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COAG SKILLS EXPRESS CONSTRUCTION

INDUSTRY PARTNERSHIP (SCIP PROJECT)

ASSESSOR KITBCG20206 Certificate II in Steel Fixing

COAG SCIP ProjectCreated: 8 May 2008Draft Version: 3.0

Recognition Assessor Kit Cert II in Steel Fixing© NSW DET 2008

Modified: 20/08/2008Page 1 of 56

Licence

A permanent, irrevocable, free, world wide, non-exclusive licence is granted by NSW DET to use, reproduce and adapt the material developed under the COAG RPL Program (2006-2009).

Project Team

Joao Canoquena – Resource Development

Manuel Vieira – Assessor

Tony Vieira – Assessor

Nick Montagnoli – Assessor

Maria Trevaskis - Manager

Disclaimer

The views expressed in this material do not necessarily represent the views of the NSW Department of Education and Training and do not give warranty or accept any liability in relation to the content of this material.

Acknowledgement

This material has been produced with the assistance of funding provided by the NSW Department of Education and Training, Skills Development Unit and the Australian Government under the COAG RPL Program (2006-2009).

Further copies of this resource are available from:

Website: www.skillsonline.net.au

For further information, contact:

Email: [email protected]




mailto:[email protected]

http://www.skillsonline.net.au/

CONTENTS

1 PREAMBLE 4

2 INTRODUCTION 4

3 UNITS OF COMPETENCY FOR BCG20206 CERTIFICATE II IN STEEL FIXING 5

4 KEY TASKS IN THE SCIP MODEL 6

4.1 Specific Task Outcomes and Records for the SCIP model 7

5 ASSESSOR’S ROLES AND RESPONSIBILITIES 11

6 ASSESSMENT QUALIFICATION REQUIREMENTS 12

7 QUALIFICATION FRAMEWORK GUIDELINE (CERTIFICATES II AND III) 12

8 CONDUCTING AN OBSERVATION - CHECKLIST 13

9 CONDUCTING AN INTERVIEW 14

10 RECORDING ASSESSMENT 15

11 ASSESSMENT PLAN AND GAP TRAINING PLAN 16

12 APPENDIX 1: ASSESSMENT PLAN 17

13 APPENDIX 2: GAP TRAINING PLAN 18

14 SUMMARY OF ASSESSMENT 19

15 SUMMARY OF ASSESSMENT – RIGGING SAMPLE 20

16 ASSESSOR FEEDBACK 23

17 CANDIDATE FEEDBACK 26

18 EMPLOYER FEEDBACK 28

19 Oral Questionnaire and Observation Record 31




1 Preamble

The development of a model for the provision of RPL and gap training in the construction industry in NSW has been initiated by the Council of Australian Governments’ (COAG) 2006 decision to increase the provision of skills and recognition for existing workers.

In February 2006 COAG established an action plan which aimed to achieve maximum flexibility in training for employers and individuals.

COAG Skills Express Construction Industry Partnership Project (SCIP Project) began its operations in early 2007. This project was managed by TAFE NSW Western Sydney Institute.

The core objective was to create a sustainable and efficient model for delivering recognition and gap training for workers in Construction to provide them with improved employment opportunities.

The project involved:

Industry Partners and a Reference Group An identified Plan & Optimum RPL Approach Development of Validated/Assessment Tools An RPL Pilot with Employees/Workers Provision of Gap Training and Support Services Professional Development PD Support to Assessors/Others Involved An Improvement/Feedback/Review Process A Final Project Summary Report, identifying the model and possible further improvement

options/actions

This guide outlines the SCIP RPL & Gap Training Model. The model will be referred to as the Skills Express Construction Industry Partnership Model and has been tested and trialled through the SCIP Project.

The Skills Express Construction Industry Partnership Model builds upon existing recognition and gap training models which have been reviewed as part of this project.

2 Introduction

What is the aim of the kit?This kit is intended to assist assessors use the SCIP Model to provide Recognition and/or Gap Training.

This kit is in draft form and due for review and completion by November 09. Note there are no assessment materials for the unit BCGCM1006A Work safely at heights .




http://www.ntis.gov.au/?/trainingpackage/BCG03/unit/BCGCM1006A

3 Units of Competency for BCG20206 Certificate II in Steel Fixing

11 Core Units of Competency – all units must be completed (compulsory units):

BCGCM1001B Follow OH&S policies and procedures

BCGCM1002B Work effectively in the General Construction industry

BCGCM1004B Conduct workplace communication

BCGCM1006A Work safely at heights

BCGCM1003B Plan and organise work

BCGCM1005B Carry out measurements and calculations

BCGCM2001B Read and interpret plans and specifications

BCGSF2001B Handle steel fixing materials

BCGSF2002B Use steel fixing tools and equipment

BCGSF2004B Place and fix reinforcement materials

BCGSF3001B Apply reinforcement schedule

Elective Units of Competency. The Candidate must choose 2 units from the list below:

CCCM2004B Drain and dewater site

BCGCO2003B Carry out concreting to simple forms

BCGCO2002B Use concreting tools and equipment

To receive the Certificate II in Steel Fixing the Candidate must be found to be competent on all 11 core and 2 elective units of competency.

If the Candidate is not competent on all 13 units (11 core + 2 electives) partial recognition is given. The Candidate receives Statements of Certification for the units for which they have been found to be competent.

Please Note: Pressing and holding the ctrl key on the keyboard and clicking on any unit of competency will take you to the National Training Information Service (NTIS) webpage (www.ntis.gov.au) where you will be able to access further information about the competency standards for the respective unit (e.g. Elements, Performance Criteria, Range Statement and Evidence Guide).




http://www.ntis.gov.au/

http://www.ntis.gov.au/?/trainingpackage/BCG03/unit/BCGCO2002B


http://www.ntis.gov.au/?/trainingpackage/BCC03/unit/BCCCM2004B

http://www.ntis.gov.au/?/trainingpackage/BCG03/unit/BCGSF3001B




http://www.ntis.gov.au/?/trainingpackage/BCG03/unit/BCGCM2001B







Pla

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No

Yes

No

No

No Yes

OR

4 Key Tasks in the SCIP Model




Yes

Ass

essm

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Workplace Observation

Assessor Recommendation/

Individual Training Plan and Learning Support organised (if required)

Assessment/Interview

Evidence Review

CompletedIncomplete

Individual to Gather Further Evidence

Assessment/Evidence Recorded

Marketing Briefing/Kit Provided

Candidate to complete paperwork

Planning InterviewAssessment Plan

AUDITFOCUS

CONTINUOUS IMPROVEMENT

ASSESSMENT

FOCUS

Online

Individual

Supported Group

Assessor Task

Multimedia – DVD/Video

On-site Tutorials

On-site Training Sessions

On-site Mentor Training

Online Tools

Research Assignment

Documentation Completed/RTO Approval process/Evaluation

Partial Completion

Course CompletionCompleted

Issue Qualification

Brie

fing

Evi

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athe

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KEY

Worker Task

Joint Task

Rec

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Eva

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Gap Training Sufficient Evidence

Individualised Training Plan

Assessment

Gap Training Occurs

4.1 Specific Task Outcomes and Records for the SCIP model

Step Main Tasks Outcomes/Records

Brie

fing

MARKETING

1. Advertise in relevant magazines, journals, websites and other media

2. Promote the availability of the SCIP model to employer associations and industry associations

3. Directly sell the SCIP model to sole traders and other requested companies by phone

4. Promote the availability of the model through suppliers

BRIEFING SESSION

1. Present the Candidate kit in a supported group activity. The Candidate can also access the kit online and complete it individually. Ensure that the Candidate has fully understood the requirements of the qualification and options for receiving a qualification or statement of competencies

2. Assess literacy and numeracy needs of the Candidate

3. Establish the Candidate’s initial recognition eligibility against the competencies

4. Complete an Evidence Plan with the Candidate with particular attention to how evidence will be generated through interview, observation and supervisor reports

5. Ask the Candidate to complete the forms in the Candidate kit

Forms to be completed with the Candidate:

Initial Assessment Candidate Support Evidence Plan Recognition Checklist Your Feedback Permission to Record Interview List of Workplace Referees Job History Enrolment Application

Forms to be completed by the employers/referees:

Site Supervisor or Employer Authority

Site Supervisor or Employer Reports (6 pages)

Workplace Referee Statement




Step Main Tasks Outcomes/Records Pl

anni

ng In

terv

iew

1. Collect the relevant forms and evidence copies of filled out, signed and dated forms which have been given to both the Candidate and the employer

2. Establish whether or not the Candidate is likely to fulfil the requirements of the qualification and advise them about the appropriate pathway

3. The SCIP Model involves generating evidence with the Candidate and the Employer/Supervisor through a collaborative process. In this Model Assessors may choose the conduct an observation first or an interview. Either way this should be planned with the Candidate and the Employer.

4. Identify an opportunity to observe, interview 3rd parties, sight work sample etc

5. Establish an Assessment Plan Prepare the Candidate for the interview by discussing: Examples of questions that will be

asked Examples of problems and areas of

knowledge they will need to refresh Plan the observation including

duration and activities to be observed

NOTE:NSW WorkCover Authority regulations require all persons intending to carry out ‘Construction Work’ to undertake a mandatory three-tiered OHS induction training. The primary responsibility for providing this compulsory induction training falls on the employer. Thus, every Candidate needs to provide evidence of OHS induction training to RTO before the Candidate can carry out construction work.

Evidence submitted by the Candidate may include:

Sighted Driver’s Licence (record number)

Certified photocopy of a NSW WorkCover Authority licence,

Transcript(s), Job description(s), etc Sighted construction cards (record

number)

Forms obtained from the Candidate at this step:

Initial Assessment Candidate Support Evidence Plan Recognition Checklist Your Feedback Permission to Record Interview Employer Authority List of Workplace Referees Job History Enrolment Application Supervisor/Employer Reports

Form completed with the Candidate: Assessment Plan




Step Main Tasks Outcomes/Records Ev

iden

ceG

athe

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1. Review the evidence submitted by the Candidate by mapping it against the Elements, Performance Criteria, Critical Aspects and Specific Knowledge required to achieve competency for the relevant units of competency applied for

2. Recommend a pathway – recognition assessment only or assessment and gap training

3. Conduct an on-the-job observation of the Candidate performing relevant activities using the Assessment Plan

The assessor completes the following forms:

Evidence Recording Sheet Observation Checklist

Ass

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Inte

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1. Conduct an Oral Interview to assess the Candidate’s underpinning knowledge

2. Establish the extent to which the evidence gathered meets the rules of evidence for the units of competency on the qualification

3. Provide the Candidate with some feedback and get them to sign off on the Underpinning Knowledge Questionnaire

The assessor completes the following forms:

Knowledge Questionnaire Evidence Recording Sheet

The assessor must provide written and oral feedback to the Candidate about their performance. The Candidate must sign off on the feedback.




Step Main Tasks Outcomes/Records R

ecor

ding

1. Use the rules of evidence to thoroughly validate the evidence

2. If the evidence is insufficient, the Candidate is either asked to a) gather further evidence or b) enter into a Gap Training Program

3. Gap Training will entail the completion of a series of tasks as described in the Gap Training Plan. The methods used for Gap Training may include on-site mentor training, on-site training sessions and on-site tutorials. Other individualised approaches could include DVD/Videos, Online Tools and/or Research Assignments

Review the Candidate’s pre-training performance with them

Discuss the Gap Training Plan with the Candidate and get them to sign it to show agreement with the tasks, re- assessment procedures and timelines established. Once gap training has successfully been completed, the Candidate is re-assessed

4. Otherwise, if the evidence is found to be complete, the review is finalised and the relevant details of the assessment are recorded with a view to issuing the Candidate with a qualification.

Forms completed by the assessor: Evidence Recording Sheet

Form completed with the Candidate: Gap Training Plan (if required)

Eval

uatio

n

1. Complete any additional documentation related to the recognition process which may include validation and approval processes

2. Complete your own Feedback Form. The Candidate and the employer will be asked to complete their own Feedback Forms

3. If the Candidate has completed the qualification successfully, arrange for the relevant qualification to be issued to them

4. If the Candidate has not fully fulfilled the requirements of the qualification, arrange for them to be issued with the relevant statements.

The Candidate completes the following: Candidate Feedback form

The Assessor completes the: Assessor Feedback form

The Employer completes the: Employer Feedback form




5 Assessor’s Roles and Responsibilities

Conducts assessment in line with the Assessment Guidelines for BCG03 General Construction (the Training Package)

Makes every effort to understand the full text of the Units of Competency being assessed

Ensures that the assessment process:

- covers all the competency standards - addresses the four dimensions of competency:

task skills task management skills contingency management skills job/role environment skills

Provides comprehensive and accessible advice to Candidates on the context, purpose and type of assessment

Ensures the assessment involves the evaluation of sufficient evidence to enable professional judgements to be made about whether or not competency has been attained

Provides ongoing feedback to the Candidate about the outcomes of the assessment process and guidance for future options including gap training

Ensures that the assessment process takes into account the skills and knowledge that the Candidate already possesses

The Assessor makes a confident judgement that the evidence generated through this process demonstrates that the Candidate is currently competent against the endorsed industry or enterprise Units of Competency.




6 Assessment Qualification Requirements

Assessors demonstrate currency in their vocational field by keeping up to date with industry requirements of the Training Package, current industry OH&S and other risks and the actual practices of the competencies in workplaces. Assessors’ currency in their vocational field and training/assessment should be renewed and updated at least annually, by working in the industry, visiting worksites and taking part in industry events.

The table below illustrates the types of activities (training or assessment) an assessor can be engaged in depending on their qualifications and experience.

Activities the Assessor is allowed to engage:

Qualification and Experience Requirements:

Recognition Assessment for BCG03 and Gap Training (on work sites)

Trainer/Assessor who holds a BCG03 Certificate III in Steel Fixing and vocational currency plus TAA04 Certification IV Training and Assessment

Recognition Assessment for BCG03 only (on worksite)

Assessor with BCG03 Certificate III in Steel Fixing, vocational currency and TAA04 Statements of Attainment in Assessment Units (first 6 units)

Recognition Assessment for BCG03 only (on a worksite) with supervisor who holds BCG03 Certificate III in Steel Fixing

Supervisor/Industry expert who holds BCG03 Certificate III in Steel Fixing and vocational currency

Assessor and a Trainer with TAA04 Certificate IV in Training and Assessment who does not have industry expertise assess as a team

Recognition Assessment for BCGO3 (on worksite) by workplace trainers/supervisors

In partnership with a RTO Trainer/Assessor with TAA04 Certificate IV Training and Assessment

Supervisor/trainer who holds BCG03 Certificate III in Steel Fixing, vocational currency and TAA04 Certificate IV in Training and Assessment

7 Qualification Framework Guideline (Certificates II and III)

Distinguishing Features of Certificates II and III

Certificate IIThe competencies at Certificate II level enable an individual with this qualification to:

Demonstrate basic operational knowledge in a moderate range of areas Apply a defined range of skills Apply known solutions to a limited range of predictable problems Perform a range of tasks where choice between a limited range of options is required Assess and record information from varied sources Take limited responsibility for outputs in work and learning




Certificate IIIThe competencies at Certificate III level enable an individual with this qualification to:

Demonstrate some relevant theoretical knowledge Apply a range of well developed skills Apply known solutions to a variety of predictable problems Perform processes that require a range of well developed skills where some discretion and

judgement is required Interpret available information, using discretion and judgement Take responsibility for own outputs in work and learning Take limited responsibility for the output of others

8 Conducting an Observation - Checklist

Before the Observation be certain to: Collect all the necessary written permissions Complete a hazard identification plan Complete a Safe Work Method Statement for yourself and/or evaluate the

Candidate’s document Establish the fitness of the Candidate to undertake the assessment by asking such

questions as: - Are you ready for the assessment? - Are you taking any prescription drugs which may impair your performance at

work? - Have you taken any drugs or consumed any alcohol during the last 24

hours? Clarify the procedures, purpose, equipment requirements, duration and methods of

assessment with the Candidate Ask the Candidate to confirm their readiness to undertake the assessment

While observing: Complete the Observation checklist and write down brief comments as the

Candidate carries out the task; If at any time the Candidate engages in an activity which you believe has the

potential to endanger themselves, property and/or others, terminate the assessment and provide feedback to the Candidate immediately.

Observation Review:It is advisable to engage the employer or their representative in this feedback discussion

Immediately after the observation: Write down additional comments about the skills, knowledge and attitudes

demonstrated by the Candidate throughout the tasks performed. You may make some notes under the following headings:

- Task skills – did the Candidate perform the task at an acceptable workplace level?

- Task management skills – did the Candidate manage well the different tasks involved in the job?

- Contingency management skills – did the Candidate deal well with unexpected problems or changes? A Candidate may perform under normal workplace routine conditions, in which case, you will not be able to observe their contingency management skills. If that is the case, ask the Candidate some hypothetical questions (if – questions). One such question could be what would you have done, if there had been a serious accident on the site?




Write down a summary of feedback in simple language so that the Candidate can understand and sign off on it.

9 Conducting an Interview

Be certain to: Ensure that your questioning is not limited by the written, pre-determined questions Ask open-ended questions to allow the Candidate to express themselves about

various aspects of their work experience. Encourage the Candidate to expand on their answers by asking probe questions such as:

- Clarity & Precision: What exactly do you mean? What’s an example of that?

- Accuracy: How can we check that this is accurate?

- Depth: Could you give me more details?

- Relevance: What is the main point?

Ensure that the questioning is strategic e.g. Candidates must be asked or prompted to

explain, give details, describe and comment on specific, relevant aspects of their workplace.

Guide the conversation so that you obtain the most relevant detail for the units of competency you are assessing

For recorded interviews, listen to the recording afterwards and make some notes. You are not required to transcribe the entire interview.

If you are conducting a written assessment, pay particular attention to the literacy difficulties the Candidate may have. Reasonable adjustments to accommodate mild literacy difficulties may include:

Reading out the questions and jotting down the verbal answers Arranging for translation Increasing the font size Writing questions on a white board Allowing the use of calculators if that is a common workplace practice Clarifying the meaning of complex words Offering additional time for completion of a task

To identify literacy difficulties use the questionnaire in the Candidate kit along with careful observation of the way in which the Candidate reads and writes. It is important that you conduct discussions related to literacy and numeracy difficulties in the most tactful way and in a location where the Candidate’s right to privacy can be observed.




10 Recording Assessment

The types of records used throughout the SCIP model include:

Learning and Assessment Initial Assessment Candidate Support Evidence Plan Recognition Checklist Your Feedback Authority to Record Recognition Interview List of Workplace Referees Job History Enrolment Application Gap Training Plan Assessment Plan

Assessment Tools and Resources Observation Checklist Underpinning Knowledge Questionnaire Evidence Recording Sheet Resource Evidence Matrix

Administrative Candidate Feedback form Assessor Feedback form Employer Feedback form Matrix – Trainer/Assessor Qualifications v

Training Package Requirements

An RTO’s relevant policies and procedures for record keeping must be adhered to. The records

kept must provide evidence of:

Management of continuous improvement Training and assessment strategies Verification of trainer and assessor competencies Management of Assessment validation Management of Complaints Issuing of qualifications Management of Feedback

Records kept must be able to:

Stand alone in the sense that these must be self – explanatory Notes must be meticulous and relevant to the requirements of the units of competency Certification methods such as signatures, dates, printed names and co-signatures must

be used Document sufficient evidence to justify assessment judgement Notes must be clear and thorough to identify the event, the performance and its

relevance to the units of competency Where tick boxes are provided, additional comments must be added to substantiate

assessment decisions

Section 5 Specific Task Outcomes and Records for the SCIP model in this kit provides further information as to when the templates for Learning and Assessment as well as the assessment tools are expected to be used.




11 Assessment Plan and Gap Training Plan

Before a Candidate is given an Assessment Plan they must be informed of the following:

The purpose and outcomes of the Recognition process The relevant units of competency on the qualification they seek Recognition for The appeals process The RTO’s policies regarding confidentiality and security of information.

This information is contained in the Candidate Kit.

Where a Candidate has not fully satisfied the requirements of the qualification or the competency requires further gap training a Gap Training Plan should be developed by simply customising the template listed below. Refer to the template entitled: Gap Training Plan.

A Gap Training Plan contains the following information:

Details of the training to be delivered (supported role rotation, set tasks conducted under supervision, completion of assigned written work, amongst a number of other options)

A list of all units of competency to be undertaken Agreed delivery (formal or informal on-the-job learning, off-the-job structured

training, mixed delivery etc) Timeframes The qualification (code and title) to be issued on completion of the training Any support requirements

Gap training may include the following activities:

On Site Tutorials – Candidates are referred to existing resources, discussions are held with Candidates to assist them further their underpinning knowledge

On Site Role rotation – Candidates, whenever practicable, team up with other co-workers to work in workplace sections most likely to provide them with the right exposure for further informal learning

On Site Mentoring – Candidates are assisted with the completion of tasks by more experienced workers

Attempts must be made to cluster the units of competency included in the Gap Training Plan. This can be achieved through the selection of a workplace activity which encompasses the critical aspects of the units in cause. This decision must be made in consultation with both the employer and the Candidate.

The Gap Training Plan must also document the Candidate’s progress and any changes to the initial agreement.




12 Appendix 1: Assessment Plan

Complete this Assessment Plan in consultation with the Candidate. Ask them to review and sign the final draft of this plan.

QUALIFICATION (CODE AND TITLE)

CANDIDATE NAME

ASSESSOR NAME

ASSESSMENTSTRATEGY ASSESSMENT PROCESS OUTLINE DATE/

DURATION

OBSERVATION

ACTIVITIES

List activities to be observed

Location:

Estimated duration:

LOCATION

ASSESSMENT INTERVIEW

KNOWLEDGE QUESTIONNAIRE/ ORAL QUESTIONING

Preparation by the Candidate should include:

Terminology Risk control OHS procedures Technical knowledge

about use of equipment and tools

Read and understand competencies

THIRD PARTY AND OTHER EVIDENCE PROVIDED:

Licences – record of licence numbers only Supervisor Report Photos of previous work

MATERIALS TO BE PROVIDED BY THE ASSESSOR

Photos Drawings Other equipment __________________________________

I have taken part in the development of this plan and agree with its contents.

Candidate Signature: ________________________________ Date: ________________

Assessor Signature: _________________________________ Date: ________________




13 Appendix 2: Gap Training Plan

Complete this Gap Training Plan in consultation with the Candidate. Be certain to:

Discuss with the Candidate the gaps in their knowledge and/or skills and how these can be addressed

Provide clear instructions on learning to be undertaken

Ask the Candidate to review and sign the final draft of this plan.

QUALIFICATION (CODE AND TITLE)

CANDIDATE NAME

ASSESSOR NAME List Units to be completedUNIT CODE

UNIT TITLE TRAINING STRATEGY

PLANNEDCOMPLETION DATE

DESCRIPTION OF SPECIFIC TASKS OR PROJECTS TO BE UNDERTAKEN BY THE CANDIDATE ON THE JOB

PLANNED ASSESSMENT DATE AND STRATEGY COMMENTS (EVIDENCE, PROGRESS, CHANGES etc)

I have taken part in the development of this plan and agree with its contents.






14 Summary of Assessment

ASSESSOR NAME

QUALIFICATION BCG20206: Certificate II in Steel Fixing

STARTDATE

ENDDATE

CANDIDATE NAME EMPLOYER NAME

CONTEXT What did the Candidate do to demonstrate competence? Describe the worksite and the main work activities that the Candidate has done on this site, and were observed.

KNOWLEDGE Describe how the Candidate demonstrated their knowledge. By confidently answering questions, demonstrations etc PREVIOUS WORK HISTORYWhat have they done in the past?

Describe how the information provided by the Candidate shows that they have sufficient experience in the industry to support your assessment decision.

3rd PARTY EVIDENCEWhat the supervisors and or employers have said that supports your decision.




15 Summary of Assessment – Rigging Sample

ASSESSOR NAME

QUALIFICATION BCG30703: Certificate III in Rigging

STARTDATE

ENDDATE

CANDIDATE NAME John Smith EMPLOYER NAME Acme Builders

CONTEXT What did the Candidate do to demonstrate competence? Describe the worksite and the main work activities that the Candidate has done on this site, and were observed.

Joe Smith was working at the Acme Builders Homebush construction site as part of a team of riggers assembling a series of steel beams and columns that formed part of a portal framed annex attached to the rear of the original building. The observation included the unloading of structural steel components and the progressive assembly of the vertical columns and horizontal beams gussets and braces.

Joe was highly confident and was impressive in his preparation and communication with the 5 other team members. Joe ensured that all of the other riggers were fully informed of the project requirements and safety issues. Joe led the pre-start tool box meeting and reviewed the Safe work method statements.The rigging operations observed as part of the competency assessment were under considerable pressure to be completed by the end of the day however Joe was able to clearly demonstrate his skill as a rigger while maintaining clear communication with the client at all times and ensuring safety was not compromised.

KNOWLEDGE Describe how the Candidate demonstrated their knowledge. By confidently answering questions, demonstrations etc

During the assessment of Joes underpinning knowledge, he answered all of the questions with confidence and demonstrated a high level of technical skill. Joe clearly has considerable industry experience and knowledge in a wide range of rigging applications.

PREVIOUS WORK HISTORYWhat have they done in the past?

Joe has produced an extensive and credible resume outlining some of the major projects he has worked on over the past 6 years. This was confirmed during the interview when he was




Describe how the information provided by the Candidate shows that they have sufficient experience in the industry to support your assessment decision.

able to provide more detail of his dogging, rigging and heavy lift projects. These details are recorded in the notes.

3rd PARTY EVIDENCEWhat the supervisors and or employers have said that supports your decision.

The supervisor had no time to complete a comprehensive written report. The supervisor was asked a number of relevant questions and the responses documented for the supervisor to read and sign. The supervisor however did provide considerable verbal confirmation of the various roles and responsibilities Joe has had on this site and on other similar projects.

The majority of the evidence provided by the supervisor was given verbally and required transcribing during the interview process. While valid, the verbal evidence provided by the supervisor will need to be heavily reinforced during the participant’s practical demonstration and underpinning knowledge assessments.




UNIT CODE UNIT TITLE Cor

NYC

EVIDENCE

Obs

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3rd P

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Oth

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14 CORE UNITS – CERTIFICATE III


BCGCM1002B Work effectively in the General Construction industry

BCGCM1004B Conduct workplace communication

BCGCM1006A Work safely at heights

BCGCM1003B Plan and organise work

BCGCM1005B Carry out measurements and calculations

BCGCM2001B Read and interpret plans and specifications

BCGSF2001B Handle steel fixing materials

BCGSF2002B Use steel fixing tools and equipment

BCGSF2004B Place and fix reinforcement materials

BCGSF3001B Apply reinforcement schedule

3 ELECTIVE UNITS

CCCM2004B Drain and dewater site

BCGCO2003B Carry out concreting to simple forms

BCGCO2002B Use concreting tools and equipment

I deem the Candidate to be a Competent / Not Yet Competent Steel Fixer at Certificate III level.

Feedback has been provided to the Candidate in line with the information listed above.








http://www.ntis.gov.au/?/trainingpackage/BCC03/unit/BCCCM2004B














16 Assessor Feedback

ASSESSOR NAME DATE

QUALIFICATION Certificate ____ in __________________

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COMMENTS

1I was sufficiently briefed on the SCIP Recognition approach and strategies.

□ □ □ □ □

2 I was provided with sufficient mentoring support. □ □ □ □ □

3I was able to use the Recognition tools developed for this Recognition process.

□ □ □ □ □

4I was able to customise the Recognition tools for individual candidates.

□ □ □ □ □

5The Recognition tools have met the requirements of the candidate.

□ □ □ □ □

6I was able to establish that sufficient evidence existed of the candidates’ competency.

□ □ □ □ □

7I understood the contents and application of the Training Package in the workplace.

□ □ □ □ □

8I was able to provide sufficient and clear feedback to the candidates.

□ □ □ □ □

9 I understood the SCIP approach and strategies. □ □ □ □ □

10 The Candidate kit was appropriate and easy to use. □ □ □ □ □

11The Assessor kit was easy to follow and helped with the process.

□ □ □ □ □




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COMMENTS

12

The forms (e.g. Evidence Recording Sheet, Activity Sheet, Observation Checklist, TRAMS and Underpinning Knowledge Questionnaire) were easy to use and appropriate for the process.

□ □ □ □ □

Please, provide further details by commenting on the following aspects:

a) What were the main strengths of the Recognition process for you as an assessor?

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

b) How have the Recognition model and the resources helped you?

………………………………………………

………………………………………………

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c) What would you do differently next time?

…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

d) Would you recommend the Recognition process to other assessors?

………………………………………………

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e) How did this process accommodate your operational needs and circumstances?

…………………………………………………

…………………………………………………

…………………………………………………

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f) What did you enjoy the most about this experience?

……………………………………………...

………………………………………………

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ADDITIONAL COMMENTS

ASSESSOR SIGNATURE

INTERVIEWER/EVALUATOR SIGNATURE

DATE RECOGNITION BEGAN ____/____/____ FINISHING DATE

____/____/____




17 Candidate Feedback

CANDIDATE NAME

EMPLOYER NAME DATE

ASSESSOR NAME

QUALIFICATION Certificate ____ in __________________St

rong

ly A

gree

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COMMENTS

1 I was consulted about the plan for assessment. □ □ □ □ □

2I was given clear information about the Recognition assessment process.

□ □ □ □ □

3I was able to complete the Recognition process at my workplace with little or no inconvenience.

□ □ □ □ □

4 The Recognition process was fair and flexible. □ □ □ □ □

5I understood that learning support was available right from the start

□ □ □ □ □6 I was able to access support

when I required it. □ □ □ □ □7

I was kept informed about the progress of my Recognition process.

□ □ □ □ □

8I would recommend the Recognition process to someone else.

□ □ □ □ □9 The forms in the Candidate Kit

were useful and easy to use. □ □ □ □ □10 The Candidate Kit was easy to

understand and helpful. □ □ □ □ □11 I understood the process of

Recognition. □ □ □ □ □COAG SCIP ProjectCreated: 8 May 2008Draft Version: 3.0







a) What were the main strengths of the Recognition process?

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b) How has the Recognition process prepared you for future training?

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c) What improvements would you recommend?

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d) How useful were the forms (e.g. Self Assessment, Work History etc) given to you?

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e) What additional evidence have you been asked to provide, How many competencies have not been completed? What support do you require to complete?

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CANDIDATE SIGNATURE


DATE RECOGNITION BEGAN ____/____/____ FINISHING DATE

____/____/____




18 Employer Feedback

Employer NameNo of Candidates DATEQualification applied for Certificate in

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COMMENTS

1I was satisfied with the initial planning stages of the process.

□ □ □ □ □

2

I was satisfied with the information provided to me about the Recognition process.

□ □ □ □ □

3I was able to access information when I required it.

□ □ □ □ □

4I understood the Recognition process and my role in it.

□ □ □ □ □

5 This Recognition process has met my expectations. □ □ □ □ □

6 I found the model flexible enough. □ □ □ □ □

7I was kept informed about the progress of my employees.

□ □ □ □ □

8The process did not interrupt the work in progress.

□ □ □ □ □

9I was informed of further training needs for the candidates.

□ □ □ □ □





a) What were the main strengths of the Recognition process?

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b) How has the Recognition process helped your company?

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c) What improvements would you recommend for this Recognition process?

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d) Why were you motivated to support workers to undertake recognition?

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e) Did this process accommodate your operational needs and circumstances?

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f) Would you recommend the Recognition process to other industry partners?

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EMPLOYER SIGNATURE


DATE RECOGNITION BEGAN

____/____/____ FINISHING DATE

____/____/____




COAGSKILLS EXPRESS CONSTRUCTION

INDUSTRY PARTNERSHIP(SCIP PROJECT)

STEEL FIXING Certificate IIOral Questionnaire and

Observation Record




19 Oral Questionnaire and Observation Record Course Name and Number

Steel Fixing Certificate II

Unit Name and Number


College

Elements1.Follow safe work practices2.Access risks3.Follow emergency procedures

Critical Aspects of Evidence Location, interpretation and application of relevant information,

standards and specifications Compliance with site safety plan, OH&S regulations and State/Territory

legislation applicable to workplace operations Compliance with organisational policies and procedures including quality

requirements Communication and working effectively and safely with others Selection and use of fire fighting equipment to extinguish a simulated

mechanical fire Evacuation of a site through simulated response to an emergency

complying with workplace proceduresAssessor/s NameCandidate NameLocation of Assessment Date:

Questions- Satisfactory Response

Yes NoQ1. In an emergency situation what procedures did you follow?

Q2. How have you kept up to date with first aid techniques and CPR?Q3. What do you undertake in terms of risk assessment when you begin a new project?Q4. If you identify an OH&S risk in the workplace who would you report this to?Q5. What is the appropriate fire fighting equipment you should select if a fire is electrically combusted?Additional Questions

Key Points provided by Candidate (answers)

1.

2.

3.

4.




5.

Observation:Brief description of key points to be covered in the activity Complete Not Completed

Notes

Key Points

1. Follow OH&S

2. Demonstrate their knowledge of site induction. Example; on site register, first aid amenities and evacuation points

3. Follow proper procedure for an emergency

4. Identify work hazards and report them

5. Apply a site safety plan

6. Correctly use PPE

7. Use tools plant and equipment safely

Activity observed and other evidence provided by the Candidate related to this unit:

General Knowledge

Site Induction

Site Behaviour

The Candidate’s performance was: Competent □ Not Yet Competent □Feedback to Candidate:

This signature confirmed Candidate agreement that the above record is a true reflection of the task performed:

Candidate Signature: Date:

Candidate Comment:




Assessor Signature Date:

Course Name and Number



BCGCM1002B Work Effectively in the General Construction Industry

CollegeElements1.Identify the industry work context and setting2.Organise and accept responsibility for own workload3.Work in a team4.Participate in identifying and pursuing own development needs5.Participate in site meetings

Key Points Outlines what the General Construction Industry functions and services are Provide examples of the economic importance of the General Construction

Industry Discusses employment opportunities and career paths Awareness of trends occurring in the industry Details the structure of the enterprise and functions of the organisation as a

whole Awareness of wage conditions and industrial award conditions Awareness of obligations to self and employer Works as part of a team and recommends improvements Negotiates work assignments and who does what and why Assists others to achieve mutual goals Practices basic one to one dispute resolution skills Discusses and listens to issues and concerns Reports to a designated third party if arbitrator is required Assesses own requirements for enterprise and personal requirements Request or seeks learning opportunities, participates in learning/training

Assessor/s NameCandidate NameLocation of Assessment

Date:

Questions- Satisfactory Response Yes NoQ1. Describe the nature of the Construction industry and what that means to

you?Q2. Describe the structure of the organisation you work for and who do you

report to?

Q3. Under what employment conditions you are employed? How would you check that you receive the correct pay entitlements?

Q4. Should a dispute occur with another employee, what action would you take?

Q5. What personal development activities have you entered into or are about to enter into?

Additional Questions

Key Points provided by Candidate (answers)1. 2.

3.




4.

5.


Notes

Key Points

1. Follow OH&S policies and procedures

2. Identify the industry work context and setting.

3. Organise and accept responsibility for own work.4. Work as a team.

5. Participate in site meetings.


General Knowledge

Site Behaviour




Candidate Comment:





Course Name and Number Steel Fixing Certificate II

Unit Name and Number BCGCM1003B Plan and Organise Work

College

Elements1. Plan and

prepare2. Sequence

work safely3. Clean up

Key Points Reads and interprets work plans Relates own tasks from job plan Provides a verbal plan of action for a project Provides a sequence of activities for the project Indicates how time expectations on sequences were met Relates own workload Relates workload of team members and how that impacts on own

work Recognises job priorities Able to provide alternate solutions in the event of time delay

Assessor/s NameCandidate NameLocation of Assessment Date:


Yes NoQ1. What procedures do you consider important when planning for the job to be successful?Q2. Provide an example, what work methods do you use to ensure you work effectively?Q3. How is your workload dependant on your fellow employees?

Q4. Describe the priorities of your current working week?



1.

2.

3.

4.





Notes

Key Points

1. Allocates, site office, foreman, discusses tasks.2. Obtains plans, marking plans and schedule.3. Identifies job priorities.

4. Allocates personnel.

5. Makes sure PPE is worn.

6. Selects tools and equipment.

7. Work area to be cleaned when finished.


Knowledge

Work/site plans

Job priorities




Candidate Comment:







BCGCM1004B Conduct Workplace Communication

College

Elements1. Gather convey and receive information2.Carry out face to face routine communication3.Apply visual communications 4.Participate in simple onsite meeting processes

Critical Aspects Safe and effective operational use of communication equipment Interpretation of all signage accurately, complete five tasks successfully

following instruction, convey at least five pieces of information to other workers, fill out at least three workplace documents accurately and ask one question at an onsite meeting

Key Points Ask questions Seeks guidance and clear instructions Listens and changes actions where necessary Refers regularly to site supervisor or similar Obtains and interprets written instructions Knows the whereabouts of senior personnel Utilises visual signals effectively Able to use work site communication devices Observes meeting procedures Listens to instructions, take notes and provide feedback


Questions- Satisfactory Response Yes No

Q1. How would you deal with uncertainty in the workplace?

Q2. How do you give and receive feedback when on a project? Q3. Where and how do you receive instructions and locate the relevant information necessary to do your job?

Q4. What visual signals and communication equipment do you use and why?

Q5. What is your role in toolbox meetings?



1.

2.

3.

4.




5. Observation:Brief description of key points to be covered in the activity Complete Not Completed

Notes

Key Points

1. Gather convey and receive information.

2. Carry out face to face routine communications.3. Apply visual communications.

4. Participate in onsite meetings.5. Able to use work site communication devices.6. Listen to instructions, take notes and provide feedback.7. OH&S in place


Knowledge

Clear Communication

Document communication

Site/toolbox meeting




Candidate Comment:





Course Name and Number


Unit Name and Number BCGCM1005B Carry Out Measurements and Calculations

College

Elements1.Plan and prepare2.Obtain measurements3.Perform calculations4.Estimate approximate quantities

Critical Aspects Safe and effective operational use of tools and equipment Completion of measurements, calculations and determination of

quantities for at least three different projects of varying complexity Calculate each of the following using a realistic General Construction

task or example: Length, Perimeter, Circumference, Area, Volume, Number, Ratio, Percentage,

Conversion of metres to millimetres and millimetres to metres Measure using a rule or tape measure five separate tasks within 1mm

accuracyKey Points

Uses a tape measure, dumpy and laser level in various activities Takes and checks measurements accurately using various devices. Calculates areas, perimeters and volumes systematically. Makes estimations on the quantity of materials. Applies formulas for the calculation of quantities, volumes and areas Converts kilograms into grams, metres into millimetres



Yes No

Q1. What methods can you use to obtain measurements?

Q2. What action would you take when measurements do not meet requirements?

Q3. What calculations do you apply and how do you confirm and record these measurements?Q4. Using the scaled plan (assessor to supply) identify the key features and symbols and explain their meaning.Additional Questions


1.

2.

3.

4.





Notes

Key Points

1. Uses tape measure or rule for various tasks

2. Check and confirms measurements

3 Identify key features, symbols and their meanings


Knowledge

Practical Task No1

Practical Task No2

The Candidate’s performance was:Competent

□ Not Yet Competent □Feedback to Candidate:



Candidate Comment:







BCGCM2001B Read and Interpret Plans and Specifications

College

ElementsIdentify types of drawings and their functionsRecognise amendmentsRecognise commonly used symbols and abbreviationsLocate and identify key features on a site planIdentify project requirementsRead and interpret job specifications

Critical Aspects For two different projects read, interpret and communicate site plans from the ground up including: Orientation of plans to the ground Key features on both the plan and the site Confirmation of six items of information from the title block of the

project plans Construction dimensions, levels and locations from the project

plans Ancillary works dimensions, levels and locations from the project

plans For a minimum of two formal specifications identify material

requirements and processes to be followedKey Points Features of plans and elevations including direction, scale, key, contours, symbols and abbreviations Commonly used General Construction symbols and abbreviations The processes for application of scales in plan preparation/interpretation Techniques for orienting/confirming the orientation of a plan Key features of formal job specifications Site and equipment safety requirements Project quality requirements General Construction terminology Basic calculations of heights, areas, volumes and grades Drawing conventions JSA’s/Safe work method statements



Q1. What is the lap for reinforcement on this project?Q2. What type of reinforcement does this project mostly consist of?

Q3. What key features can you identify from a site plan (assessor to supply)?Additional Questions


1.

2.




3.


NotesKey Points

Candidate must complete task of plan interpretation highlighting the following;1. Communication skills/Steel fixing terminology

2. Site location/ ledger3. Engineers specifications and

requirements4. Scale, key features, sections and symbols

5. Quantities

6. Surveyor report


Knowledge

Site Plans

Materials




Candidate Comment:






Unit Name and Number BCGSF2001B Handle Steel Fixing Materials

College

Elements1.Plan and prepare2.Handle, sort and stack materials and components manually3.Handle and remove waste safely4.Clean up

Critical Aspects Techniques for the safe handling of materials including mechanical lifting

techniques Identify steel fixing materials including tie wire, ligatures, spacer, deformed

bars, bar chairs and mesh sheets Identify steel fixing tools and equipment types and their limitations Individually, or as part of a team, handle, sort and store the mandatory

steel fixing materials Dispose of waste/excess materials

Key Points Manual safe handling procedures Steel fixing terminology Steel fixing tools and equipment Steel fixing materials Schedule, plans and marking plans MSDS PPE OH&S


Questions- Satisfactory Response Yes NoQ1. What precautions do you take when handling reinforcement materials?

Q2. What recycling procedures do you undertake?Q3. Explain the process of handling, sorting and storing steel fixing materials.



1.

2.

3.COAG SCIP ProjectCreated: 8 May 2008Draft Version: 3.0




NotesKey Points Candidate must identify:

1 Steel fixing materials including tie wire, ligatures,

and spacers, deformed bars, bar chairs, 2. Steel fixing tools and equipment types and limitations

3. Techniques for the safe handling of materials

4. Mechanical lifting techniques

5. Plans, drawings and specifications

6. MSDS

7. PPE

8. OH&S

9. Dispose of waste and excess materials


Knowledge

Practical Task

Tools/Equipment

Materials

The Candidate’s performance was:Competent

□ Not Yet Competent □Feedback to Candidate:



Candidate Comment:







BCGSF2002B Use Steel Fixing Tools and Equipment

College

Elements1.Plan and prepare2.Identify hand and power tools3.Select tools for project4.Use tools5.Select plant and equipment6.Use plant and equipment7.Clean up

Critical Aspects Identify the use and maintenance of the hand and power tools

and their limitations Demonstrate safe and effective communication skills with plan

operator and other workers Safe and effective procedures for safe handling of materials Safe use of steel fixing tools, plant and equipment Identify tools and equipment required

Key Points Steel Fixing terminology Hand and power tools uses and limitations Plant, tools and equipment Materials safe handling techniques Materials types and limitations Calculating material requirements Plan, drawings and specifications Storage and waste management PPE and OH&S



Q1. Identify 2 steel fixing hand tools and explain their use.

Q2. How do you select the correct and appropriate equipment to use?Q3. Identify 2 power operated tools and describe how you would use these?Additional Questions


1.

2.

3.





Notes

Key Points Candidate must identify:

1. Communication with plan operator/other workers

2. Material safe handling procedures

3. Using various steel fixing hand and power tools

4. Using plant and equipment

5. PPE to be worn at all times

6. OH&S in place

7. Tools and equipment required


Knowledge

Hand Tools

Power Tools

Communication




Candidate Comment:






Unit Name and Number BCGSF2004B Place and Fix Reinforcement Materials

College

Elements1. Plan and

prepare2. Prepare for

reinforcement placement

3. Place and fix reinforcement

4. Check reinforcement prior to concrete pour

5. Clean up

Critical Aspects Safe and effective operational use of tools, plant and equipment The placement and fixing of reinforcement materials to specification on a

minimum of three different jobs and involving deformed bars, rods and mesh sheets

Read and interpret plans Check and prepare site for commencement of work Place and fix reinforcement materials to specifications

Key PointsA knowledge of Workplace and equipment safety requirements Quality requirements Construction and steel fixing terminology Job specifications related to the layout of reinforcement materials Reinforcement materials placement and fixing techniques The types, properties, uses and limitations of reinforcement materials Processes for the calculation of material requirements Material Safety Data Sheets Plans, drawings and specifications Materials handling, storage and environmentally friendly waste management JSA’s/Safe work method statement



Q1. Explain the correct sequence for the layout of reo.

Q2. Explain the procedures for the safe handling of reinforcement materials.

Q3. What do you do to prepare the site for the commencement of work?Additional Questions


1.

2.

3.


NotesCOAG SCIP ProjectCreated: 8 May 2008Draft Version: 3.0



Key Points

1. Candidate must : read and interpret plans and specifications and describe

2. Reinforcement layout sequence

3. Reinforcement fixing techniques

4. Place and fix reinforcement materials to specification,

On a minimum of three different jobs3 – Deformed bars3 – Mesh sheets3 – Rods3 - Cranked bars3 – Fire mesh or other job specific

5. Confirm reinforcement placement to specifications

6. PPE and OH & S

7. Confirm specification

8. Select tools (nips, tape, wire, bolt cutters, reels and power tools.

9. Set and mark out formwork to receive reinforcement

10. Spread out deformed bars, rods 1st layer or mesh sheets allow for cover

11. Place chair supports under bar or mesh to achieve cover requirements

12. Spread 2nd layer of deformed bar or rods allow for cover

13. Tie 1st layer to 2nd layer as per specification eg (every second interval)

14. 8. Repeat the process for deformed bars and rods for 3rd and 4th layer

15. Laps for deformed bars and rods are as per specification

16. Laps for mesh is 225mm minimum. unless noted otherwise (UNO)





Knowledge

Bars

Mesh Sheets

Specifications




Candidate Comment:






Unit Name and Number BCGSF3001B Apply Reinforcement Schedule

College

Elements1. Plan and

prepare2. Read and

interpret schedule

3. Check contents of bundle/s

4. Locate reinforcement for element construction

Communicate schedule information

Critical AspectsOn a minimum of two different sites: confirm the reinforcement material to the schedule direct the location of the reinforcement materials for element construction communicate schedule information and variations to steel fixers Identify reinforcement material types

Key PointsA knowledge of Workplace and equipment safety requirements Quality requirements Construction and steel fixing terminology The presentation and general content of typical construction schedules The presentation and contents of reinforcement schedules Conventional symbols, markings and numbering systems relevant to reinforcement schedules Reinforcement material types, appearance standards, packaging and labelling arrangements Construction site traffic control and signage arrangements



Yes No

Q1. Name 3 types of reinforcement materials

Q2. Give an example of how each type is used

Q3. Identify the resources required form the schedule.



1.

2.

3.





NotesKey points Candidate must demonstrate knowledge of:1. Plan, marking plan and schedule interpretation

Identify 3 different types of reinforcement materialsN12s (DEFORMED BARS)N16s “N20s “N24s “N28s “N32s “N36s “

2. Locate reinforcement to site

3. Communicate schedule information to steel fixers

4. PPE and OH & S


Knowledge

Schedule Interpretation

Reinforcement Materials




Candidate Comment:






Unit Name and Number BCCCM2004B Drain and Dewater Site

College

Elements1. Plan and

prepare2. Read and

interpret schedule

3. Check contents of bundle/s

4. Locate reinforcement for element construction

5. Communicate schedule information

Key PointsInstalls permanent/temporary diversion drains:

Diverts surface water away from job site through open drains or pipes. Controls sediment through the erection of viscreen barriers or hay bales.

Sumps: Locates at lowest point of job Pumps water into silt trap as per environmental policies Uses pumps as per manufacturers recommendations and environmental

policies

Fill to low areas: Fills depressions with similar material to existing and compacted

accordingly Uses Geo-gabric or gabions/mattresses as per plans and manufacturers

recommendations

Assessor/s Name

Candidate Name

Location of Assessment Date:


Q1. Describe a situation where you have drained and dewatered a work site?Q2. What environmental controls would you put in place to direct the water correctly?

Q3. What appropriate PPE would you wear to dewater a site?Additional Questions


1.

2.

3.





Notes

Key points

Installs permanent/temporary diversion drains: Diverts surface water away from job site through

open drains or pipes. Controls sediment through the erection of

viscreen barriers or hay bales.

Sumps: Locates at lowest point of job Pumps water into silt trap as per environmental

policies Uses pumps as per manufacturers

recommendations and environmental policiesFill to low areas:

Fills depressions with similar material to existing and compacted accordingly

Uses Geo-gabric or gabions/mattresses as per plans and manufacturers recommendations


Knowledge

Practical Task

PPE The Candidate’s performance was: Competent □ Not Yet Competent □Feedback to Candidate:



Candidate Comment:






Unit Name and Number BCGCO2003B Carry Out Concreting to Simple Forms

College

Elements1. Plan and prepare

2. Erect and strip simple Formwork

3. Place and tie Reinforcement

4. Place concrete

5. Clean up

Critical AspectsLocation, interpretation and application of relevant information, standards and specifications

Compliance with site safety plan and OH&S legislation, regulations, codes of practice applicable to workplace operations

Compliance with organisational policies and procedures including quality requirements

Safe and effective operational use of tools, plant and equipment

Communication and working effectively and safely with others

Preparation of subgrade erection of formwork, cut, place and tie reinforcement, place and hand screed for concrete at a minimum depth of 100mm



Q1.Explain and describe the procedure for placing concreteQ2. Identify the appropriate tools and equipment you would require when placing concrete



1.

2.





NotesCandidate should present evidence of a completed a small simple concreting job that he or she has completed.


Knowledge

Practical Task

Photo Evidence




Candidate Comment:





Documents

coagrpl.files.wordpress.com€¦ · Web viewUses a tape measure, dumpy and laser level in various activities. Takes and checks measurements accurately using various devices. Calculates