Elements and Performance Criteria

dead and live load calculations and characteristics
fire resistance of materials
impact of thermal effects
impact of time-dependent effects, including creep and shrinkage
impact of wind, snow, ground water, earthquake, liquid pressure, rainwater and earth pressure actions
structural resistance of forms of construction
structural resistance of materials.

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

aluminium
composite steel and concrete
concrete, including reinforced, pre-stressed concrete and tilt-up panels
masonry
steel, including cold-formed steel.

bracing
close sheeting
formwork props
pressure resistant formwork
scaffolding sole plates
shields
shoring collar sets
soldier sets
ties.

Overview of assessment
This unit of competency could be assessed by the application of structural design principles to a medium rise building and construction project, including demolition of existing buildings and communication of the selection, positioning and sizing of all structural members that form fixed or temporary building structures for the project.
This unit of competency can be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate construction workplace conditions, materials, activities, responsibilities and procedures.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

A person who demonstrates competency in this unit must be able to provide evidence of the ability to:

plan and implement the erection or demolition of buildings in compliance with relevant legislation
interpret and apply relevant documentation and codes
accurately apply design principles relating to performance
identify typical faults and problems and the necessary action required to rectify such faults.

Context of and specific resources for assessment
This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints.
Assessment of essential underpinning knowledge will usually be conducted in an off-site context.
Assessment is to comply with relevant regulatory or Australian standards' requirements.

Resource implications for assessment include:

documentation, including design brief drawings, specifications, codes, design concepts, construction schedules and other necessary supporting documents
research resources, including timber product information and samples
access to relevant legislation, regulations and codes of practice, including the BCA
relevant computer software package and suitable hardware.
Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.

Method of assessment

Assessment methods must:

satisfy the endorsed Assessment Guidelines of the Construction, Plumbing and Services Integrated Framework Training Package
include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application
reinforce the integration of employability skills with workplace tasks and job roles
confirm that competency is verified and able to be transferred to other circumstances and environments.

Validity and sufficiency of evidence requires that:

competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace
where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice, with a decision on competency only taken at the point when the assessor has complete confidence in the person's demonstrated ability and applied knowledge
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence.
Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed.
Supplementary evidence of competency may be obtained from relevant authenticated documentation from third parties, such as existing supervisors, team leaders or specialist training staff.