1.

Student and trainer details

Student details
Full name: Simrandeep singh
Student ID: 20230011
Contact number:
Email address:
Trainer details
Full name:

2. Qualification and unit of competency

Qualification/Course/Program Details
Code: CPCCCA3024
Name: Install lining, panelling and moulding
Unit of competency
Code: CPCCCA3024
Name: Install lining, panelling and moulding
Releases: 1.0
Release date: 27/Nov/2020

3. Assessment Submission Method

☐ By hand to trainer/assessor ☐ By email to trainer/assessor
☒ Online submission via Learning Management System (LMS)
☐ Any other method
(Please describe here)

4. Student declaration
• I have read and understood the information in the Unit Requirements prior to commencing this
Student Pack
• 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 Student Pack and all relevant notes, attachments, and reference
material that I used in the production of this Student Pack;
• For the purposes of assessment, I give the trainer/assessor 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 plagiarism checking service (which may retain a copy of the assessment
on its database for future plagiarism checking).

Student signature: _ Simrandeep singh

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 Date:

Pre-Assessment Checklist: Task 2 - Skills Test

The purpose of this 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
☒ Make sure you have completed the necessary prior learning before attempting this assessment.
☒ Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
☒ Make sure you understand what evidence is required to be collected and how.
☒ Make sure you know your rights and the Complaints and Appeal process.
☒ 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).
☒ Make sure that you have access to a computer and the internet (if you prefer to type the answers).
☒ Make sure that you have all the required resources needed to complete this Assessment Task
(AT).
☒ The due date of this assessment task is in accordance with 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.
☒ The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as
provided in Appendix A and attached relevant evidence as required and select the correct
checkbox.
☒ I do require reasonable adjustment
☒ I do not require reasonable adjustment
Declaration (Student to complete)
☒ I confirm that the purpose and procedures of this assessment task has been clearly explained to
me.
☒ I confirm that I have been consulted about any special needs I might have in relation to the
assessment process.
☒ I confirm that the criteria used for this assessment has been discussed with me, as have the
consequences and possible outcomes of this assessment.
☒ I confirm I have accessed and understand the assessment information as provided in the
Training Organisation’s Student Handbook.
☒ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for
this assessment.
☒ I confirm that I am ready for assessment.
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 Student Name: Simrandeep singh

Student Signature: Simrandeep singh

Assessment method-based instructions and guidelines:

Skills Test
Assessment type

• Skills Test – Install lining, panelling and moulding

Instructions provided to the student:

Assessment task description:

• This is the second (2) assessment task you must successfully complete to be deemed
competent in this unit of competency.
• This assessment task is a Skills Test.
• This assessment task consists of eight (8) practical demonstration activities.
▪ Activity 1: Safe Work Procedures (SWPs) Sign-Off
▪ Activity 2: Job Hazard Analysis (JHA)
▪ Activity 3: Records of Tool-Box Talk (TBT)
▪ Activity 4: Plan and prepare for the installation of install lining and panelling.
▪ Activity 5: Prepare the surface for lining/panelling
▪ Activity 6: Install lining/panelling
▪ Activity 7: Cut and fix profiled architrave mouldings
▪ Activity 8: Conduct housekeeping activities
• You will receive your feedback within two (2) weeks, and you will be notified by your
trainer/assessor when your results are available.
• You must attempt all activities of the project for your trainer/assessor to assess your
competence in this assessment task.

Applicable conditions:

• This skill test is untimed and is conducted as an open book assessment (this means you are
able to refer to your textbook or other learner materials during the test).
• You will be assessed independently on this assessment task.
• 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 skills,
techniques and knowledge to your trainer/assessor.
• Your trainer/assessor may ask you relevant questions during this assessment task

Resubmissions and reattempts:

• Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
• The student may speak to their trainer/assessor if they have any difficulty in completing
this task and require reasonable adjustments.
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 • For more information, please refer to the Training Organisation’s Student Handbook.

Location:

• This assessment task may be completed in:

☐ a classroom
☐ learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.

• Your Trainer/Assessor will provide you with further information regarding the location for
completing this assessment task.

Purpose of the assessment

The purpose of this assessment task is to assess the student’s knowledge and skills essential to
install lining, panelling and moulding in a range of contexts and industry settings.

• Skill to plan all work to comply with laws and regulations, the National Construction Code
(NCC), Australian Standards, work health and safety (WHS) and environmental requirements,
manufacturers’ specifications, workplace requirements, drawings and specifications.
• Skill to choose tools and equipment, make sure they’re serviceable, and report any problems.
• Personal protection equipment (PPE) should be selected and used as needed at each stage
of the task.
• Skill to inspect the worksite, find services, assess hazards, and implement risk measures,
such as signage and barricades.
• Skill to choose the items needed for the job, calculate quantities, handle them properly,
and prepare and place them in a ready-to-use position.
• Skill to select fixing procedures for lining materials.
• Skill to create a balanced panel or board effect in terms of width and height by laying out
the surface.
• Skill to cut lining materials to length and/or shape, fit, and position after marking them.
• Skill to secure and fix panelling and lining.
• Skill to install the panelling/lining in plumb, level, and consistent plane.
• Skill to cut standard architraves to length, position, and fit standard architraves for edging.
• Skill to cut skirtings to length, location, and fit after marking them.
• Skill to mark mitre joints, cut to length, place, and fit flush to face with no gaps.
• Skill to cut to length, position, and fit scribed joints.
• Skill to cut the scotia return end to the required lengths and profile.
• Skill to mark the length of typical pelmet moulding and cut, fit, assemble and install mitres
true and without gaps.
• Skill to set out raked moulding to position and shape mould to pattern for each position
• Skill to perform clean up following all legal and workplace safety, waste disposal, and
materials handling standards.
• Skill to examine, maintain, and store tools and equipment, as well as report any problems.

Task instructions

• This is an individual assessment.

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 • This assessment task requires the student to prepare, set out and install lining and
panelling to masonry and timber and/or metal framed walls.
• The student is required to complete the following eight (8) activities in this assessment
task:
o Activity 1: Safe Work Procedures (SWPs) Sign-Off
o Activity 2: Job Hazard Analysis (JHA)
o Activity 3: Records of Tool-Box Talk (TBT)
o Activity 4: Plan and prepare for the installation of install lining and panelling.
o Activity 5: Prepare the surface for lining/panelling
o Activity 6: Install lining/panelling
o Activity 7: Cut and fix profiled architrave mouldings
o Activity 8: Conduct housekeeping activities
• The trainer/assessor (Supervisor) will induct you to the worksite.
• You will be required to complete all parts of this assessment task.
• The student must comply with the written and verbal reporting requirements and
procedures.
• The student must wear appropriate PPE clothing when performing this task.
• The student must comply with SWMS and JSA conducted in Activity 1 and Activity 2.
• The trainer/assessor will provide the details regarding the timeframe to prepare, set out
and install lining and panelling.
• The student must carefully analyse the documents provided before preparing, setting out
and installing lining and panelling.
• The student must follow the instructions of the trainer/assessor (Supervisor).
• The trainer/assessor must assess the performance of the student as per the performance
checklist provided and verbal questioning.

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Assessment Task 2 - Skills Test
Skills Test:

This assessment task requires the student to install lining, panelling and moulding. To do so, you will be
required to complete the following activities:

• Activity 1: Safe Work Procedures (SWPs) Sign-Off

• Activity 2: Job Hazard Analysis (JHA)

• Activity 3: Records of Tool-Box Talk (TBT)

• Activity 4: Plan and prepare for the installation of install lining and panelling.

• Activity 5: Prepare the surface for lining/panelling

• Activity 6: Install lining/panelling

• Activity 7: Cut and fix profiled architrave mouldings

• Activity 8: Conduct housekeeping activities

Workplace scenario and job specifications:

You are working as a carpenter in a construction company. You have received a project to install lining,
panelling and moulding. The following are the job specifications of the client related to the installation
of lining, panelling and moulding:

• lining a continuous wall that includes one opening with lining boards to a minimum of 3.0 meters
by 2.4 meters

• lining a continuous wall that includes one opening with sheet panelling to a minimum of 3.0
metres by 2.4 meters

• fitting profiled architraves to a minimum of one door or one window or a combination of both,
with specified margins and tight-fitting mitre joints

• cutting and fixing a profiled skirting with a minimum of one internal scribed joint and one
external mitre joint with tight-fitting joints

• scribing and mitring a Scotia, quad and colonial architrave with a minimum of one internal joint
and one external mitre joint with tight-fitting joints

• constructing a raking mould using either an internal scribed or external mitre joint with tight-
fitting joints

Workplace requirements

The trainer/assessor or training organisation is required to provide a workplace or a close simulation of

the workplace environment to replicate construction workplace conditions and standards, materials,
activities, responsibilities, procedures, safety requirements and environmental considerations to each
student.

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The training organisation will take you to the location of the construction worksite.

Further, the training organisation must ensure the construction site must meet the requirements given
in the table below.

The training organisation must ensure that the construction site provides the
opportunity to the student to install the lining, panelling and moulding to the
following specifications:
❑
• lining a continuous wall that includes one opening with lining boards to a
minimum of 3.0 meters by 2.4 meters

• lining a continuous wall that includes one opening with sheet panelling to a
minimum of 3.0 metres by 2.4 meters

• fitting profiled architraves to a minimum of one door or one window or a

combination of both, with specified margins and tight-fitting mitre joints

• cutting and fixing a profiled skirting with a minimum of one internal scribed
joint and one external mitre joint with tight-fitting joints

• scribing and mitring a Scotia, quad and colonial architrave with a minimum of
one internal joint and one external mitre joint with tight-fitting joints

• constructing a raking mould using either an internal scribed or external mitre

joint with tight-fitting joints

Arrangements are in place for the lining, panelling and moulding to the following
specifications.
❑
Access to the equipment and materials specified in the assessment task.
❑
The site and its surroundings are accessible and clear of hazards, so far as
reasonably practicable.
❑
The site must have realistic workplace conditions and standards, materials, activities,
responsibilities, procedures, safety requirements and environmental considerations.
❑
An experienced employee is available to provide adequate guidance and supervision
to less experienced employees.
❑
The students understand the specific SWMS.
❑
The students have the clothing and footwear required. The clothing and footwear are
in good condition and suitable for the task.
❑

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 Appropriate supervision has been arranged to ensure adherence to the SWMS.
❑
Instructions for the trainer/assessor:

At the construction worksite, the student will prepare, set out and install lining and panelling to masonry
and timber and/or metal-framed walls based on the job specifications.

You must carefully analyse the information given in the ‘drawings and specifications’ before initiating
the work.

The trainer will supervise/observe the work by standing near the working location. The student will be
required to bring all necessary PPE’s required to complete this activity.

Tool and equipment required to install lining, panelling and moulding:

• Air compressors and hoses

• Bevels

• Chisels coping saws

• Corking guns

• Cramps

• Hammers

• Hand planes

• Hand saws

• Marking equipment

• Measuring tapes and rules

• Moulding planes

• Nail guns

• Power drills

• Power leads

• Power planers

• Power saws

• Rebate planes

• Routers

• Saw stools

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 • Spirit levels

• Squares (combination/tri)

• Straight edges

• String lines hammers

• Hand saws

• Levelling equipment

• Marking equipment

• Measuring tapes and rules

• Nail guns

• Power drills

• Power saws

• Power screwdrivers

• Saw stools

• Scaffolding

• Spirit levels

• Squares (combination/tri)

• String lines

Material required to install lining, panelling and moulding.

• Wooden plasterboard

• Chamfer boards

• Fibre cement sheet panels, sheets and planks

• Metal panelling

• Nails and screws

• Patented metal fasteners, clips and joiners

• Primer

• Reconstituted timber products

• Tempered hardboard strips

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 • Timber weatherboards.

• Tongue and grooved timber boards

• Vinyl weatherboards and cladding.

Roles and responsibilities (Student):

You will be evaluated for your skills to plan and schedule tasks, follow instructions, participate in tool-
box meetings and contribute to workplace responsibilities. You will be required to use communication
skills to interpret and follow plans and specifications.

As part of your job role, you have the following job responsibilities:

• Plan all work to comply with laws and regulations, the National Construction Code (NCC),
Australian Standards, work health and safety (WHS) and environmental requirements,
manufacturers’ specifications, workplace requirements, drawings and specifications.

• Choose tools and equipment, make sure they’re serviceable, and report any problems.

• Personal protection equipment (PPE) should be selected and used as needed at each stage of
the task.

• Inspect the worksite, find services, assess hazards, and implement risk measures, such as
signage and barricades.

• Choose the items needed for the job, calculate quantities, handle them properly, and prepare and
place them in a ready-to-use position.

• Select fixing procedures for lining materials.

• Create a balanced panel or board effect in terms of width and height by laying out the surface.

• Cut lining materials to length and/or shape, fit, and position after marking them.

• Secure and fix panelling and lining.

• Install the panelling/lining in plumb, level, and consistent plane.

• Cut standard architraves to length, position, and fit standard architraves for edging.

• Cut skirtings to length, location, and fit after marking them.

• Mark mitre joints, cut to length, place, and fit flush to face with no gaps.

• Cut to length, position, and fit scribed joints.

• Cut the scotia return end to the required lengths and profile.

• Mark the length of typical pelmet moulding and cut, fit, assemble and install mitres true and
without gaps.

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 • Set out raked moulding to position and shape mould to pattern for each position

• Perform clean up following all legal and workplace safety, waste disposal, and materials handling
standards.

• Examine, maintain, and store tools and equipment, as well as report any problems.

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Roles and responsibilities (Supervisor):

The Supervisor must:

• Ensure that the student is clear about the job specifications.

• Ensure that the student understands and sign-off the SWMS for high-risk construction work.

• Assign a Supervisor or supervise the student performing each activity.

• Observe the student performing each activity and assess them against the observation checklist
provided after each activity.

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Task:

This assessment task requires the student to prepare, set out and install lining and panelling to
masonry and timber and/or metal-framed walls.

To do so, you must successfully complete the following activities:

• Activity 1: Safe Work Procedures (SWPs) Sign-Off

• Activity 2: Job Hazard Analysis (JHA)

• Activity 3: Records of Tool-Box Talk (TBT)

• Activity 4: Plan and prepare for the installation of install lining and panelling.

• Activity 5: Prepare the surface for lining/panelling

• Activity 6: Install lining/panelling

• Activity 7: Cut and fix profiled architrave mouldings

• Activity 8: Conduct housekeeping activities

When carrying out the activities mentioned above, you must follow the instructions provided by your
trainer/assessor (Supervisor).

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Activity 1: Safe Work Procedures (SWPs) Sign-Off

Students are to check the tools and equipment, review the physical worksite, attend a tool-box meeting,
review the SWPs and complete and sign-off the SWPs form given as Appendix C. The trainer/assessor
must advise students of the practical worksite review and tool-box meeting timing and provide students
time to fill out the SWPs in the classroom after you complete the work site review and tool-box meeting.
Students may choose to take the SWPs with them while reviewing the worksite. Once students have
reviewed all relevant information, they are to sign off the SWPs form to confirm their understanding.

Note:

• The SWPs are provided as Appendix C to this assessment.

• The student must review the SWPs and complete and sign-off the SWPs form.

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Performance Criteria/Performance Checklist: Activity 1
This task must address the following performance criteria/ performance checklist.

S N/S Trainer/Assessor to complete

To be assessed as satisfactory (S) in this
assessment task, the participant needs to
(Comment and feedback to students)
demonstrate competency in the following
critical aspects of evidence

a) Student checked the tools and equipment

and identified any faults, if any.
❑ ❑

b) Reviewed the physical

reviewed the SWPs.
worksite and
❑ ❑

c) Completed and signed-off the SWPs after

reviewing the worksite.
❑ ❑

❑ Not satisfactory
The student’s performance was: ❑ Satisfactory

Feedback to student:

Simrandeep singh
Student signature

Observer signature

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Activity 2: Job Hazard Analysis (JHA)

To perform this activity, the trainer/assessor shall show the required tools and equipment and the work
location to each student so that they are able to identify potential hazards and consider adequate control
measures.

The purpose of conducting Job Hazard Analysis (JHA) is to inspect work site, locate services, assess
hazards and apply risk controls, including required signage and barricades.

The trainer/assessor must ensure that prior to commencing Activity 4-7, the hazards and faults have been
built into the assessment activities. The fault will be rectified in Activity 4; however, they need to be set
up for planning and review purposes.

Students are to review the physical worksite and tools and equipment, attend a tool-box meeting, review
the instructions manual and complete the Job Hazard Analysis (JHA) form/checklist on the following
page. The student must place a “√” in the checkbox if the hazard listed is relevant and leave itblank/empty
if it is not relevant. If the student identifies any hazards not on the checklist, they must add them to one
of the blank spaces available in the checklist. Students must write up the control measures they think
should be implemented. If the students think there are no control measures required, they must write
“not applicable” in the form as any blank boxes will be marked as unsatisfactory.

The trainer/assessor will advise students of the timing of the practical worksite review and tool-box
meeting.

The trainer/assessor must provide time for students to fill out the JHA form in the classroom after they
complete the work site review and tool-box meeting. Alternatively, students may choose to keep their
assessment package with them while you escort them through the work site review.

Note:

• The Job Hazard Analysis (JHA) is provided as Appendix D to this assessment.

• Assessors are to show students the work site so that they can identify potential hazards and
consider control measures.

• The student must identify potential hazards and consider adequate control measures and
complete Job Hazard Analysis (JHA) provided as Appendix D to this assessment.

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Performance Criteria/Performance Checklist: Activity 2
This task must address the following performance criteria/ performance checklist.

S N/S Trainer/Assessor to complete

To be assessed as satisfactory (S) in this
assessment task, the participant needs to
(Comment and feedback to students)
demonstrate competency in the following
critical aspects of evidence

a) Inspected required tools and equipment

and the work location.
❑ ❑

b) Inspected work site, located services,

assessed hazards and applied risk
❑ ❑
controls, including required signage and
barricades.

• Physical site review was

conducted.
• Located services.
• Potential hazards identified took
general and work task hazards into
consideration.
• Control measures had the ability to
address the potential hazards.

c) Completed the JSA form after the work

site review and tool-box meeting.
❑ ❑

❑ Not satisfactory
The student’s performance was: ❑ Satisfactory

Feedback to student:

Simrandeep singh
Student signature

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 Observer signature

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Activity 3: Record of Tool-Box Meeting

The trainer/assessor, acting as the worksite supervisor, will run a toolbox meeting for students. The
students are to listen carefully to the information provided and then fill out the “Record Toolbox Meeting”
form below. The student must place a “√” against each item they think the supervisor has covered. The
student must place an “X” against any item that is not covered. If the supervisor (trainer) discusses an
item that is not included on the form, the student must add a comment in the “Comment/Discussion”
section at the bottom of the form to briefly identified what was discussed.

If the student thinks there were no additional items discussed, be sure to write “not applicable” in the
form as any blank boxes will be marked as unsatisfactory.

The student will be given time to fill out the “Record Toolbox Meeting” in the classroom after they
complete the toolbox meeting. Students are allowed to take the “Record Toolbox Meeting” form with
them to the tool-box meeting.

At the conclusion of the meeting, the trainer/assessor will ask each student to repeat or paraphrase one
item from the list of items. The student will need to respond verbally by summarising their understanding
of what was said about that specific item. This also provides the opportunity for the student to
demonstrate their verbal communication with the rest of the group.

The trainer/assessor will make a note on the assessment record of which question each student was asked
to paraphrase, in addition to comparing the student’s response to the exemplar answer contained in the
assessor guide.

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 Exemplar responses

The trainer/assessor must run the tool-box meeting using the script attached at Appendix E
this Assessor Guide

Assessment 2 Activity 3 - RECORD TOOL-BOX MEETING

Date: Name of supervisor running the meeting:

Items Discussed Please √ or X

1. Daily Work requirements

2. Project-specific details & site safety

3. Safety hazards & control strategies

4. Mobile phones & safety

5. PPE/water /fatigue

6. Weather conditions and impact on job

7. Fitness for work/alcohol/drugs /fatigue/illness

8. Worker conduct and behaviour

9. Incident & accident reporting

10. Risk assessments

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 11. Emergency procedures to be followed in case of
fire/accident/emergency

12. Breaks/conveniences/medical facility/first aid personnel

13. Select, and check for faults, equipment and/or attachments for
work activities

14. Housekeeping activities

TOOL-BOX SIGN OFF

Student Signature Simrandeep singh

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Performance Criteria/Performance Checklist: Activity 3
This task must address the following performance criteria/ performance checklist.

S N/S Trainer/Assessor to complete

To be assessed as satisfactory (S) in this
assessment task, the participant needs to
(Comment and feedback to students)
demonstrate competency in the following
critical aspects of evidence

a) Student was attentive during the tool-box

meeting.
❑ ❑

b) Added a comment in the “Comment /

Discussion” section at the bottom of the
❑ ❑
form to briefly identify what was discussed.

c) Correctly answered the questions asked

by the trainer/assessor.
❑ ❑

d) Responded verbally by summarising their

understanding of what was said about
❑ ❑
that specific item.

❑ Not satisfactory
The student’s performance was: ❑ Satisfactory

Feedback to student:

Simrandeep singh
Student signature

Observer signature

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3024 Page 23 of 90
Activity 4: Plan and prepare for the installation of install lining and panelling.

This activity requires you to plan and prepare to work safely to install lining and panelling.

This activity must be completed in accordance with the outcomes of Activity 1-Activity 3.

To complete this activity, you must complete the steps given in the ‘Checklist 1’ provided and complete
the template associated with it.

While completing each step, you must place a tick mark against each step given in the checklist once
completed.

Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist
after ensuring each step is completed.

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Checklist 1: Plan and prepare for the installation of lining and panelling

Steps Tick mark, when

completed

Obtain work instructions. Document the work instructions using Template 1.

Clarify the work instructions and operational details with the trainer/assessor
(Supervisor).

Use ‘Template 1’ to document the work instructions and operational details.

Plan the sequence of work for the installation of lining and panelling and
document using Template 1.

Further document the key requirements to be followed when installing lining and
panelling and document using Template 1.

• WHS laws and regulations to be followed.

• Australian standards for the following:
o Installation of lining and panelling.
o Selection of lining and panelling material
• Performance requirement according to National Construction Code (NCC).
• Environmental requirements according to site environmental plan.
• Manufacturer specifications.

Select personal protective equipment (PPE) as required for each stage of the
task and document using Template 1.

Select plant, tools and equipment to carry out tasks and document the selected
plant, tools and equipment using Template 1.

• Ensure they are consistent with the requirements of the job.

Check plant, tools and equipment for serviceability, and report any faults.

Complete Template 1.

Document signage and barricade requirements identified during the JSA (Activity
2).

Use ‘Template 1’ to document signage and barricade requirements.

Implement signage and barricade requirements.

Identify materials appropriate to the work operation. Ensure the materials are
selected based on the following:

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 • Job specifications

• Fitness for purpose

• Requirements of Australian standard (AS 4440)

Complete Template 1.

Follow the procedure below:

• Step 1: Determine the overall size of the surface is lined.

• Step 2: Determine the size of the sheet lining to be used.

• Step 3: Determine the direction of sheet lining.

• Step 4: Calculate the quantity of batten material where required.

• Step 5: Calculate the total surface area (m2) of the wall to be lined.

• Step 6: Calculate the area (m2) of openings in the wall.

• Step 7: Determine by calculation the actual area of the surface to be

covered by the lining. Calculate the surface area (m2) or coverage of one
sheet of the lining.

• Step 8: Using the results from steps 6 & 7, determine the number of sheets
required.

• Step 9: Determine the cost per sheet of lining and calculate the total cost
of lining required to line the nominated surface

Calculate material quantity requirements. Ensure the calculations are in

accordance with the:

• Site plans and specifications

• Quality requirements.

Complete Template 1.

Handle material safely and prepare and position ready for use.

Further, document the following using Template 1.

• Position of material on site

• Safe material handling procedures followed.

Sign off:

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 Date:

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Template 1: Plan and prepare for the installation of install lining and panelling

Plan and prepare for the installation of lining and panelling

Client Name: Smith Construction Ltd Job Details:

Address: 456 Oak Street, Springfield Plan and prepare for the installation of lining and panelling

Phone Number: 555-987-6543

Date(dd/mm/yyyy): 16/09/2024 Worker signature:

Worker name:

• Obtain work instructions from the supervisor.

Work instructions and operational
details • Review job specifications and requirements.

• Follow Australian standards for the installation of

lining and panelling.

Sequence of work

1. Review work instructions and site plans.

2. Plan the sequence of work for lining and panelling

installation.

3. Check WHS laws and regulations.

4. Identify and implement signage and barricade

requirements.

5. Select appropriate personal protective equipment

(PPE) for each stage of the task.

6. Check tools and equipment for serviceability and

report any faults.

7. Calculate material quantity requirements based on

site plans and specifications.

8. Handle materials safely and position them ready for

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 use.

• Wear appropriate PPE.

WHS laws and regulations to be
followed. • Follow safe work practices.

• Report hazards or incidents immediately.

• AS 4440: Installation of lining and panelling.

Australian standards
• AS 1859: Selection of lining and panelling material.

Signage and barricade requirements

• Ensure proper signage for work zones.

• Barricade work areas to prevent unauthorized access.

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 NCC performance requirements Ensure compliance with NCC requirements for fire resistance
and acoustic performance.

• Dispose of waste materials properly.

Environmental requirements
• Minimize noise and dust pollution.

Personal protective equipment (PPE) for different stages of the task (As per planned
sequence)

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Stages of work PPE required

Gloves, steel-toe boots

Lifting and handling

materials

Safety goggles, ear protection, dust mask

Cutting and shaping

materials

Tools and equipment selected

Tools and equipment Checked for serviceability Any faults (if any)

• √

Power saw

Hammer • √

Measuring tape • √

Faults reported to: Supervisor

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 • Ensure proper signage for work zones.

Signage and • Barricade work areas to prevent unauthorized access.

barricade
requirements.

Material quantity requirements

• Step 1: Determine the overall size of the surface to be lined.

• Step 2: Determine the size of the sheet lining to be used.

• Step 3: Determine the direction of sheet lining.

• Step 4: Calculate the quantity of batten material where required.

• Step 5: Calculate the total surface area (m2) of the wall to be lined.

• Step 6: Calculate the area (m2) of openings in the wall.

• Step 7: Determine by calculation the actual area of the surface to be covered by the
lining. Calculate the surface area (m2) or coverage of one sheet of the lining.

• Step 8: Using the results from steps 6 & 7, determine the number of sheets required.

• Step 9: Determine the cost per sheet of lining and calculate the total cost of lining
required to line the nominated surface

Materials Quantity

Lining sheets 20 sheets

Batten material 30 sheets

Position of material on site:

Near the work area.

Safe material handling procedures followed:

• Lift heavy materials using proper lifting techniques, such as bending the knees and

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 keeping the back straight.

• Use mechanical aids, such as trolleys or forklifts, for transporting heavy materials
over long distances.

• Wear appropriate personal protective equipment (PPE), including gloves and steel-
toe boots, to protect against injury.

• Avoid overloading yourself with materials; make multiple trips if necessary to

prevent strain or injury.

• Communicate with other workers to coordinate movements and prevent collisions or

accidents.

• Keep work areas clear of obstacles and maintain good housekeeping practices to
reduce the risk of trips and falls.

• Follow any specific handling instructions provided for fragile or hazardous materials.

Sign off:

Date:

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Performance Criteria/Performance Checklist: Activity 4
This task must address the following performance criteria/ performance checklist.

S N/S Trainer/Assessor to complete

To be assessed as satisfactory (S) in this
assessment task, the participant needs to
(Comment and feedback to students)
demonstrate competency in the following
critical aspects of evidence

a) Obtain work instructions and clarified the

work instructions and operational details.
❑ ❑

b) Plan the sequence of work for the

installation of lining and panelling in
❑ ❑
accordance with the following
requirements:
• WHS laws and regulations to be
followed.
• Australian standards for the following:
o Installation of lining and
panelling.
o Selection of lining and
panelling material
• Performance requirement according to
National Construction Code (NCC).
• Environmental requirements according
to site environmental plan.
• Manufacturer specifications.

c) Selected personal protective equipment

(PPE) as required for each stage of the task.
❑ ❑

d) Checked plant, tools and equipment for

serviceability, and report any faults.
❑ ❑

e) Documented signage and barricade

requirements identified during the JSA.
❑ ❑

f) Implemented
requirements.
signage and barricade ❑ ❑

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g) Selected materials based on the following:
• Job specifications
❑ ❑
• Fitness for purpose
•

h) Calculated material quantity requirements

for lining in accordance with the following:
❑ ❑
• Site plans and specifications

• Quality requirements.

Followed the procedure below:

• Step 1: Determine the overall size of

the surface is lined.

• Step 2: Determine the size of the

sheet lining to be used.

• Step 3: Determine the direction of

sheet lining.

• Step 4: Calculate the quantity of

batten material where required.

• Step 5: Calculate the total surface

area (m2) of the wall to be lined.

• Step 6: Calculate the area (m2) of

openings in the wall.

• Step 7: Determine by calculation the

actual area of the surface to be covered
by the lining. Calculate thesurface area
(m2) or coverage of one sheet of the
lining.

• Step 8: Using the results from steps 6

& 7, determine the number of sheets
required.

• Step 9: Determine the cost per sheet

of lining and calculate the total cost of
lining required to line the nominated
surface

i) Handled material safely and prepared and

positioned ready for use.
❑ ❑

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 ❑ Not satisfactory
The student’s performance was: ❑ Satisfactory

Feedback to student:

Simrandeep singh
Student signature

Observer signature

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Activity 5: Prepare the surface for lining/panelling

This activity requires you to prepare the surface for lining/panelling. The work must be completed as per
the site plans and specifications.

To complete this activity, you are required to complete the steps given in the ‘Checklist 2’ provided and
follow the safety (OHS requirements).

While completing each step, you must place a tick mark against each step given in the checklist once
completed.

Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist
after ensuring each step is completed.

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Checklist 2: Prepare the surface for lining/panelling

Steps Tick mark, when

completed

Step 1: Select fixing procedures for lining materials and document them
using Template 2.

Instructions:

• Ensure they are in accordance with drawings and specifications

• Mark out the starting line

• Install top track

• Install bottom track

• Install starter stud and intermediate studs

• Install bracing

Step 2: Set out surface to provide a balanced panel or board effect to width
and height.

Instructions:

1. Determine the area and configuration of the board be mounted.

• The sequence of horizontal board installation

• Install panels, so the panel joints do not line up with the edge of the
frame

• Stagger joints between layers and on opposite sides of partitions by

using multi-layered boards

2. Securing of board

• Ensure that the method of securing the board to the vertical stud does
not cause the flange to tilt.

• Both screws in the butt joint must be spaced

3. Sequence of screwing the board onto the vertical stud.

• Apply the screws from the top and bottom runners’ legs to the vertical
studs for the panel’s connection

Further, document the procedure you followed to set out the surface using
Template 2.

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 Sign off:

Date:

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Template 2: Prepare the surface for lining/panelling

Prepare the surface for lining/panelling

Client Name: Job Details:

Address: Prepare the surface for lining/panelling

Phone Number:

Date(dd/mm/yyyy): Worker signature:

Worker name:

Fixing procedures for lining materials (50-100 words)

For this project, we followed the fixing procedures outlined in the drawings and specifications provided.
The process involved marking out the starting line, installing the top track, bottom track, starter stud,
and intermediate studs. Additionally, bracing was installed to ensure structural integrity.

Procedure followed to set out the surface (50-100 words)

To achieve a balanced panel effect, we carefully determined the area and configuration of the boards
to be mounted. We ensured that the sequence of horizontal board installation followed the
specifications, avoiding alignment of panel joints with the frame edges and staggering joints between
layers. The boards were securely fixed to the vertical studs, ensuring no tilting of the flange, and screws
were applied from both the top and bottom runners' legs to the vertical studs for panel connection.

Sign off:

Date:

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Performance Criteria/Performance Checklist: Activity 5
This task must address the following performance criteria/ performance checklist.

S N/S Trainer/Assessor to complete

To be assessed as satisfactory (S) in this
assessment task, the participant needs to
(Comment and feedback to students)
demonstrate competency in the following
critical aspects of evidence

a) Selected fixing
materials.
procedures for lining
❑ ❑
• Ensured they are in accordance with
drawings and specifications.

• Marked out the starting line.

• Installed top track.

• Installed bottom track.

• Installed starter stud and intermediate

studs.

• Installed bracing.

b) Set out surface to provide a balanced

panel or board effect to width and height.
❑ ❑
• Determined the area and configuration
of the board be mounted.

• Secured the boards.

• Sequenced the screwing the board

onto the vertical stud.

❑ Not satisfactory
The student’s performance was: ❑ Satisfactory

Feedback to student:

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3024 Page 41 of 90

 Simrandeep singh
Student signature

Observer signature

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Activity 6: Install lining/panelling

This activity requires you to install lining/panelling. The work must be completed as per the site plans
and job specifications.

To complete this activity, you are required to complete the steps given in the ‘Checklist 3’ provided and
follow the safety (OHS requirements).

While completing each step, you must place a tick mark against each step given in the checklist once
completed.

Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist
after ensuring each step is completed

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Checklist 3: Install lining/panelling

Steps Tick mark, when

completed

Step 1: Mark lining materials and cut to length and/or shape, fit and
position.

Instructions:

• Ensure that Solid wood lining boards is according to architectural

requirement’s and installed at the correct angle

• All Australian standards and regulations followed while using the

power tools

Further, document the following details using Template 3:

• Lining materials used.

• Measurements of the lining material

• Procedures followed to:

o Mark lining material

o Perform cutting of lining material

o Fitting and positioning of the lining material

Step 2: Secure and fix panelling/lining

Instructions:

• The first step in installing panelling is to take out all of the wall
plates, sockets, and nails. Remove any crown moulding,
baseboards, and trim that you want to reuse gently.

• Install sheet panelling properly

• Use levelling instrument to mark the straight line for plastering

• Trimming of each panel

• Locate the studs with a stud finder and nail them into them to
protect your panel.

Further, document the following details using Template 3:

• Procedures followed to:

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 o Secure panelling/lining

o Fixing panelling/lining

Step 3: Install panelling/lining to plumb, level and uniform plane.

Instructions:

• Using proper levelling instrument such as sprit level, storey rod

level, the surface properly

• Fixing of battens to the surface

• Trimming of frame members to the line

• Fixing of additional noggins

Further, document the following details using Template 3:

• Equipment used to install panelling/lining to plumb, level and

uniform plane.

• Procedures followed to panelling/lining to plumb, level and

uniform plane.

Sign off:

Date:

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Template 3: Install lining/panelling

Install lining/panelling

Client Name: Job Details:

Address: Install lining/panelling

Phone Number:

Date(dd/mm/yyyy): Worker signature:

Worker name:

Lining materials used

Solid wood lining boards

Measurements of the total lining

The total length of lining used was 20 meters, and the width varied from 100mm to 300mm.

Procedures followed to:

• Mark lining material

• Perform cutting of lining material

• Fitting and positioning of the lining material

(100-150 words)

• Mark lining material: Lining materials were marked according to architectural requirements
using measuring tape and a pencil. Careful attention was paid to ensure precise measurements
and alignment with the site plans.
• Perform cutting of lining material: The lining materials were cut to length and shape using a
compound miter saw. Each cut was made accurately to ensure a seamless fit during
installation.
• Fitting and positioning of the lining material: After cutting, the lining materials were positioned
and fitted onto the wall surface according to the predetermined layout. Each piece

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 was aligned and adjusted to achieve the desired aesthetic and functional outcome.

Procedures followed to:

• Secure panelling/lining

• Fixing panelling/lining

(100-150 words)

• Secure panelling/lining: Panelling/lining was secured using appropriate fasteners such as

screws and nails. The panels were anchored securely to the wall studs to ensure stability and
durability.
• Fixing panelling/lining: The panelling/lining was fixed in place systematically, starting from one
end and working towards the other. Care was taken to maintain uniform spacing and
alignment between panels for a professional finish.

Equipment used to install panelling/lining to plumb, level and uniform plane.

• Spirit level
• Storey rod level
• Hammer
• Nail gun
• Stud finder

Procedures followed to panelling/lining to plumb, level and uniform plane. (50-100

words)

The surface was carefully checked and leveled using a spirit level and storey rod level to ensure it was
plumb and even. Battens were fixed to the surface to provide additional support and maintain
uniformity. Frame members were trimmed to fit precisely within the designated area, and additional
noggins were installed as needed for structural integrity. Each panel was meticulously positioned and
secured to create a seamless and uniform finish.

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 Sign off:

Date:

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Performance Criteria/Performance Checklist: Activity 6
This task must address the following performance criteria/ performance checklist.

S N/S Trainer/Assessor to complete

To be assessed as satisfactory (S) in this
assessment task, the participant needs to
(Comment and feedback to students)
demonstrate competency in the following
critical aspects of evidence

a) Marked lining materials and cut to length

and/or shape, fit and position.
❑ ❑
• Ensured that solid wood lining boards
is according to architectural
requirement’s and installed at the
correct angle.

• All Australian standards and

regulations followed while using the
power tools.

b) Secured and fixed panelling/lining. ❑ ❑

• The first step in installing panelling is to
take out all of the wall plates, sockets,
and nails. Remove any crown
moulding, baseboards, and trim that
you want to reuse gently.

• Installed sheet panelling properly

• Used levelling instrument to mark the

straight line for plastering

• Trimmed of each panel

• Located the studs with a stud finder

and nail them into them to protectyour
panel.

c) Installed panelling/lining to plumb, level

and uniform plane.
❑ ❑
• Used proper levelling instrument such
as sprit level, storey rod level, the
surface properly

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 • Fixed of battens to the surface

• Trimmed of frame members to the

line.

• Fixed of additional noggins.

❑ Not satisfactory
The student’s performance was: ❑ Satisfactory

Feedback to student:

Simrandeep singh
Student signature

Observer signature

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Activity 7: Cut and fix profiled architrave mouldings

This activity requires you to Cut and fix profiled architrave mouldings activities at the worksite after the
installation of lining, panelling and moulding.

To complete this activity, you are required to complete the steps given in the ‘Checklist 4’ provided.

While completing each step, you must place a tick mark against each step given in the checklist once
completed.

Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist
after ensuring each step is completed.

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Checklist 4: Cut and fix profiled architrave moulding

Steps Tick mark, when

completed

Step 1: Mark standard architraves for edging and cut to length, position and fit.

Instructions:

• Set out the margins

• Measure and select timber

• Mark, cut, and fix the first leg, cut the timber at a 45 degree

• Trim the head and make any necessary adjustments

• Cut and fix the last leg

Further, document the following using Template 4:

• Angle of cutting

• Positioning and fitting procedures

Step 2: Mark skirtings and cut to length, position and fit

Instructions:

• Marking and cutting of scribed joints at internal corners

• Install skirting

• Layout and cut the scribe on the adjacent skirting.

• Trim adjoining skirting to length and install to specified tolerances, scribe

to ensure a snug fit.

• Complete the remaining skirting, including the scribe and mitre joints, by
cutting and installing them. The alignment of both joints must be correct.
Punch nails to the specified tolerance below the skirting surface

Further, document the following using Template 4:

• Marking and cutting procedures for skirtings

• Proceudre to position and fit skirtings

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 Step 3: Mark mitre joints, cut to length, position and fit flush to the face and true
without gaps

Instructions:

• Use the mitre box to cut the mitre angle at a 45 degree

• Cut the material

• Join the material with clamps, glue, nails

• Burnish the corners

Further, document the following using Template 4:

• Angle of cutting

• Marking and cutting procedures for mitre joints

Step 4: Mark scribed joints and cut to length, position and fit.

Further, document the following using Template 4:

• Angle of cutting

• Marking and cutting procedures for mitre joints

• Procedure to position mitre joints and fit flush to face and true without
gaps.

Step 5: Cut scotia return end to profile shape and length

Instructions:

• Cut the internal scotia to the appropriate length and 45degree angle

• Cut the external scotia with mitre block

Further, document the following using Template 4:

• Angle of cutting

• Cutting procedures for scotia

Step 6: Mark standard pelmet moulding to length and cut, fit, assemble and fix
with mitres true without gaps.

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 Instructions:

• Install brackets about 100mm from the edge of the architrave. The two
outside brackets should be installed first, and they should be level.

• Fit the pelmet to the brackets

• Fitting the blind inside the pelmet

Further, document the following using Template 4:

• Cutting, fitting and assembling procedures for standard pelmet

mouldings.

Step 7: Set out raked moulding to position and shape mould to pattern for each
position.

Instructions:

• Measure your walls

• Set up your saw

• Make scarf cuts

• cut the inside corners

• cope the joints

• cut the outside corners

• attach the moulding to the wall

Further, document the following using Template 4:

• Procedures to set out raked moulding

• Procedures followed to shape mould to pattern

Sign off:

Date:

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Template 4: Cut and fix profiled architrave moulding

Cut and fix profiled architrave moulding

Client Name: Student to fill Job Details:

Address: Student to fill Cut and fix profiled architrave moulding

Phone Number: Student to fill Worker signature:

Date(dd/mm/yyyy) Student to fill

Worker name:

Standard architraves (50-100 words)

• Angle of cutting

• Positioning and fitting procedures

Angle of Cutting:
The standard angle for cutting architraves is 45 degrees, which allows for a seamless joint at corners.
Positioning and Fitting Procedures:
1. Set out margins accurately to determine the lengths needed for each leg of the architrave.
2. Select and measure the timber, marking it before cutting.
3. Cut the first leg at a 45-degree angle and fit it into position.
4. Trim the head to the appropriate length and make adjustments as necessary.
5. Cut and fix the last leg, ensuring all joints are flush and aligned.

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 Skirting

• Marking and cutting procedures for skirtings (30-50 words)

• Proceudre to position and fit skirtings (30-50 words)

Marking and Cutting Procedures for Skirtings:

Mark the skirting lengths and identify internal corners for scribed joints. Cut the skirting to length,
ensuring precise angles for snug fitting at corners. Use a jigsaw or hand saw for accuracy.
Procedure to Position and Fit Skirtings:
Position the skirting against the wall, ensuring it aligns with the floor. Secure in place with nails,
making sure to punch them below the surface for a clean finish. Ensure all joints are flush and fit
tightly.

Mitre joints

• Angle of cutting

• Marking and cutting procedures for mitre joints

• Procedure to position mitre joints and fit flush to face and true without gaps.

(50-100 words)

Angle of Cutting:
The standard angle for mitre joints is 45 degrees, allowing two pieces to fit together seamlessly at corners.
Marking and Cutting Procedures for Mitre Joints:
Measure the length of each piece and mark where the cut will be made. Use a mitre box to ensure accuracy when
cutting at a 45-degree angle. Double-check measurements before cutting to avoid waste.
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 Procedure to Position Mitre Joints and Fit Flush to Face:
Align the cut edges of the mitre joints tightly at the corner. Use clamps to hold them in place, then secure with glue
or nails. Ensure the joint is flush to the surface without gaps by adjusting as needed before final fastening.

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 Scribd joints:

• Angle of cutting

• Marking, cutting and fitting procedures scribed joints

(50-100 words)

Angle of Cutting:
Scribed joints typically do not have a fixed angle, as they are cut to match the profile of the adjoining surface for a snug fit.
Marking, Cutting, and Fitting Procedures for Scribed Joints:
Start by marking the skirting to match the contour of the wall or adjacent piece. Use a compass or scriber to trace the profile onto
the skirting. Carefully cut along the marked line with a jigsaw or hand saw. Once cut, position the skirting against the wall,
ensuring it fits snugly. Adjust as necessary for a seamless finish, and secure it with nails.

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 Scotia (50-100 words)

• Angle of cutting

• Cutting procedures for scotia

Angle of Cutting:
The angle for cutting scotia is typically 45 degrees for internal corners and can vary for external corners, often requiring precise
mitre cuts.
Cutting Procedures for Scotia:
Begin by measuring the lengths needed for the scotia, marking them clearly. For internal corners, use a mitre box to cut each piece
at a 45-degree angle. For external corners, ensure accurate mitre cuts that match the angle of the corner. After cutting, fit the
pieces together to check alignment. Adjust as necessary, then secure them in place using adhesive or nails for a clean finish.

Cutting, fitting and assembling procedures for standard pelmet mouldings. (50-100
words)

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Standard Pelmet Mouldings
Cutting, Fitting, and Assembling Procedures:
Start by measuring the width of the window and marking the required length for the pelmet. Cut the moulding to size, ensuring
that ends are cut at 45-degree angles for mitred corners. Install brackets approximately 100mm from the edge for support. Fit the
pelmet onto the brackets, ensuring it is level. If applicable, install the blind inside the pelmet. Secure all components with screws
or nails for stability and a polished finish.

Raked moulding (50-100 words)

• Procedures to set out raked moulding

• Procedures followed to shape mould to pattern

Raked Moulding
Procedures to Set Out Raked Moulding:
Measure the walls and determine the angles for the raked moulding based on the ceiling pitch. Mark the lengths needed on the
moulding. Use a mitre saw for accurate cuts that match the angles of the walls.
Procedures Followed to Shape Mould to Pattern:
Make scarf cuts for longer sections and cut inside corners with precision. Cope the joints to ensure a seamless fit and cut outside
corners as needed. Once shaped, attach the moulding to the wall, checking for level and alignment throughout the process.

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 Sign off:

Date:

Performance Criteria/Performance Checklist: Activity 7

This task must address the following performance criteria/ performance checklist.

S N/S Trainer/Assessor to complete

To be assessed as satisfactory (S) in this
assessment task, the participant needs to
(Comment and feedback to students)
demonstrate competency in the following
critical aspects of evidence

a) Marked standard architraves for edging

and cut to length, position and fit.
❑ ❑
• Set out the margins.

• Measured and selected timber.

• Marked, cut, and fixed the first leg, cut

the timber at a 45 degree.

• Trimmed the head and made any

necessary adjustments.

• Cut and fixed the last leg.

b) Marked skirtings
position and fit.
and cut to length,
❑ ❑
• Marked and cut scribed joints at

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3024 Page 61 of 90

 internal corners.

• Installed skirting.

• Layout and cut the scribe on the

adjacent skirting.

• Trimmed adjoining skirting to length

and install to specified tolerances,
scribe to ensure a snug fit.

• Completed the remaining skirting,

including the scribe and mitre joints, by
cutting and installing them.

• The alignment of both joints was

correct. Punched nails to the specified
tolerance below the skirting surface.

c) Marked mitre joints, cut to length,

positioned and fitted flush to the face and
❑ ❑
true without gaps.

• Used the mitre box to cut the mitre

angle at a 45 degree.

• Cut the material.

• Joined the material with clamps, glue,

nails.

• Burnished the corners.

d) Marked scribed joints and cut to length,

position and fit.
❑ ❑

e) Cut scotia return end to profile shape and

length.
❑ ❑
• Cut the internal scotia to the
appropriate length and 45-degree
angle.

• Cut the external scotia with mitre block.

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f) Marked standard pelmet moulding to
length and cut, fit, assemble and fix with
❑ ❑
mitres true without gaps.
• Installed brackets about 100mm from
the edge of the architrave. The two
outside brackets should be installed
first, and they should be level.
• Fitted the pelmet to the brackets.
• Fitted the blind inside the pelmet

g) Set out raked moulding to position and

shape mould to pattern for each position.
❑ ❑
• Measured your walls.
• Set up your saw.
• Marked scarf cuts.
• cut the inside corners.
• Coped the joints.
• Cut the outside corners.
• Attached the moulding to the wall.

❑ Not satisfactory
The student’s performance was: ❑ Satisfactory

Feedback to student:

Simrandeep singh
Student signature

Observer signature

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Activity 8: Conduct housekeeping activities

This activity requires you to clean up activities at the worksite after installing lining, panelling and
moulding.

To complete this activity, you are required to complete the steps given in the ‘Checklist 5’ provided.

While completing each step, you must place a tick mark against each step given in the checklist once
completed.

Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist
after ensuring each step is completed.

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Checklist 5: Conduct housekeeping activities

Steps Tick mark,

when
completed

Step 1: Clean up meeting all legislative and workplace requirements for

safety, waste disposal and materials handling.

Instructions:

• Worksite should be cleared, and waste material should be disposed

of according to the site environmental plan.

• Clear the work area and dispose of any reused or recycle materials.

Step 2: Check, maintain and store tools and equipment and report any
faults.

Instructions:

• Follow “Operations manual”.

• Report any issues with the plant tools or equipment to the

trainer/assessor (Supervisor).

Step 3: Complete Template 5.

Sign off:

Date:

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Template 5: Clean up

Clean up after installation of lining, panelling and moulding

Client Name: Student to fill Job Details:

Address: Student to fill Clean up after installation of lining, panelling and

moulding
Phone Number: Student to fill
Worker Signature:
Date(dd/mm/yyyy): Student to fill

Worker name:

Work Area cleaned: 𐄂 Yes 𐄂 No

Material disposal Legislations: Student to complete

Material record:

Type of
Material Type of Activity Location Total Quantities

Timber Installation of Living Room 20 pieces

architraves

Skirting Board Installation of Hallway 15 pieces

skirtings

Scotia Installation of scotia Bedroom 10 pieces

Tools and equipment record

Tools/Equipment Tools cleaned Any Details of Workplace Manufacturer

and checked faults Faults (if instruction to instruction to store
applicable) store the tools

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 (Yes /No ) (Yes/No)

Circular Saw Yes No N/A Store in Keep blade covered

designated tool and unplug when not
cabinet in use

Mitre Saw Yes Yes Blade alignment Store on shelf Clean after use and
issue securely store in a dry area

Hammer Yes No N/A Hang on tool Keep in a dry location

wall

Level Yes No N/A Store in tool bag Avoid dropping to

maintain accuracy

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Performance Criteria/Performance Checklist: Activity 8
This task must address the following performance criteria/ performance checklist.

S N/S Trainer/Assessor to complete

To be assessed as satisfactory (S) in this
assessment task, the participant needs to
(Comment and feedback to students)
demonstrate competency in the following
critical aspects of evidence

a) Cleaned up meeting all legislative and

workplace requirements for safety, waste
❑ ❑
disposal and materials handling.

• Worksite should be cleared, and waste

material should be disposed of
according to the site environmental
plan.

• Cleared the work area and disposed of

any reused or recycle materials.

b) Checked, maintained and stored tools and

equipment and report any faults.
❑ ❑
• Followed “Operations manual”.

• Reported any issues with the plant

tools or equipment to the
trainer/assessor (Supervisor).

❑ Not satisfactory
The student’s performance was: ❑ Satisfactory

Feedback to student:

Simrandeep singh
Student signature

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3024 Page 68 of 90

 Observer signature

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 Assessment 3 : (Verbal question record)

When you have completed this assessment, your trainer/assessor will provide a mark in the boxes
provided (on the right). Your mark will be correct or incorrect.

Assessor to mark

✓ If Satisfactory X Not Satisfactory

1. Which document needs to be completed before carrying out high-risk

construction work?

2. Name the document that specifies the environmental requirements to

be followed at the worksite.

3. What type of PPE must be work if the lighting at the workplace is not
good?

4. How should the plumb and level bevels be formed?

5. Name the equipment that you will use to communicate with a fellow
worker who is out of your sight.

6. Name two (2) documents that specify the instructions that need to be
followed when cleaning up on-site.

7. Name the document in which you will record faults in equipment.

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 Comments:

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Assessment Results Sheet
Outcome First attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: (day)/ (month)/ (year)

Feedback:

Second attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: (day)/ (month)/ (year)

Feedback:

Student • I declare that the answers I have provided are my own work. Where I have
Declaration
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
the work I submit may be subject to verification to establish that it is my
own.
• I understand that if I disagree with the assessment outcome, I canappeal
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.

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 Student Signature Simrandeep singh

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 student’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 student.

Trainer/Assessor
Signature
Date

Office Use Only The outcome of the assessment has been entered into the Student
Management System

on (insert date)

by (insert Name)

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Appendix A: Reasonable Adjustments

Write (task name and number) where reasonable adjustments have been applied:

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.
• The trainer/assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• The 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.
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) whether
English □ Reading language, literacy and numeracy are likely to impact on the
Speaking □ Writing assessment process
Backgroun □ Cultural □ Use methods that do not require a higher level of language or
d
background literacy than is required to perform the job role
□ Confidence □ 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

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 Write (task name and number) where reasonable adjustments have been applied:

□ □ Knowledge and □ Culturally appropriate training

Indigenous understanding □ Explore understanding of concepts and practical application
□ Flexibility through oral assessment
□ Services □ Flexible delivery
□ Inappropriate □ Using group rather than individual assessments
training and □ Assessment through completion of practical tasks in the field
assessment after demonstration of skills and knowledge.
□ Age □ Educational □ Make sure font size is not too small
background □ Trainer/Assessor should refer to the student’s experience
□ Limited study □ Ensure that the time available to complete the assessment
skills takes account of the student’s needs
□ Provision of information or course materials in an accessible
format.
□ Changes in teaching practices, e.g. wearing an FM microphone
to enable a student to hear lectures
□ Supply of specialised equipment or services, e.g. a note-taker
for a student who cannot write
□ Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
□ Changes to course design, e.g. substituting an assessment task
□ Modifications to the physical environment, e.g. installing lever
taps, building ramps, installing a lift
□ □ Reading □ Discuss with the Student previous learning experience
Educationa □ Writing □ Ensure learning and assessment methods meet the student’s
l
□ Numeracy individual need
backgroun
d □ Limited study
skills and/or
learning strategies
□ □ Speaking □ Identify the issues
Disability □ 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 an 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 the physical environment, e.g. installing lever
taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used

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 Trainer/Assessor
Name
Trainer/Assessor
Declaration I declare that I have attached all relevant evidence to provide reasonable
adjustment. The training package guidelines and criteria have not been
compromised in the process of providing reasonable adjustment to the
student. I declare that I have conducted a fair, valid, reliable, and flexible
assessment. I have provided explanation of reasonable adjustments strategy
used, as required.

Trainer/Assessor
Signature
Date

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Appendix B: Learner Evaluation Form
Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve
our training quality. The purpose of the evaluation form is to evaluate the areas below:

• logistics and support

• facilitation
• training material
• assessment

Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in
completing this evaluation form!

Unit of Trainer/Assessor
Competency Name
Name

Student Name Dates of

(Optional) Training

Employer/Work Date of
site (if Evaluation
applicable)

A Logistics and Support Evaluation

No. Criteria/Question

Strongly Agree
Disagree

Disagree
Strongly

Neutral

Agree

1 The communication regarding the required

attendance and time to study to pass this unit
was correct
2 The staff were efficient and helpful.
3 The training equipment and material used was
effective and prepared.
4 The training venue was conducive to learning
(set-up for convenience of students,
comfortable in terms of temperature, etc.)

Additional Comments on Logistics and Support

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 No. Criteria/Question

Disagree

Disagree
Strongly

Strongly
Neutral

Agree

Agree
B Trainer/Assessor Evaluation
1 The trainer/assessor was prepared and
knowledgeable on the subject of the program
2 The trainer/assessor encouraged student
participation and input
3 The trainer/assessor made use of a variety of
methods, exercises, activities and discussions
4 The trainer/assessor used the material in a
structured and effective manner
5 The trainer/assessor was approachable and
respectful of the learners
6 The trainer/assessor was punctual and kept to
the schedule
7 The trainer/assessor was easy to understand
and used the correct language

Additional Comments on Training

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 No. Criteria/Question

Disagree
Disagree
Strongly

Strongly
Neutral

Agree

Agree
C Learning Evaluation
1 The learning outcomes of the unit are
relevant and suitable.
2 The content of the unit was relevant
and suitable for the target group.
3 The length of the training was suitable
for the unit.
4 The learning material assisted in the
learning of new knowledge and skills
to apply in a practical manner.
5 The learning material was free from
spelling and grammar errors
6 Handouts and exercises were clear,
concise and relevant to the outcomes
and content.
7 Learning material was generally of a
high standard, and user-friendly
Additional Comments on Learning Evaluation

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Appendix C: Safe Work Method Statement (SWMS) sign-of f
NOTE: Work must be performed in accordance with this SWMS.
This SWMS must be kept and be available for inspection until the high-risk construction work to which this SWMS relates is completed. If the SWMS is
revised, all versions should be kept.
If a notifiable incident occurs in relation to the high-risk construction work in this SWMS, the SWMS must be kept for at least two years from the date of
the notifiable incident.
Principal
[PCBU Name, contact details] Name, contact details]
Contractor (PC)
Works Date SWMS
Manager: provided to PC:
Contact
phone:
Work [Job description] Workplace
activity: location:
High-risk Risk of a person falling more Work on a telecommunication tower Demolition of the load-bearing structure
construction than 2 metres (Note: in some
work: jurisdictions, this is 3 metres)
Likely to involve disturbing Temporary load-bearing support for structural Work in or near a confined space
asbestos alterations or repairs
Work in or near a shaft or Use of explosives Work on or near pressurised gas mains or
trench deeper than 1.5 m or a piping
tunnel
Work on or near chemical, fuel Work on or near energised electrical installationsor Work in an area that may have a
or refrigerant lines services contaminated or flammable atmosphere
Tilt-up or precast concrete Work on, in or adjacent to a road, railway, Work in an area with the movement ofmobile-
elements shipping lane or other traffic corridors in use by powered plant
traffic other than pedestrians
Work in areas with artificial Work in or near water or other liquid that Diving work
extremes of temperature involves a risk of drowning
The person responsible for ensuring Date SWMS received:
compliance with SWMS:
What measures are in place to ensure
compliance with the SWMS?
Person responsible for reviewing SWMS Date SWMS received by
control measures: reviewer:
How will the SWMS control measures be
reviewed?
Review date: Reviewer’s signature:
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 What are the tasks What are the hazards and risks? What are the control measures?
involved?
List the work tasks in a Identify the hazards and risks that Describe what will be done to control the risk. What will you do to
logical order. may cause harm to workers or the make the activity as safe as possible?
public.

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 Name of Worker(s) Worker signature(s)

Date SWMS received by

workers:
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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCCA3024 Page 83 of 90
Appendix D: Job Hazard Analysis (JHA)

Business details

Business name:

ABN: Contact person:

Address: Contact position:

Contact email
Contact phone number
address:

Job Hazard Analysis

details

Work activity: Location:

This job analysis has been authorised by:

Who are involved in the Name:

activity:

Plant and equipment used:

Position:
Maintenance checks
required:
Signature:

Tools used: Date: .

Materials used:

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Personal protective
equipment:

Certificates, permits
and/approvals required
Relevant legislation, codes,
standard MSDSs etc
applicable to this activity

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Risk assessment: **Use the risk rating table to assess the level of risk for each job step.

Likelihood
1 2 3 4 5
Rare Unlikely Moderate Likely Almost Certain
The event may The event could The event should The event will The event is
Consequence occur in occur occur probably occur expected to
exceptional in most occur in most
circumstances sometimes sometimes circumstances circumstances
1 Insignificant
LOW LOW LOW LOW MODERATE
No injuries or
health
issues
2 Minor
LOW LOW MODERATE MODERATE HIGH
First aid
treatment

3 Moderate
LOW MODERATE HIGH HIGH CRITICAL
Medical
treatment,
potential LTI
4 Major
LOW MODERATE HIGH CRITICAL CATASTROPHIC
Permanent
disability or
disease
5 Extreme
MODERATE HIGH CRITICAL CATASTROPHIC CATASTROPHIC

Death

Risk rating:

Low risk: Acceptable risk and no further action required as long as risk has been minimised as possible. Risk needs to be reviewed periodically.
Moderate risk: Tolerable with further action required to minimise risk. Risk needs to be reviewed periodically.
High risk: Tolerable with further action required to minimise risk. Risk needs to be reviewed continuously.
Critical risk: Unacceptable risk and further action required immediately to minimise risk.
Catastrophic: Unacceptable risk and urgent action required to minimise risk.

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Risk controls

The hierarchy of control can be used as an effective tool to deal with health and safety issues at work. Use the type of control suggested as measures
to deal with the hazard. Aim to use control measures from as high on the hierarchy of control list as possible. If that is not possible, the next option
down the list or a combination of the measures should be implemented. The least effective control measure is the use of personal protective
equipment (PPE), and it should be used as a last resort or support to other control measures. Information and training should be integrated with all
levels of control to explain how controls work.

1. Eliminate – if it is possible, the hazard should be removed completely.

For example, get rid of dangerous machines.

2. Substitute – replace something that produces the hazard with something

that does not produce a hazard. For example, replacing solvent-based
paint with water-based paint. Risk assessment on the substitution must
be conducted to ensure that it will not pose another hazard.

3. Engineering control – isolate a person from the hazard by creating a

physical barrier or making changes to process, equipment or plant to
reduce the hazard. For example, install ventilation systems.

4. Administrative control – change the way a person works by establishing

policies and procedures to minimise the risks. For example, job
scheduling to limit exposure and posting hazard signs.

5. Use personal protective equipment (PPE) – protect a person from the

hazard by wearing PPE. For example, wearing gloves, safety glasses,
hard hats and high-visibility clothing. PPE must be correctly fitted, used
and maintained to provide protection.

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JSA – Action steps

Name of persons
Step Risk responsible for
No Job step details Potential hazards rating* How to control risks***
* work

This job hazard analysis has been developed through consultation with our employees and has been read, understood and
 signed by all employees undertaking the works:

Print Names: Signatures: Dates:

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Appendix E: Assessor Script for Tool Box Meeting
Topics to be covered Specific advice to be provided to student’s
script
1. Daily Work requirements 1. Explain the tasks for each student and the
sequence of assessment for everyone.
2. Briefing on task details as required by the
Work Instruction.

2. Project-specific details & site safety 1. Brief on the construction task that is being
conducted.
2. Operating techniques used to operate small
plant and equipment.
3. Reminder of the SWMS and reading and
signing it.
4. Check White card/CIC is held.

3. Safety hazards & control strategies 1. Hazards are detailed in the SWMS, site to be
inspected for any other hazards on arrival at
the site.
2. Control strategies to be discussed with the
supervisor, agreed to and implemented.
4. Mobile phone s& safety 1. On duty worker is not to be in possession of a
mobile phone.

5. PPE/water /fatigue 1. Hi-Viz vests to be worn.

2. Safety boots to worn.
3. Helmet to worn.
4. Safety glasses are optional.
5. A minimum of 3 litres of water per person is
to carry.
6. Drink plenty of water to prevent fatigue.

6. Weather conditions and impact on job 1. The briefing will be dependent on the day
due to the climate.

7. Fitness for work/alcohol/drugs 1. It is your responsibility to maintain your

/fatigue/illness personal fitness levels.
2. Company alcohol and drug policy is zero
tolerance on the job.
3. As this job is of very short-term fatigue will be
minimal.
4. Inform supervisor immediately if you feel ill
at any time during work hours.

8. Worker conduct and behaviour 1. Clean presentable clothing to be worn.

2. Courtesy to all operators, and others always.
3. Do not become involved in any arguments or
altercations.

9. Incident & accident reporting 1. As per company procedures.

2. All incident/accidents are to be verbally
reported to your supervisor as soon as
 practicable.

10. Risk assessments 1. Risk assessments are to be completed for any

identified hazard on site that is notcovered
by the SWMS.

11. Emergency procedures to be followed in case 1. Australian legislation, codes and guidance
of fire/accident/emergency materials.
2. Emergency warning systems installed in most
buildings.

12. Breaks/conveniences/medical facility/first aid Give no information on this subject

Students are to mark this as not given on their
personnel
checklist and ask questions at the end of the
briefing.

13. Select, and check for faults, equipment 1. Work activity to be carried out.
and/or attachments for work activities 2. The basis for selecting the tool
3. General faults frequent in tools for work
activity.

14. Housekeeping activities 1. Environmental management plan

2. Statutory and regulatory requirements

15. NCC Requirements 1. NCC requirements related to the task.

Additional items:

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