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 CPCCBC4005A
Unit name Produce labour and material schedules for ordering

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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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 S / NS (First Attempt)
Unit Knowledge Test (UKT)
S / NS (Second Attempt)
Unit Assessment Task 2 Unit Project – Prepare labour and material S / NS (First Attempt)
schedules for construction of a dwelling unit S / NS (Second Attempt)

Unit Assessment Task 3 S / NS (First Attempt)

Presentation S / NS (Second
Attempt)

Final result C/NYC Date assessed

Trainer/Assessor
Signature

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Assessment Conditions
Unit purpose/application
This unit of competency specifies the outcomes required to produce schedules of resource
requirements so that orders can be placed for materials and labour for residential and commercial
projects and to record and track costs as they are incurred. Knowledge of codes, regulations and
approval processes, contractor systems, physical resource and supplier identification and the ability
to assess the availability of and requirements for skilled labour are essential.

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

• Identify and apply all contract conditions to the schedules

• Produce material and labour schedules, overlays and orders
• Prepare site files
• Monitor and report on project costs
• Maintain data files of standard 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 included:
 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

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.

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

Academic integrity, plagiarism and collusion

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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.

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

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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

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)
 Construction Contracts Act 2004 (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

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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/ CPCCBC4005A

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

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 Changes to course design, e.g. substituting an
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

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Assessment task description:
 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 (20) 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.

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 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?

 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 your Knowledge for the following:
 Knowledge to identify and apply the contract conditions to construction schedules.
 Knowledge to understand the conditions of approval of local government and regulatory
bodies.
 Knowledge to understand and raise variation to contracts.
 Knowledge about who nominates the supplier and contractors.
 Knowledge to prepare labour and material schedules for a construction project.
 Knowledge to use drawings for preparation of labour/material schedules.
 Knowledge about the purchase order and process of issuance of purchase order.
 Knowledge to collect, review, interpret/understand and analyse/review text-based business
information from a range/number of sources.
 Written knowledge to organize and deliver information to effectively communicate the
process of preparation of labour/material schedules.
 Numeracy/numbers- mathematical Knowledge to interpret/understand mathematical data
when reviewing and analysing project costs
 Knowledge to work independently/freely as well as collaboratively/together to make
decisions about preparation of labour/material schedules.
 Knowledge to sequence/in order and schedule/plan activities for preparation of
labour/material schedules.
 Knowledge to use known digital technology to access/get to information, document,
drawings and communicate them to stakeholders.

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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
prepare labour and material schedules.
 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: Define the following components of construction schedules:

a. Labour Schedules
b. Material Schedules
Answer in 50-100 words for each.

a. Labor schedules make it easier to plan ahead of time for workers of various kinds. It is
necessary to calculate the labour strength required for various operations during a certain
time period. A labour schedule is essential for getting work done in a timely and efficient
manner. Most firms create work schedules with the goal of lowering labour costs and doing as
much work as possible in the time given.
b. In construction, a material schedule is a document that details all of the building materials
needed to complete the project. Material calendars are frequently organised by building
category, with separate schedules for each component. A material schedule is a list of all the

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building materials needed for a certain project.

Question 2: What are three (3) key requirements that shall be included in a construction contract
between the builder and the client?

The project's scope.

The cost and payment terms.
The project's time frame.
Protection against lien law.
Dispute resolution clauses.

Question 3: Of the following, identify three (3) working conditions that must be specified prior to the
approval of the building application?
• Working hours
• Working days
• Environment Protection Authority (EPA) guidelines
• Footpath or road closure dates are confirmed
• Public holidays

EPA Guidelines
Working days
Footpath and road closure dates

Question 4:
a. Which of the following has the final say on selecting the external colour (shade) of a house?
• Client / Owner
• Builder
• Tradesperson
• Council
• Architect
b. Why is it important to include colour selections in project documentation? Answer in one /
two sentences.
c. Which project document would normally include colour selections? Answer in one / two
sentences.
a. Owner
b. An important decision that the house owner must take is to select the colour for external
facade or the interiors of the house. Based on the selected colours, the material specifications
are drawn up.
c. Material schedule

Question 5: What are the sources/causes of variation to a construction contract? Answer in 100-150
words.

Failure by the Client at the planning stage to precisely determine what their building requirement is.
• Incomplete or ambiguous specifications and drawings.
• Changes to the scope of work from that originally documented and priced.
• Changes to specification and finishes requirements.
• Environmental factors or changes to physical conditions at site not able to be detected at the

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time of pricing.
• Changes in access requirements from those originally documented and priced, such as access
to working areas, restrictions or changes to working hours, or occupation of the premises during the
building work.
• Special construction methods not provided for in the original documentation.
• Building work required to be undertaken due to unforeseen circumstances.
• Changes to the program of work.
• Changes to legislation and statutory requirements, particularly safety and environmental
regulations. Under most State home building legislation, increases as the result of some new taxes or
charges can be recouped from the client.
• If the client has provided a site report, failure to adequately investigate the site as regards
geotechnical requirements resulting in changes to the footing design from that originally documented
and priced.

Question 6: Due to certain reasons, the owner (client) wants to raise a variation order to the builder
for an under-construction house. What four (4) key requirements should the client include in a
variation request form?

If the client wants to make variations to the plans they have to put the request in writing and the
request must be approved by the builder before work begins. The client usually writes a letter to
inform the builder of a variation. Their variation request would also need to include:
• The cost of the variation
• The change in time
• The change in contract price.

Question 7: Name three (3) parties who can nominate the supplier and contractors in a construction
project.

1. The Client or their representative

2. The Building / Contractor
3. Any of the Subcontractors

Question 8: What drawings are needed to prepare material schedules for a building project? Answer
in 50- 100 words.

Site plan

Floor plan

Working plan

Section drawings

Elevation drawings

Material Specifications – type, strength and size of material

Colour Specifications – colour selection for internal and external areas of the building

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Product Specifications – this include electrical items, plumbing items and other outfitting works

Floor and wall covering specifications – details of type and colour of material used for floor and walls.

Question 9: Answer the following questions:

a. What is a ‘Purchase Order / PO’? Answer in one / two sentences.
b. What contract details and instruction shall be provided the purchase order (PO)? List ten
(10) such items.

A purchase order is a commercial document and a buyer's first official offer to a seller that specifies
the types, quantities, and agreed-upon prices for products or services. It's used to keep track of what
products and services are purchased from outside vendors.

Pricing and Payment

Delivery
Risk and Title
Storage
Variations
Quality
Defects
Assignments and Subcontracting
Health and Safety
Termination of the Contract

Question 10: Explain what do you understand by the ‘contract rate’ for a construction contract?
What are prime cost sums and provisional sums? Answer in 100-150 words.

A unit rate contract is based on the project's expected material quantities and unit pricing. The
project's final cost will be determined by the quantities required to complete the work. During the
tender, the contractor proposes a price for each material in a unit rate contract. The contractor must
compute contract rates based on the contract terms and the work to be done, including an
assessment of prices for materials, plant and equipment, fuel, labour, and any additional charges such
as fees, royalties, taxes, and so on.

Simply put, prime cost refers to the products themselves, whereas provisional sums refers to the
entire work. If your contract contains prime cost items or provisional sums, the Domestic Building
Contracts Act 1995 mandates that they be detailed in a separate document that includes the
following information: A detailed description of the object is provided. A prime cost is traditionally
defined as the cost of supplying the relevant item, excluding the cost of any effort associated with it
(such as its installation). Provisional sums, on the other hand, comprise allowances for both the
supply item and all related tasks that the contractor must undertake.

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Question 11: Building regulations say that for a building construction project, all necessary
documents must be available on-site. Name ten (10) key documents that shall be kept at
construction sites.

ccontract Agreements and Contracts.

Statement of Work (SOW).
General Conditions.
Special Conditions.
Bill of Quantities.
Drawings.
CSI MasterFormat Outline.
Creating Construction Schedule.
Costs in the Construction Industry.
List of Common Types of Construction Insurance.

Question 12: Define the following:

a. Construction plans
b. Construction specifications
Answer in 30-50 words each.

a. A construction plan is a visual representation of a project's site and its associated activities.
The project site's location, buildings and other infrastructure, grading activities, deployment
timetables, and other essential information are all included in the plan.
b. Construction specifications are documents written ahead of time that explain how contractors
and subcontractors should carry out construction. They are descriptions that go beyond what
images and movies can describe and demand a great level of detail, as the name implies.

Question 13: Define the following four (4) types of construction plans / drawings:
1. Site-Plan
2. Floor-Plan
3. Elevation-view
4. Section-view and details.
Answer in 20-50 words for each type of drawing.

1. A site plan, also known as a plot plan, is a form of drawing used by architects, landscape
architects, urban planners, and engineers to depict actual and proposed conditions for a
specific region, usually a piece of land that is to be altered.
2. Floor plans are drawings drawn to scale that depict the interaction between rooms, spaces,
and physical features as seen from above. They allow you to see how people will move about
the space.
3. When drawing interior elevations, an elevation is a view from the side of an object; in this
case, it would be one of the walls. This would include any windows or doors that are in direct
contact with the wall, as well as any built-in furniture. This is a view of a portion.
4. A sectional view, also known as a section, is a view of an item from the inside. Sections are
used to illustrate the inside construction of a part when hidden lines in external views can't
adequately represent it. The unwanted part is mentally removed, revealing the interior

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structure.

Question 14: Answer the following:

a. What is a call forward sheet? Explain in one / two sentences.

b. What information is included in the call forward sheet? Answer in 30-50 words.
c. How do you prepare a call forward sheet? Answer in 30-50 words

a. Call forwards sheets are used to keep track of material needs, such as when materials are
required and when they should be ordered. This tool enables site staff to plan and coordinate
actions that will be carried out on-site.
b. The following information is included on the sheet:
• duties that must be accomplished
• a reference number that connects the task to a materials list.
• the deadline for ordering materials.
• the prefered or most recent delivery date
• notes or instructions to be used in the future.
• the supplier's name and contact information
c.
Call Forward Sheet
S/No. Task Order Ordering Supplier Details Instruction
No. of comment
Order Delivery Material Contractor Supplier
Date Date Supplier contact
no.

Question 15: What are the typical cost components that a builder need to consider in estimating the
cost of a construction project? Name seven (7) main cost components that contribute towards the
project cost.

One of the most crucial tasks in project management is cost estimation. A cost estimate defines the
starting point for project costs at various phases of development. At a given stage of project
development, a cost estimate is a prediction made by a cost engineer or estimator based on existing
data. Cost engineering, according to the American Association of Cost Engineers, is "the area of
engineering practice where engineering judgement and expertise are applied to the problem of cost
estimation, cost control, and profitability using scientific concepts and methodologies."

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Components:
Construction Material Costs.
Labor Wage Rates.
Construction Site Conditions.
Inflation Factor.
Project Schedule.
Quality of Plans & Specifications.
Reputation of Engineer.

Question 16: Answer the following question (in 30-50 words each).
a. What is the purpose of analysing the estimated project cost against the actual cost?
b. What could be the three (3) possible ways using which a builder can analyse cost of a
project?

a. As a result, estimation and costing serve a variety of reasons in the construction process,
including bid preparation and finalisation, as well as cost control. The major goal is to provide
a sufficient volume of work for cost management and to ensure that appropriate material
possibilities are investigated during the project's execution.
b. Expert Judgement Method.
Analogous Estimating Method.
Parametric Estimating Method.

Question 17: The table below shows the estimated cost and actual costs of a project upon
completion.

Month Estimated Cost Actual Cost

March 33,490 32,240
April 57,490 64,520
May 57,820 57,430
June 36,480 29,540
July 44,760 42,550
August 35,570 38,620

Determine the difference between estimated cost and actual cost per month. What inference can be
drawn from this cost analysis: has the builder over-estimated or underestimated? Is the project
executed in loss or profit? Provide your answer in 1-2 sentences.

Month Estimated Cost Actual Cost difference

March 33,490 32,240 1250
April 57,490 64,520 -7030
May 57,820 57,430 390
June 36,480 29,540 6940
July 44,760 42,550 2210
August 35,570 38,620 -3050
The building in the month april and august is underestimated which has created a negative cost

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difference, meaning the company overpaid such amount. Whereas in the remaining months the
building is underestimated.

Question 18: Answer the following questions in 30-50 word each.

a. What steps must a builder take when he/she is facing delays in construction works due to
variation in scope and schedules? Answer in 30-50 words.
b. What are the implications of providing amendments to standard plans, specifications and
costs in the site files?

a. Site investigations in precise detail.

Regular meetings and careful monitoring are required.
Site management that works.
Collaboration and excellent coordination are essential.
Careful planning is required.
All partners are fully committed to the initiative.
b. When requests for variants are made, the information should be written down on a
standard form. Both the builder and the client must sign copies and keep them in a
site file. As evidence, copies of the variants invoiced to the client should be kept in the
site file as well as on-site. Documentation can be generated if the client disputes the
job. The specification outlines the project's purpose, performance, and construction.
It can be used to refer to the quality and standards that should be followed. Not only
can a specification help with project costing, but it can also help with performance
and workmanship.

Question 19: What impact does a client/builder approved variations have on the on-site
construction documentation? Answer in 30-50 words.

How the Builder handles variations can directly affect the outcome of the project, both in
time and financial return. Badly handled variations can cost the Builder money and can arise
a conflict between the builder and the client, which may further cause delays in payment and
disputations. All this may result in arbitration or litigation.

Builders carrying out building work usually plan the work so that they can proceed in a
sequential manner without delays. Often, delays in the completion of the work can be
directly attributable to variations that have occurred during the construction, usually
instigated by someone other than the building contractor. However, variations can be
requested by any of the following parties:

1. The Client or their representative

2. The Building / Contractor

3. Any of the Subcontractors

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Question 20: What are the relevant codes, standards, statutory and authority regulations applicable
to building and construction industry in Australia? Answer in 30-50 words.

In the National Construction Code series, the Building Code of Australia (BCA) comprises technical
regulations for the design and construction of buildings and other structures.
The BCA addresses structural adequacy, fire resistance, access and egress, as well as services and
equipment.
Provisions for inhabitants' health and amenity, as well as energy efficiency and sustainability.
The BCA refers to a number of technical documents, including Australian Standards, as part of its
requirements.
The Australian Building Codes Board produces and maintains the BCA on behalf of the Australian
government and state and territory governments.

Unit Assessment Result Sheet (UARS)

Assessment Task 1 – Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code CPCCBC4005A
Unit name Produce labour and material schedules for ordering
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:

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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
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 – Unit Project (UP)
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.

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• 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

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 Changes to course design, e.g. substituting an
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 2 – Unit Project (UP)
Assessment type:
 Unit Project (UP) – Prepare labour and material schedules for construction of a dwelling unit.

Assessment task description:

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 This is the second (2) 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 complete a prepare the labour/material schedules 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).
 You must read and respond to all 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 preparing labour/material schedules and associated documents in this
assessment task.
 You will be expanding the knowledge and skills acquired during the previous assessment
task.
 Instructions to prepare the labour/material schedules 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 the project.
 You will be assessed according to the provided performance checklist/ performance criteria.

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 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 and apply the contractual conditions to the labour/material schedules.
• Skills to identify and understand the conditions of approval of local government and
regulatory bodies.
• Skills to raise variation order to the contract
• Skill to identify, select and nominate the suppliers.
• Skills to prepare labour and material schedule
• Skill to prepare / float a purchase order to procure/hire material or labour for a construction
project.
• Skill to prepare call forwards sheets referring to the purchase orders, which are needed for
delivery of material on-site.
• Reading skills to collect, review, interpret/understand and analyse/review text-based
business information from a range/number of sources.
• Written and oral communication skills to collect information to prepare labour/material
schedules, purchases-order, variation-order and call forward sheets.
• Numeracy/numbers- mathematical skills to interpret/understand mathematical data.
• Skills to work independently/freely as well as collaboratively/together to make decisions
about preparation of labour/material schedules and related documents.
• Ability/Skills to sequence/in order and schedule/plan activities for construction project.
• Skills to use familiar/known digital technology to access/get to information, document
findings/results.

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Assessment Task 2 - Unit Project (UP)

Instructions to complete this assessment task:
 This assessment task requires you to complete a set of activities that constitute the project.
 You must prepare the following as part of their assessment task: Labour/maetial schduels,
purchase oprder, variotionorder, call-forward sheets and the project report.
 You must include the following particulars in the footer section of each 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.
 This submission must be well presented and follow the guidelines and instructions provided.
 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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Assessment:

In this assessment, the student will assume the role of a builder who specialises in residential
construction. The project you are working on is about construction of a single storey detached unit
(house). The owner / client has already awarded the contract to you to construct the house. Some
details about the unit (house):

• Site plan: size of the land-block is 15m x 40m (600sq. m).

• Floor Plan: three-bedroom house with attached toilet/bathroom with each room, kitchen
and laundry. Garage/car-port is detached from the house.
• Address: The site is in a residential built-up area in the northern suburbs of Perth, Western
Australia.
• The building is to be constructed using brick veneer.
• The building has a floor area of 350 square metres including garage.
• The concrete slab floor with garage floor is incorporated.
• The building will be constructed using hand-built wall frame and prefabricated roof trusses.
• The building will have a cement tiled roof and powder coated aluminium windows in timber
reveals.
• The driveway and landscaping are to be provided.
• Services are available directly in front of the site.
• The site is almost flat and will only need a scrape with minimal excavation.
• The contract period is 180 days.
• The total job has been pre-costed at $4,00,000.

The architect hired by the owner has already prepared the drawings (plans) and specifications for
the house. These plans and specification have been provided to you (building contractor).

To complete the assessment, with the information provided, you need to perform the following
tasks:

PRJ1.1: Prepare labour and material schedules

PRJ1.2: Prepare a purchase order (PO) to order bricks for construction
PRJ1.3: Prepare the call forward sheets
PRJ1.4: Prepare a variation order (VO)
PRJ1.5: Prepare the project report

The detailed description of these tasks is provided further below.

PRJ 1.1: Prepare labour / material schedule for the project

 Search and identify the local suppliers for: bricks, cement, steel, timber and cladding
 Prepare labour and material schedules. Refer to the below templates to prepare these
schedules.
Labour / Material Schedule

S/No Scheduled Length of Human Resources Material Suppliers Plant and

. Works the Task required Equipment
Required
(in days)  Labour
 subcontractor

1
2

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3
4
5
6
7

PRJ 1.2: Raise a purchase order (PO) for procurement of bricks

Having identified the requirements for various material needed on the job, the next step is to place
order for procurement. In this exercise, you prepare a draft purchase order for procurement of
bricks. Use the template provided to prepare the PO. For this task, the student need to establish
contact (phone, email) with local bricks’ suppliers and obtain their quotation to supply the bricks.

While preparing the PO, ensure to provide:

 Order date and delivery date

 Order number
 Name of the supplier
 Delivery location / address
 Mode of transportation to deliver the supplies/product
 Supplier contact person details – name, contact phone number, email ID.
 Client contract person (the student)
 Description of type, size, quantity and quality of the bricks
 Terms and conditions – instructions for the supplier. This may include:
o change or cancellation of delivery,
o special precautions to be taken by supplier during bad weather,
o traffic restrictions at a work-site, Size / type of trucks allowed to enter the work-site
 Total cost or the value of the purchase order (PO).

Use the template provided to prepare the purchase order.

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CAREER CALLING INTERNATIONAL PURCHASE ORDER

[Company Slogan]
[Street Address]
[City, ST ZIP Code]
[Phone Number]
[Fax Number]

TO: DELIVER TO: P.O. NUMBER:

[Purchaser Name] [Recipient Name] [P.O. number]
[Company Name] [Company Name] [The P.O. number must
[Street Address] [Street Address] appear on all related
[City, ST ZIP Code] [City, ST ZIP Code] correspondence, shipping
[Phone Number] [Phone Number] papers, and invoices]

P.O DATE REQUISITIONER SHIPPED VIA F.O.B. POINT

QTY UNIT DESCRIPTION UNIT PRICE TOTAL

SUBTOTAL
TERMS and CONDITIONS
GST
1. Please send two copies of your invoice. SHIPPING AND
2. Enter this order in accordance with the prices, terms, OTHER
delivery method, and specifications listed above. TOTAL
3. Please notify us immediately if you are unable to ship as
specified.
4. Send all correspondence to:
Sukh Sandhu
[Street Address]
[City, ST ZIP Code]
[Phone Number]
[Fax Number]

Authorized by Sukh Sandhu

PRJ 1.3: Prepare call forward sheet

Consider that the construction of the house is about to begin. Various purchase orders have been
issued to the supplier and material delivery has started. Given his scenario, in this task, you need to
prepare the call forwards sheet.

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 CRICOS Code: 03595K | RTO Provider ID: 70252
To prepare a call forward sheet, you need to first list the tasks in chronological order, then write
down the items to be ordered next to the tasks. The sheet shall include the following information:

 tasks to be completed
 reference number that links the task with a list of materials
 the date the materials need to be ordered
 the ideal or latest delivery date
 comments or instructions for future reference
 the name of the supplier and contact details

Use the template provided to prepare the call-forward sheet.

Call Forward Sheet

S/No. Task Order Ordering Supplier Details Instruction
No. of
comment

Order Delivery Material Contractor Supplier

Date Date Supplier contact
no.

PRJ 1.4: Prepare a Variation Order (VO)

Assume that the house is now under construction.

Scenario: It has been observed that there have been exceptionally excessive rains in the second
fortnight of this month, due to which the progress of construction works on site has suffered
considerably. You as the builder (or builder’s representative) feel that now the construction works
cannot be completed within the stipulated time of 180 days and you require 10 days extra to
complete the job.
Given the scenario, write a variation order to the client (owner). The variation order shall include:

 The reasons for variation

 Cost implication (the increase in cost due to the delay)
 Time implication (the increase in duration to complete construction works)
Use the template provided to prepare the variation order.

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CAREER CALLING INTERNATIONAL
[Company Slogan]
[Street Address]
[City, ST ZIP Code]
[Phone Number]
[Fax Number]

NOTICE OF VARIATION TO CONTRACT

To ……………………………………………………………………………………………….
Address ……………………………………………………………………………………….
………………………………………………………………………………………..
Project number …………………………………. Date / / 20...
Site address …………………………………………………………………………………...
…………………………………………………………………………………..

Variation number ………………

Requested by owner / builder
Description of variation / instruction
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………...........................................
...............................................................................................................................................
..............................................................................

Completion time
Additional time required to complete the Contract due to this variation is ……. days.
(a separate Time Extension Claim must be made for this variation)

Cost of variation (inclusive of GST)

Increase / decrease of $ …………………………….
and is payable at the following Progress Claim ……………………………………….
(owner’s initials) ……………………………….
(note: acceptance of this variation will adjust the Contract Sum to $ ………………………….)

Builder ………………………………………………. date / / 20...

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PRJ 1.5: Prepare the project report

In this assessment task, the student is required to prepare a report. The prepare the report, you
need:

PRJ 1.5A Identify contractual requirements.

PRJ 1.5B Identify the conditions of approval by local government and regulatory bodies.
PRJ 1.5C Determine the process for selecting the colour for the external façade of the house.
PRJ 1.5D Compile the list of on-site documents.

Use the template provided below to prepare the project report.

1.0 General

1.1 Project Introduction

1.2 Contractual Requirements

1.3 Government and Regulatory Conditions

1.4 Colour Selection

2.0 Prepare Material and Labour Schedules

2.1 Nominated Suppliers

2.2 Material and labour Schedule (as prepared in the previous tasks)

2.3 Purchase Order (as prepared in the previous tasks)

3.0 Site Documentation

3.1 List of Site Documents

3.2 Call Forward Sheets (as prepared in the previous tasks)

4.0 Variation Order (as prepared in the previous tasks)

Appendix:

A. Relevant drawings
B. Specifications

The report shall also compile the documents generated in the previous four tasks.
The project report shall be prepared in 500-750 words (except the documentation of the previous
tasks).

Your presentation will be assessed by your assessor and must cover

the following “Observation guide”:

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

a) Included the contractual requirements in  

the schedules

b) Included the conditions of approval of  

the local government and regulatory
bodies in the schedules
c) The material schedules included colour  
selection

d) The potential suppliers for various  

material have been identified and
nominated in the report

e) Contractual details and instruction are  

provided in the purchase order prepared
for bricks.

f) Prepared a variation order  

g) The list of site documentation is provided  

in the project report
h) Draft call-forward sheets are provided in  
the project report

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Unit Assessment Result Sheet (UARS)

Assessment Task 2 – Unit Project (UP)
Unit code CPCCBC4005A
Unit name Produce labour and material schedules for ordering
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
Trainer/Assessor Name

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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 – Presentation
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.

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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

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 Changes to course design, e.g. substituting an
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 – Presentation
Assessment type:
 Presentation

Assessment task description:

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 This is the third (3) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 This assessment task is comprised of a presentation to be completed in front of your
trainer/assessor.
 The premise of the 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 presentation test is timed.
 Time allowed to deliver the presentation is 15-20 minutes.
 Time allowed to develop required resources for presentation is 3 weeks prior to the
presentation.
 You are expected to make 10-12 slides of PowerPoint presentation.
 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 your 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 presentation:

 You must not cut and paste chunk of text on the presentation slides however you are
advised to write down the keywords and important phrases to help you to deliver the
presentation.
 You must not read the presentation word-by-word and should use the presentation for
reference purpose only.
 You must explain the topics appropriately.
 Your tone, gestures, body language should be appropriate to the presentation.
 You will be required to correctly discuss all topics appropriately in easy-to-understand, slang
and abbreviation free language, friendly yet professional manner for this assessment task.

How your trainer/assessor will assess your work?

 Presentation must demonstrate the student’s understanding and skills of the unit.
 Student need to be briefed on the presentation a minimum of 3 weeks prior to the due date
as set out in the delivery and assessment guide for this unit.

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 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 presentations 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
presentation. Written feedback incorporating the feedback on your individual presentation,
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 presentation and related preparatory work is satisfactory
or not satisfactory.
 A copy of the observation checklist will be made available to students with this presentation
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 your following skills and abilities:
 Skills to effectively deliver the presentation with good body language.
 Skills to conduct an interactive and creative presentation.
 Reading skills to collect, review, interpret/understand and analyse/review text-based
information from a range/number of sources
 Written and Oral/speech communication skills to effectively communicate and present the
process of ‘project cost analysis’.
 Skills to interact/cooperate with others using appropriate conventions/systems when
communicating to and discussing with interested parties.
 Skills to answer the questions asked by the audience/trainer and assessor.
 Skills to work independently/freely as well as collaboratively/together to make decisions
about analysis the project costs and present the same.
 Skills to interact/cooperate with others using appropriate conventions/systems when
communicating to, and consulting/discussing with stakeholders/interested parties.
 Ability/Skills to sequence/in order and schedule/plan activities and manage communication
 Skills to analyse relevant/appropriate information to identify scope/range of work, goals and
objectives and to evaluate/review options/other choices.
 Skills to use familiar/known digital technology to access/get to information, document
findings/results and communicate them to stakeholders.

Assessment Task 3 – Presentation

Instructions to complete this assessment task:
 This task requires you to develop and deliver a presentation on project cost report in this
assessment task.
 You must use PowerPoint to develop your presentation.

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 You may use models, aids, equipment’s to deliver your presentation effectively.
 Presentation may include diagrams, infographics, and pictures to be interactive and
interesting.
 You must develop 10-12 pages of Power-point slides containing relevant information from
the previous task.
 Presentation delivery time is 15 to 20 minutes.
 During the presentation, 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 presentation 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 Powerpoint
 Printer or e-printer
 Adobe acrobat/reader
 Learning management system

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Assessment:

Scenario: This assessment is a continuation of assessment 2. The dwelling unit (house) as discussed
in assessment 2 is under-construction now. The construction works started four months back. Now,
two more months are left to complete the job (overall schedule = 180days). The present Project Cost
report is presented below:

Working Month March April May June

Description
days Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
40% 10% 10% 10%
4 Preliminaries $12,800
$5,120 $1,280 $1,280 $1,280
100%
2 Site w orks $6,400
$6,400
80%
1 Drainer $3,200
$2,560
10% 40%
8 Plumber $25,600
$2,560 $10,240
20% 40% 40%
5 Concreter $16,000
$3,200 $6,400 $6,400
50% 15%
21 Carpenter $67,200
$33,600 $10,080
80%
9 Roofer $28,800
$23,040
50%
1 Metalw ork $3,200
$1,600
60%
6 Electrician $19,200
$11,520
40%
1 Air conditioning $3,200
$1,280
40%
5 Ducted vacuum $1,600
$640
90%
4 Plasterer $12,800
$11,520
30% 30% 40%
5 Insulation $1,600
$480 $480 $640
90%
6 Glazier $19,200
$17,280
90%
3 Joiner $9,600
$8,640
10% 90%
3 Staircase $9,600
$960 $8,640
10%
4 Balustrading $12,800
$1,280
Floor and w all
1 $3,200
tiler
4 Painter $12,800
Carpet/floor
2 $6,400
cover
1 Landscaping $3,200
Bitumen
3 $9,600
drivew ay
20% 20% 60%
10 Bricklayer $32,000
$6,400 $6,400 $19,200
109 Cost of job $320,000
Cost time 28 w eeks $32,658 $58,560 $56,960 $59,040

In this assessment, you need to give a presentation on monitoring the project cost. The presentation
shall be performed in front of the class and may include up to 10-12 slides. The presentation shall
include slides on:

PN2.1 Project Cost Analysis – Actual v/s. estimate (provide graphical representation)

PN2.2 Approved variation cost

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PN2.3 Final Project cost

PN2.4 Approved variation costs are incorporated on site files.

PN2.5 Change to standard plans, specs and cost files included in the site files.

PN2.6 Applicable codes and standards using which the house was constructed. Reference to
these codes/standards are mentioned as notes on the plans/specifications.

The communication of the presenter should be clear and to the point. Ensure to use appropriate and
culturally sensitive language as there may be students from diverse back ground in the class. The
presentation shall be performed in a conversational-way wherein the presenter should allow the
audience to ask questions.

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Your presentation will be assessed by your assessor and must cover

the following “Observation guide”:
S N/S Comments and feedback to student
To be assessed as satisfactory (S) in this
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 PowerPoint  

presentation, overall (Interesting,
informative and interactive).
c) Provided the project cost analysis –  
estimated vs. actual.

d) Presented the approved variation  

costs

e) Presented the final project cost.  

f) Discussed the changes done on the  

site files following approval of
variation cost
g) Displayed knowledge of relevant  
standards and codes.
h) Displayed communication and  
literacy skills to consult and
negotiate and to encourage
stakeholder involvement.
i) Shown ability to understand the  
questions and answering correctly.

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Unit Assessment Result Sheet (UARS)

Assessment Task 3 – Presentation
Student and Trainer/Assessor Details
Unit code CPCCBC4005A
Unit name Produce labour and material schedules for ordering
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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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) __________________________________

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