Unit of competency Outline
Date retreived
22/07/2026 9:05 PM AWST
22/07/2026 9:05 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Prepare a concept design for accessible building work
Prepare a concept design for accessible building work
Unit of competency
National Code
CPPACC5011A
CPPACC5011A
State Code
W9805
W9805
TGA Status
Replaced
Replaced
DTWD Status
Transition (Replaced)
Transition (Replaced)
State Implementation and Classification
Approved Date
15/09/2014
Field of Education
030905 - Building Services Engineering
Original Release Date
15/09/2014
Nominal Hours
70
Description
This unit specifies the competency required to prepare a concept design to ensure that the building work provides adequate access for people with disabilities. The concept design should be appropriate and relevant to the nature of the design project. It should portray a design idea that enables the designer to investigate and communicate at a very general level the overall nature of the project. The concept design must clearly illustrate any client requests such as construction methodology and space allocation while ensuring that the development will provide adequate access for people with disabilities.Access consultants need to know the access requirements of the Disability Discrimination Act (DDA) Premises Standard, the DDA Transport Standard, the DDA Education Standard, the Building Code of Australia (BCA) and relevant Australian standards in order to create concept designs for accessible buildings. They must be able to communicate with the client to elicit the purpose and function of the proposed building, and determine their needs and any limitations that impact on the design.
Notes
Elements and Performance Criteria
1Assess client requirements.
- 1.1 Client's aspirations for the development project are elicited and confirmed using effective interpersonal skills and communication techniques in accordance with organisational requirements.1.2 Design consequences of the client's aspirations are evaluated.1.3 The impact of the class of development is determined in accordance with relevant legislation.1.4 Legislative requirements for access are determined in accordance with the class of development.
2Assess access limitations imposed by the development.
- 2.1 Topographical limitations to accessible design are identified and documented.2.2 Limitations to accessible design due to existing conditions are identified and documented.
3Create concept design.
- 3.1 Initial concept design drawings portraying design features that reflect the client's aspirations are prepared.3.2 The concept design is reviewed with appropriate person(s) in accordance with organisational requirements.3.3 Feedback received from the review process is incorporated into the concept drawings.
4Discuss concept design with client.
- 4.1 Concept design drawings are presented to the client and the rationale for the design features are presented in relation to the client's aspirations.4.2 The concept design is discussed with the client and agreed ideas are incorporated progressively.4.3 The concept design is reviewed in accordance with legislative requirements to ensure required disability access is provided.
5Distribute and store documentation.
- 5.1 Final agreed concept design drawings are prepared for the client in accordance with contractual arrangements and organisational requirements.5.2 The design drawings and associated documentation are forwarded to the client in accordance with contractual arrangements.5.3 A copy of the design drawings and associated documentation are recorded and retained for future reference in accordance with organisational and legislative requirements.
RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Aspirations may include:
purpose and function
financial return
general aesthetics of the building
impact of landscaping.
Interpersonal skills and communication techniques may include:
active listening to clarify and confirm understanding
control of tone of voice and body language
culturally aware/sensitive use of language and concepts
demonstrating flexibility and a willingness to negotiate
presenting options and consequences
providing constructive feedback
reflection
seeking feedback to confirm understanding of needs
summarising and paraphrasing to check understanding
using effective presentation aids (e.g. audiovisual slides, diagrams, photographs and pictures)
using language that is:
accurate, articulate and concise
positive, confident and cooperative
verbal or non-verbal.
Organisational requirements may be outlined and reflected in:
access and equity policy, principles and practices
business and performance plans
client service policies, procedures and standards
codes of conduct and codes of practice
communication channels and reporting procedures
communication of services offered
complaint and dispute resolution procedures
compliance with legislation, codes and workplace standards
continuous improvement processes and standards
defined resource parameters
duty of care
employer and employee rights and responsibilities
ethical standards
legal policies and guidelines
occupational health and safety policies, procedures and programs
organisational mission statement, goals, objectives, plans, systems and processes
policies and procedures relating to the setting of fees and the negotiation and management of contracts
policies and procedures relating to own role, responsibilities and delegation
privacy and confidentiality policies and procedures
quality assurance and procedures manuals
records and information management systems and processes
style guides and other guides used to prepare documents.
Relevant legislation may include:
town planning requirements:
traffic control
car parking
building heights
landscaping
heritage
signage
environmental considerations
building legislation.
Legislative requirements for access may include:
Australian standards
BCA
DDA Education Standard
DDA Premises Standard
DDA Transport Standard
local government building regulations
state and territory building legislation.
Limitations may include:
easements
availability of services e.g. area without sewers
placement of existing services e.g. water mains, sewers and stormwater drains
soil type
presence of hidden rock.
Concept designs should be:
inclusive - capable of addressing the multiple issues of the design project
visually descriptive - powerful enough to guide the development of full design documentation
adaptable - flexible enough to accept change
sustainable - able to endure manipulations and transformations during the design process without a loss of identity.
Design features may include:
horizontal and vertical functional zoning
zoning of degrees of privacy
horizontal and vertical circulation
site conditions and context
spatial hierarchy and relationships
geometric properties
natural and artificial lighting conditions
structure and enclosure.
Appropriate person may include:
another member of the design team
business partner or colleague
staff member.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Aspirations may include:
purpose and function
financial return
general aesthetics of the building
impact of landscaping.
Interpersonal skills and communication techniques may include:
active listening to clarify and confirm understanding
control of tone of voice and body language
culturally aware/sensitive use of language and concepts
demonstrating flexibility and a willingness to negotiate
presenting options and consequences
providing constructive feedback
reflection
seeking feedback to confirm understanding of needs
summarising and paraphrasing to check understanding
using effective presentation aids (e.g. audiovisual slides, diagrams, photographs and pictures)
using language that is:
accurate, articulate and concise
positive, confident and cooperative
verbal or non-verbal.
Organisational requirements may be outlined and reflected in:
access and equity policy, principles and practices
business and performance plans
client service policies, procedures and standards
codes of conduct and codes of practice
communication channels and reporting procedures
communication of services offered
complaint and dispute resolution procedures
compliance with legislation, codes and workplace standards
continuous improvement processes and standards
defined resource parameters
duty of care
employer and employee rights and responsibilities
ethical standards
legal policies and guidelines
occupational health and safety policies, procedures and programs
organisational mission statement, goals, objectives, plans, systems and processes
policies and procedures relating to the setting of fees and the negotiation and management of contracts
policies and procedures relating to own role, responsibilities and delegation
privacy and confidentiality policies and procedures
quality assurance and procedures manuals
records and information management systems and processes
style guides and other guides used to prepare documents.
Relevant legislation may include:
town planning requirements:
traffic control
car parking
building heights
landscaping
heritage
signage
environmental considerations
building legislation.
Legislative requirements for access may include:
Australian standards
BCA
DDA Education Standard
DDA Premises Standard
DDA Transport Standard
local government building regulations
state and territory building legislation.
Limitations may include:
easements
availability of services e.g. area without sewers
placement of existing services e.g. water mains, sewers and stormwater drains
soil type
presence of hidden rock.
Concept designs should be:
inclusive - capable of addressing the multiple issues of the design project
visually descriptive - powerful enough to guide the development of full design documentation
adaptable - flexible enough to accept change
sustainable - able to endure manipulations and transformations during the design process without a loss of identity.
Design features may include:
horizontal and vertical functional zoning
zoning of degrees of privacy
horizontal and vertical circulation
site conditions and context
spatial hierarchy and relationships
geometric properties
natural and artificial lighting conditions
structure and enclosure.
Appropriate person may include:
another member of the design team
business partner or colleague
staff member.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Overview of assessment
This unit of competency could be assessed on its own or as part of an integrated assessment activity involving other competencies relevant to the job function.
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:
recognising the needs and desires of people with disabilities to engage fully in all aspects of society, and their right to do so
interpreting accurately the impacts of the full range of disabilities and the limitations that each disability places on the individual's ability to access the environment
interpreting accurately how the full range of environmental barriers impact on any of the impairments that people with disabilities might have
integrating an understanding of disability awareness into the concept design for the provision of access
communicating effectively with clients to establish their design requirements for access
identifying and applying relevant building and anti-discrimination legislation to ensure access
preparing a concept design that complies with legislative requirements and fulfils contractual requirements
applying organisational management policies and procedures, including quality assurance requirements.
Context of and specific resources for assessment
Resource implications for assessment include:
a registered provider of assessment services
competency standards
assessment materials and tools
suitable assessment venue/equipment
workplace documentation
candidate special requirements
cost and time considerations.
Validity and sufficiency of evidence requires that:
competency will need to be demonstrated over a period of time reflecting the scope of the role
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 of competence only taken at the point when the assessor has complete confidence in the person's competence
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence
where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be current and show that it represents competency demonstrated over a period of time
assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Overview of assessment
This unit of competency could be assessed on its own or as part of an integrated assessment activity involving other competencies relevant to the job function.
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:
recognising the needs and desires of people with disabilities to engage fully in all aspects of society, and their right to do so
interpreting accurately the impacts of the full range of disabilities and the limitations that each disability places on the individual's ability to access the environment
interpreting accurately how the full range of environmental barriers impact on any of the impairments that people with disabilities might have
integrating an understanding of disability awareness into the concept design for the provision of access
communicating effectively with clients to establish their design requirements for access
identifying and applying relevant building and anti-discrimination legislation to ensure access
preparing a concept design that complies with legislative requirements and fulfils contractual requirements
applying organisational management policies and procedures, including quality assurance requirements.
Context of and specific resources for assessment
Resource implications for assessment include:
a registered provider of assessment services
competency standards
assessment materials and tools
suitable assessment venue/equipment
workplace documentation
candidate special requirements
cost and time considerations.
Validity and sufficiency of evidence requires that:
competency will need to be demonstrated over a period of time reflecting the scope of the role
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 of competence only taken at the point when the assessor has complete confidence in the person's competence
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence
where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be current and show that it represents competency demonstrated over a period of time
assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AXI23 | CPPACC5011 | Prepare concept designs for accessible building work | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| W980 | CPP50711 | Diploma of Access Consulting | Qualification |
| BGI5 | CPP60421 | Advanced Diploma of Building Design | Qualification |
| D772 | CPP50911 | Diploma of Building Design | Qualification |