policy can be provided to you by your trainer/assessor. Locate and review the policy: Every children’s service will have in place a policy and procedures for the notification/reporting of children who are suspected of being at risk of abuse or ill treatment. Investigate the processes: You are now required to investigate the processes that must be followed within the ECEC organisation in relation to child protection practices. You must discuss these processes with your trainer/assessor before completing the documentation. Complete the documentation: You are now required to complete the attached form with the following particulars: •        Procedures/ processes that you must follow if you suspect a child abuse or neglect •        State organisation for mandatory notification/ reporting •        Informing the parents •        Information storage and recording •        Legislation and sources for the development of Child Protection Policy

You        will        be required              to complete.

Complete the following template and submit it to your assessor. Your trainer will observe your performance and complete the following performance checklist.

 

Policy: Child Protection

Policy template:

Describe the processes that must be followed if you suspect a child is at risk of abuse or neglect.

The first thing that was needed at the moment is to make sure that the child is in a safe place, for that bringing the child to a more secure place than it was in and after it informing about the incident the superior to help the child most appropriately.

Name the state organization to whom the notification/report is made.

Answers will depend upon the state in which the service operates. But along with it, the necessary organization to report on the issue is as follows – states department of social services, family and children services, CPS, human resources, and lastly the department of the services and the dren services. The mentioned department could vary as per the different states.

What responsibility is there to inform the parent that a notification/report has been made?

The responsibility that is about informing the parent of the report has been made as follows – based on critical action 3 which is contracting parents, there is an urgency and immediate need of informing the parent about such an incident without wasting any more time because it is their right.

How is information about a notification/report recorded?

1.      The basic detail about the child which can include its name, age, address etc. 2.      Basic details about the relevant person to its 3.      Reason for the report – it includes the answer for why the report 4.      Safety analysis – to eliminate the immediate risk quickly. Cultural things

Identify the legislation and sources referred to when developing the Child Protection Policy.

The legislation and sources which are being referred to when developing the child protection policy are as follows – The child protection acts 1999 is a legal framework for the safety of the child in ensuring its protection from unwanted situation to make sure that the child is safe (Munro, 2019).

Project

Your task.

Part 2: This part of the assessment task is in continuation of the previous assessment part 1. As you have now reviewed a copy of Child Protection Policy at an ECEC centre. You are now required to prepare a step-by-step guide to making a report to child protection based upon the following information. Protective concerns You are concerned about a child because you have: •        Received a disclosure from a child about abuse of neglect •        Observed indicators of abuse or neglect •        Been made aware of possible harm via your involvement Format of the step-by-step guide You must fill the attached below template to get your step-by-step guide completed. You will be writing your responses to the following sections of this step-by-step guide. Step 1: Responding to concerns Step 2: Forming a belief on reasonable grounds Step 3: Making a referral for child wellbeing Step 4: Make a report to child protection Reference You may refer to “Protecting the safety and wellbeing of children and young people – A joint protocol of the Department of Human Services, Child Protection, Department of Education and Early Childhood Development, licensed Children’s Services and Victorian Schools” for completing this step-by-step guide.

You        will        be required              to complete.

Complete the following template and submit it to your assessor. Your trainer will observe your performance and complete the following performance checklist.

Template

Step-by-step Guide: Child Protection

Step 1: Responding to concerns

1.      If the concern regarding the child is requiring immediate action then – go to step no. 4 2.      If the child required child first for family service along with his family then – go to step no. 3 3.      In any situation rather than above mentioned – go to step no. 2

Step 2: Forming a belief on reasonable grounds

1.      Choking the emergency for that follow this step – a.       IfIs the child has suffered is confirmed b.      Is there any doubt regarding the child’s safety? c.       Is am I in doubt 2.      If the answer to a and b is yes proceed to step 4 3.      If required child first for family service go to step 3

Step 3: Making a referral for child wellbeing

1.      Making contact with the local child’s first provider – check the contact list of the child’s first phone number for the local area. 2.      Before making the call sure about the notes and the things which are required to mention correctly to help the child.

Step 4: Make a report to child protection

1.      Make contact with the child protection locally – check the contact list for the child protection phone number, 2.      This is very important before making any calls to have the proper notes and the things which are required to mention correctly to help the child (Ferguson, 2017).

Reference

Al Nahyan, M. T., Sohal, A., Hawas, Y., & Fildes, B. (2019). Communication, coordination, decision-making and knowledge-sharing: a case study in construction management. Journal of Knowledge Management.

Allen, E., & Iano, J. (2019). Fundamentals of building construction: materials and methods. John Wiley & Sons.

Armstrong, A., Wright, C., Ashe, B., & Nielsen, H. (2017). Enabling Innovation in Building Sustainability: Australia’s National Construction Code. Procedia engineering, 180, 320-330.

Buchanan, A. H., & Abu, A. K. (2017). Structural design for fire safety. John Wiley & Sons.

Ching, F. D. (2020). Building construction illustrated. John Wiley & Sons.

Ferguson, H. (2017). Child protection practice. Bloomsbury Publishing.

Fuchs, S., Witbrock, M., Dimyadi, J., & Amor, R. (2022). Neural Semantic Parsing of Building Regulations for Compliance Checking. In Proc. of the Conference CIB W (Vol. 78).

Khalfan, M., Noor, M. A., Maqsood, T., Alshanbri, N., & Sagoo, A. (2015). Perceptions towards sustainable construction amongst construction contractors in state of Victoria, Australia. Journal of Economics, Business and Management, 3(10), 940-947.

Kibert, C. J. (2016). Sustainable construction: green building design and delivery. John Wiley & Sons.

Kodur, V., Kumar, P., & Rafi, M. M. (2019). Fire hazard in buildings: review, assessment and strategies for improving fire safety. PSU Research Review.

Munro, E. (2019). Effective child protection. Sage.

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