Construction Curriculum Framework Stage 6 Syllabus Part A · Construction Curriculum Framework...

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Construction Curriculum Framework Stage 6 Syllabus Part A for implementation from 2000 Construction (120 Indicative Hours) Potential for partial completion of: AQF Certificate I in Construction BCC10198 from the Civil Construction Training Package or AQF Certificate I in Construction BCG10198 from the General Construction Training Package Construction (180 Indicative Hours) Potential for completion of: AQF Certificate I in Construction BCC10198 from the Civil Construction Training Package or AQF Certificate I in Construction BCG10198 from the General Construction Training Package Construction (240 Indicative Hours) Potential for completion of AQF Certificates I in Construction and partial completion of: AQF Certificate II in Civil Construction BCC20198 or AQF Certificate II in General Construction BCG20198 Construction Specialist Studies (60 Indicative Hours) Potential for completion of additional competencies Construction Specialist Studies (120 Indicative Hours) Potential for completion of additional competencies

Transcript of Construction Curriculum Framework Stage 6 Syllabus Part A · Construction Curriculum Framework...

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ConstructionCurriculum Framework

Stage 6 SyllabusPart A

for implementation from 2000

Construction (120 Indicative Hours)Potential for partial completion of:AQF Certificate I in Construction BCC10198 from the Civil Construction Training Package orAQF Certificate I in Construction BCG10198 from the General Construction Training PackageConstruction (180 Indicative Hours)Potential for completion of:AQF Certificate I in Construction BCC10198 from the Civil Construction Training Package orAQF Certificate I in Construction BCG10198 from the General Construction Training PackageConstruction (240 Indicative Hours)Potential for completion of AQF Certificates I in Construction and partial completion of:AQF Certificate II in Civil Construction BCC20198 orAQF Certificate II in General Construction BCG20198Construction Specialist Studies (60 Indicative Hours)Potential for completion of additional competenciesConstruction Specialist Studies (120 Indicative Hours)Potential for completion of additional competencies

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Acknowledgement

Units of competency from Construction Training Package in Part B of this syllabusare © Australian National Training Authority (ANTA). Reproduced with permission.

The following copyright warning applies to the material from the Training Package:

All rights reserved. This work has been produced initially with the assistance of fundingprovided by the Commonwealth Government through ANTA. This work is copyright,but permission is given to trainers and teachers to make copies by photocopying orother duplicating processes for use with their own training organisations or in aworkplace where the training is being conducted. This permission does not extend tothe making of copies for use outside the immediate training environment for whichthey are made, nor the making of copies for hire or resale to third parties. The viewsexpressed in this version of the work do not necessarily represent the views of ANTA.ANTA does not give warranty nor accept any liability.

The Board of Studies owns the copyright on all syllabuses. Schools may reproducethis syllabus in part or in full for bona fide students or classroom purposes only.Acknowledgement of the Board of Studies copyright must be included on anyreproductions. Students may copy reasonable portions of the syllabus for thepurposes of research or study. Any other use of this syllabus must be referred to theCopyright Officer, Board of Studies NSW. Ph: (02) 9367 8111; fax (02) 9279 1482.

Material on p 6 from Securing Their Future © NSW Government 1997

© Board of Studies NSW 1999

Published byBoard of Studies NSWGPO Box 5300Sydney NSW 2001

Tel: (02) 9367 8111

Internet: http://www.boardofstudies.nsw.edu.au

ISBN 07313 4334 4

99315

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Contents

1 Introduction to Industry Curriculum Frameworks ................................................5

2 Documentation Associated with Industry Curriculum Frameworks.....................5

3 The Higher School Certificate Program of Study................................................6

4 Vocational Education and Training (VET) in the NSW Higher School Certificate.................................................................7

4.1 The National Training Framework ..............................................................7

4.2 Industry Curriculum Frameworks ...............................................................8

5 Rationale .............................................................................................................9

6 Aim .................................................................................................................10

7 Construction Curriculum Framework.................................................................10

7.1 Training Package Qualifications Framework ............................................10

7.2 Characteristics of AQF Qualifications ......................................................10

7.3 Units of Competency Included in the Construction Curriculum Framework..............................................11

8 Course Structures .............................................................................................16

8.1 Courses within the Construction Curriculum Framework.........................16

8.2 Allocation of Hours for Unit Credit in the HSC.........................................16

8.3 Course Design .........................................................................................17

8.4 Construction (120 indicative hours) Course – Generic ............................20

8.5 Construction (180 indicative hours) Course – Generic ............................22

8.6 Construction (240 indicative hours) Course – Generic ............................24

8.7 Construction (240 indicative hours) Course – General Construction ......26

8.8 Construction (240 indicative hours) Course – Civil Construction ............28

8.9 Construction Extension Course– Specialist Studies (60 indicative hours) ................................................30

8.10 Construction Extension Course– Specialist Studies (120 indicative hours) ..............................................32

9 Outcomes and Content .....................................................................................34

9.1 Units of Competency................................................................................34

9.2 Course Delivery – Training Programs, Learning Materials,Resources and Teacher Qualifications.....................................................35

10 Work Placement................................................................................................36

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11 Assessment Requirements and Advice ............................................................37

11.1 Competency Based Assessment .............................................................37

11.2 Training Package Requirements ..............................................................37

11.3 Competency Record Book (Student Log) ................................................38

11.4 HSC Examination – Construction (240 indicative hours).........................38

11.5 Higher School Certificate Examination Specifications .............................39

12 HSC Requirements and Certification................................................................40

12.1 Course Completion Requirements...........................................................40

12.2 Preliminary and HSC Unit Credit .............................................................40

12.3 Higher School Certificate Record of Achievement...................................40

13 Other Information ..............................................................................................41

13.1 Providing for all Students .........................................................................41

13.2 Articulation to Further Training .................................................................43

14 Glossary ...........................................................................................................44

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1 Introduction to Industry Curriculum Frameworks

Industry curriculum frameworks have been developed to provide students with theopportunity to gain credit towards the NSW Higher School Certificate and credittowards national vocational qualifications under the Australian Qualifications Framework.

The Construction Curriculum Framework Stage 6 Syllabus incorporates all HSCVocational Education and Training (VET) Construction courses that hold industryand Board of Studies endorsement for the Higher School Certificate. Specifically,this includes:• courses delivered by schools, such as the Building and Construction Content

Endorsed Course, including the bricklaying and paving modules• the range of TAFE delivered HSC VET courses including general construction,

bricklaying, shopfitting, tiling and plastering• delivery by other Registered Training Organisations (RTOs) on behalf of schools

or TAFE colleges.

The Construction Curriculum Framework will provide a single mechanism that will alignthese courses to units of competency in the Civil Construction and General ConstructionTraining Packages for the purposes of the Higher School Certificate. The ConstructionCurriculum Framework will define how units of competency are arranged into VETcourses for the purpose of gaining unit credit for the Higher School Certificate.Wherever possible these VET courses will align to national vocational qualifications.

2 Documentation for Industry Curriculum Frameworks

The documentation for industry curriculum frameworks has been provided to assistteachers and trainers to develop teaching and assessment programs and to help inthe management of the competency achievement of HSC candidates.

The purpose of Part A of the Construction Curriculum Framework is to identifyarrangements of units of competency that will enable students to achieve unit credittowards the Higher School Certificate and credit towards a vocational qualification.It contains general advice about this industry curriculum framework and describescourse structures and requirements, including work placement. This documentshould be referred to in the first instance when planning the implementation of VETcourses for the Higher School Certificate.

The documentation associated with the Construction Curriculum Framework isillustrated below:

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Syllabus Part A Course

Structure and

Requirements

Syllabus Part B

Units ofCompetency

and HSCRequirements

CompetencyRecord Book

SupportDocument

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3 The Higher School Certificate Program of Study

The purpose of the Higher School Certificate program of study is to:• provide a curriculum structure which encourages students to complete

secondary education;• foster the intellectual, social and moral development of students, in particular

developing their:– knowledge, skills, understanding and attitudes in the fields of study they

choose– capacity to manage their own learning– desire to continue learning in formal or informal settings after school– capacity to work with others– respect for the cultural diversity of Australian society;

• provide a flexible structure within which students can prepare for:– further education and training– employment– full and active participation as citizens;

• provide formal assessment and certification of students’ achievements;• provide a context within which schools also have the opportunity to foster

students’ physical and spiritual development.

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4 Vocational Education and Training (VET) in the NSW Higher School Certificate

4.1 The National Training Framework

All accredited Vocational Education and Training (VET) programs, including those forHSC students, must meet the requirements of the National Training Framework (NTF).

The key components of the National Training Framework are:

• The Australian Qualifications Framework (AQF)Under the AQF, VET qualifications in each industry area are standard acrossAustralia. To facilitate this, the award of a particular AQF Diploma, Certificate orStatement of Attainment depends on the person who seeks a qualificationmeeting specified industry competency standards. Competency standards havebeen developed by representative industry groups to reflect the requirements foremployment and effective work performance in the relevant industry and areexpressed in National Industry Training Packages.

• National Training Packages• All training packages contain three mandatory or ‘endorsed’ components:– units of competency, which express the industry competency standards and

include elements of competency, performance criteria, a range of variablesand an evidence guide

– assessment guidelines, which set out conditions for establishing thatcompetency has been met

– qualifications, which explain the qualifications and relationships between them.Training packages may also contain a range of materials designed to assist withtraining and assessment. These are not mandatory and are known as ‘non-endorsed components’.

• The Australian Recognition Framework (ARF)Because training packages and AQF qualifications are standardised acrossAustralia, they are also recognised in all parts of Australia. This is assured bythe ARF, which ensures that the quality of training and assessment is consistentand reliable.Under the ARF, an organisation wishing to provide training, assess competenciesand issue VET qualifications under the AQF, must be a Registered TrainingOrganisation (RTO). It is the responsibility of an RTO, whether it is a school or aschool system, a TAFE college or other training provider, to ensure that qualityassurance requirements are met. These requirements include access toadequate resources and appropriately qualified staff in order to deliver and/orassess training programs that lead to the achievement of qualifications (orindividual units of competency) that have been identified in the RTO’s scope ofregistration. As part of its registration, each RTO must agree to recognise AQFqualifications issued by any other RTO.

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4.2 Industry Curriculum Frameworks

Industry curriculum frameworks have been developed to satisfy the requirements ofthe National Training Framework as well as the purposes of the NSW Higher SchoolCertificate. The Construction Curriculum Framework has been designed to align thecurrent range of industry endorsed HSC courses delivered by schools and TAFEwith units of competency and qualifications in the Civil Construction and GeneralConstruction Training Packages.

An industry curriculum framework describes the range of units of competency fromthe relevant training package that is endorsed by the Board of Studies for inclusionin the NSW Higher School Certificate. It also describes the groupings of units ofcompetency that define specific HSC VET courses. These are determined largely bythe qualifications available in the relevant training package and their suitability forschool students attempting the Higher School Certificate. An industry curriculumframework must also meet a set of industry and school related criteria developed topromote the strengthening and extension of VET in the Higher School Certificate.

Units of competency are the components against which assessment and reportingoccur for the purpose of gaining credit towards an AQF qualification. They are alsothe focus of courses within an industry curriculum framework. In this sense, theelements of competency, which collectively define the outcomes of each unit ofcompetency, also define the outcomes and determine the content of HSC VETcourses within each framework.

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5 Rationale

The continued inclusion of industry recognised course structures in construction inthe Higher School Certificate will allow students to access both long-term and short-term employment opportunities. AQF Certificates I and II are considered appropriatefor employment at an operational level but also lead on to further qualifications insupervision, specialist occupations and management in a range of industry sectors.

The building and construction industry consists of seven major sectors: civilconstruction, general construction, off site, services, heavy engineering,technical/para-professional and professional.

The industry accounts for 7% of GDP and employs just under 8% of the workforce.The total level of industry activity in New South Wales is projected to peak at around$18.9 billion in 1998/99, which is some $2.3 billion above the last industry peak1.The activity is expected to be centred on the Sydney region.

Employment in the construction industry remains strong, with growth in smallbusiness, while in some sectors, there is a growth of specialised enterprises andsubcontracting. Virtually all occupations within the industry have been subject tosignificant change in the last decade and this trend is likely to continue through theuse of more sophisticated technology in a range of areas.

The Construction Curriculum Framework has been developed in response to theneeds of the industry and also to provide training and education opportunities for thefull range of HSC students. The framework is based on units of competency in theGeneral Construction and Civil Construction Training Packages. Courses within theframework replace the Building and Construction Content Endorsed Course andTAFE delivered HSC Building and Construction — Skills courses.

In Construction (120 indicative hours), students who are assessed as workplacecompetent in the prescribed units of competency are eligible for the award an AQFStatement of Attainment towards the AQF Certificate I Construction from either theGeneral Construction (BCG10198) or Civil Construction (BCC10198) Training Packages.

In Construction (180 indicative hours), students assessed as workplace competentin the prescribed units of competency are eligible for the award of the AQFCertificate I Construction from either the General Construction (BCG10198) or CivilConstruction (BCC10198) Training Packages.

In Construction (240 indicative hours), students who are assessed as workplacecompetent in the appropriate units of competency are eligible for the award of eitherof the AQF Certificates I. Students who do not qualify for either Certificate I Constructionmay be eligible for an AQF Statement of Attainment towards either Certificate.Students who complete either Certificate I and additional units of competency areeligible for an AQF Statement of Attainment towards the AQF Certificate II in GeneralConstruction (BCG20198) or AQF Certificate II in Civil Construction (BCC20198).

1 Industry Profile for Construction Industry Training Advisory Board (CITAB), Summary Of Industry Vet Plan, 1999-2001, NSW Board of Vocational Educational and Training website, http://www.bvet.nsw.gov.au/planning/construc.htm, March 1999.

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The two extension courses, Construction Specialist Studies (60 indicative hours)and Construction Specialist Studies (120 indicative hours), provide students with theopportunity to gain additional competencies.

The knowledge, skills and attitudes acquired by students in undertaking courseswithin the Construction Curriculum Framework will also be of value in future studyand daily life.

6 Aim

The Construction Curriculum Framework is designed to enable students to acquire arange of technical, personal and organisational skills valued both within and beyondthe workplace. Students will also acquire underpinning skills and knowledge relatedto functional areas within the construction industry. Through study in this subjectstudents will gain experience that can be applied to a range of contexts includingwork, study and leisure and that can be used in making informed career choices.

The Construction Curriculum Framework seeks to align the existing industryendorsed HSC VET construction courses with the General Construction and CivilConstruction Training packages.

7 Construction Curriculum Framework

7.1 Training Package Qualifications Framework

The Construction Curriculum Framework aligns existing industry endorsed HSC VETconstruction courses with the General Construction and Civil Construction TrainingPackages. These training packages incorporate 25 nationally recognisedqualifications ranging from AQF Certificate I to AQF Certificate III, based on theNational Construction Competency Standards. Figures 2 and 3 on page 11 of thisdocument illustrate qualification levels, the relationship between each qualificationand the articulation between the qualifications.

7.2 Characteristics of AQF Qualifications

AQF qualifications reflect a level of performance and degree of responsibility forone’s own output and the output of others in a workplace context. The qualificationsincluded under the AQF are defined in terms of units of competency and generallyencompass attributes that might be broadly categorised as technical, interpersonaland environmental. The AQF levels relevant to the industry curriculum frameworksare Levels I to III. A brief description of Levels I, II and III, adapted from theAustralian Qualifications Framework Implementation Handbook2 follows.

AQF Level I

Work is likely to be carried out under direct supervision. Breadth, depth andcomplexity of knowledge and skills would prepare a person to perform a definedrange of activities, most of which would be routine and predictable.

2 Australian Qualifications Framework (AQF) Advisory Board, The Australian Qualifications Framework Implementation Handbook 2nd ed, AQFAdvisory Board, Carton, Vic 1998

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An individual demonstrating competencies at this level would be able to:• demonstrate knowledge by recall in a narrow range of areas• demonstrate basic practical skills, such as the use of relevant tools• perform a sequence of routine tasks given clear direction• receive and pass on messages/information.

AQF Level II

Work is likely to be carried out under direct supervision. Breadth, depth andcomplexity of knowledge and skills would prepare a person to perform in a range ofvaried activities or knowledge application where there is a clearly defined range ofcontexts in which the choice of actions required is usually clear and there is limitedcomplexity in the range of options to be applied.

An individual demonstrating competencies at this level would be able to:• demonstrate basic operational knowledge in a moderate range of areas• apply a defined range of skills• apply known solutions to a limited range of predictable problems• perform a range of tasks where choice between a limited range of options is

required• assess and record information from various sources• take limited responsibility for one’s own outputs in work and learning.

AQF Level III

Breadth, depth and complexity of knowledge and competencies would coverselecting, adapting and transferring skills and knowledge to new environments andproviding technical advice and some leadership in resolution of specific problems.This would be applied across a range of roles in a variety of contexts, with somecomplexity in the extent and choice of options available.

An individual demonstrating these competencies would be able to:• perform a defined range of skilled operations usually within a range of broader

related activities involving known routines, methods and procedures• exercise some discretion and judgement in the selection of equipment, services

or contingency measures• operate within known time constraints• take some responsibility for others• participate in teams, including group or team co-ordination.

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7.3 Units of Competency included in the Construction Curriculum Framework

Each qualification comprises units of competency. These units of competency are either:• compulsory core units or• elective units.

The core units of competency describe a compulsory part of the skill profile forevery job in the industry. Each qualification has its own core units of competencyrelevant to the qualification level and a selection of elective units of competency.

The core units of competency for both AQF Certificates I Construction in the GeneralConstruction and Civil Construction Training Packages are compulsory units ofcompetency for all Construction (240 indicative hour) courses within the ConstructionCurriculum Framework. These units of competency should not be delivered inisolation, but should be embedded and contextualised throughout the entire course.

Qualifications within the Civil Construction Training Package and GeneralConstruction Training Package have been designed to facilitate flexibility, multiskillingand specialisation. A key feature is the fact that units of competency are notexclusively related to any occupation. There is also opportunity for customisation ofqualifications and units of competency. This may be undertaken only by RegisteredTraining Organisations within the Customisation Guidelines contained in the GeneralConstruction and Civil Construction Training Packages.

The qualifications within the Construction Curriculum Framework are based oncontent and structural rules of the General Construction and Civil ConstructionTraining Packages.

The qualifications in the General Construction and Civil Construction TrainingPackages available through the Construction Curriculum Framework are:

• Statement of Attainment towards either of the Certificates I in Construction• Certificate I in Construction (General — BCG10198, or Civil — BCC10198)• Certificate I in Construction and/or

a Statement of Attainment towards the Certificate II in General Construction(BCG 20198) or a Statement of Attainment towards the Certificate II in Civil Construction(BCC20198)

Potential course structures have been presented to maximise articulation into post-school employment and/or training pathways. Courses may also be structured toaccommodate specialisation and/or multiskilling. Registered Training Organisationswill need to check their scope of registration to determine their eligibility to deliverparticular units of competency.

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The Construction Curriculum Framework includes all of the units of competency thatmake up the Certificate I in Construction, the Certificate II in General Constructionand the Certificate II in Civil Construction. It also includes a range of units ofcompetency from Level III Certificates in Construction. This will enable continueddelivery of all industry endorsed HSC VET construction courses.

A list of units of competency in the recommended courses within the ConstructionCurriculum Framework appears in Figure 4 on page 15 of this document.

Additional units of competency that are not detailed in the Construction CurriculumFramework may be included for endorsement for the Higher School Certificate by the Board of Studies, provided that the inclusion of this unit of competency isconsistent with the requirements of the General Construction and Civil ConstructionTraining Packages. School system support is required and RTOs must have thecapacity within their scope of registration to deliver these units of competency.

NOTE: Units of competency appearing in bold indicate the units ofcompetency that form the basis for the optional HSC examination.

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Code Unit of Competency Indicative Hours for HSC Unit Credit

BCC1003A Drain/de-water site 15 BCC1005A Use hand and power tools 20 BCC1006A Use small plant and equipment 20 BCC1009A Carry out manual excavations 10 BCC1012A Spread and compact materials manually 10 BCC1013A Monitor machine operations 20 BCC1014A Control construction traffic 10 BCC2000A Read and interpret plans 20 BCC2001A Carry out basic site survey 20 BCC2005A Repair pavements 15 BCC2006A Erect/dismantle fencing and gates 15 BCC2009A Carry out concrete work 20 BCG1000A Carry out interactive workplace communications 20 BCG1001A Carry out OH&S requirements 35 BCG1002A Plan and organise work 20 BCG1003A Read and interpret plans 20 BCG1004A Carry out measurements and calculations 10 BCG1005A Use hand and power tools 20 BCG1006A Use small plant and equipment 20 BCG1007A Erect and dismantle restricted height scaffolding 16 BCG1008A Use simple levelling devices 10 BCG1009A Carry out excavation and install support 8 BCG1010A Carry out concreting to simple forms 30 BCG1011A Handle construction materials and safe disposal of waste 10 BCG1012A Prepare for construction process (Wall & Floor Tiling) 15 BCG1013A Prepare for construction process (Solid Plastering) 15 BCG1014A Prepare for construction process (Dry Wall Plastering) 15 BCG1015A Prepare for construction process (Brick/Block Laying) 15 BCG1016A Prepare for construction process (Carpentry) 15 BCG1017A Prepare for construction process (Demolition) 15 BCG1018A Prepare for construction process (Steelwork) 15 BCG1019A Prepare for construction process (Painting and Decorating) 15 BCG2000A Assemble simple partition frames 10 BCG2001A Prepare surfaces 10 BCG2002A Oxy/LPG acetylene cutting 20 BCG2003A Carry out general demolition 10 BCG2004A Carry out levelling 10 BCG2005A Erect and strip formwork for concrete work 10 BCG2006A Carry out steel fixing 15 BCG2009A Carry out concrete work 20 Other On endorsement from the Board of Studies. Must be consistent with the requirements

of the Civil Construction and General Construction Training Packages. School systemsupport is required and Registered Training Organisations must have the capacity within their Scope of Registration to deliver these units of competency.

Figure 4 Units of competency included in the Construction Curriculum Framework.

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8 Course Structures for the Construction Curriculum Framework

8.1 Courses within an Industry Curriculum Framework

An industry curriculum framework for the Higher School Certificate describes therange of units of competency that have been identified as being suitable for thepurposes of the Higher School Certificate. Units of competency included inrecommended course structures within the Construction Curriculum Framework are shown in Figure 4 on page 15.

Each course within a framework describes how the available units of competencycan be grouped to gain units of credit towards the Higher School Certificate.

The Construction Curriculum Framework includes the following courses:• Construction (120 indicative hours) consists of units of competency that

contribute to AQF Certificates I• Construction (180 indicative hours) consists of units of competency that

contribute to AQF Certificates I• Construction (240 indicative hours) consists of units of competency that

contribute to AQF Certificates II• Construction Specialist Studies (60 indicative hours) includes a range of

additional units of competency• Construction Specialist Studies (120 indicative hours) includes a range of

additional units of competency.

8.2 Allocation of Hours for Unit Credit in the HSC

Units of competency drawn from the General Construction and Civil ConstructionTraining Packages are not defined in terms of duration. The amount of time requiredby individual students to achieve competency will vary according to their aptitudeand experience. Where a training program is designed for delivery by a RegisteredTraining Organisation, the RTO will specify the length of the training programaccording to the curriculum resources/delivery strategies chosen.

However, for the purposes of the Higher School Certificate, courses must bedescribed in terms of their indicative duration. Courses are 240 indicative hourcourses, 180 indicative hour courses and (in the case of Extension courses) 120indicative hour courses or 60 indicative hour courses.

For this reason indicative hours for unit credit towards the Higher School Certificate havebeen assigned to each unit of competency within the framework. It is emphasised that theassignment of indicative hours does not imply that all students will fulfil all requirementsfor a unit of competency within these hours. Registered Training Organisations maydetermine that additional or fewer hours are required for the achievement of particularcompetencies. It is also expected that students will need to spend additional time inpractising skills in a real or simulated work environment and in completing projects andassignments, in order to fulfil industry assessment requirements.

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Figure 4 shows the indicative hours assigned to each unit of competency included inrecommended courses in the Construction Curriculum Framework for the purposeof unit credit towards the Higher School Certificate.

8.3 Course Design

The Construction Curriculum Framework allows for flexibility in the design of courseswithin the framework. This will enable existing industry endorsed courses to continuewithin the new Higher School Certificate.

Most units of competency up to AQF Certificate II in the General Construction andCivil Construction Training Packages are available for inclusion in courses within theframework. A limited range of units of competency from Level III Certificates is alsoavailable.

However, the Board of Studies has identified a number of potential course structuresto maximise students’ career opportunities along particular pathways.

The recommended course structure for Construction (120 indicative hours) and Construction (180 indicative hours) includes a core common to both trainingpackages and electives that may be drawn from either training package.

Recommended course structures for Construction (240 indicative hours) are:• a ‘generic’ course that draws on a range of units of competency from across

both training packages • a General Construction course consisting of units of competency from the

General Construction Training Package• a Civil Construction course consisting of units of competency from the Civil

Construction Training Package.

Note that a number of units of competency are identified in all Construction (240indicative hours) courses for the optional HSC examination. These are indicated inFigure 4 on page 15 and Figure 5 on page 18.

The two extension courses, Construction Specialist Studies (60 indicative hours)and Construction Specialist Studies (120 indicative hours), allow students to gainadditional competencies.

The identified course structures are described in Section 8 from page 20.

Figure 5 on page 18 shows the relationship between units of competency,recommended course structures and units of competency that form the basis of theoptional HSC examination.

The combinations of units of competency selected must meet the requirements of eitherthe General Construction Training Package or the Civil Construction Training Package.

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Units of Competency within the Construction Curriculum Framework

Units of Competency Recommended Course Structures

Code Unit of Competency

BCG1000A Carry out interactive workplace communications ❍ ● ●

BCG1001A Carry out OH&S requirements ❍ ● ●

BCG1002A Plan and organise work ❍ ● ●

BCG1004A Carry out measurements and calculations ❍ ● ●

BCG1008A Use simple levelling devices ❍ ● ●

BCG1011A Handle construction materials and safe disposal of waste ❍ ● ●

BCG1003A Read and interpret plans ❍ ●

BCC2000A Read and interpret plans ❍ ●

BCG1005A Use hand and power tools ❍ ●

BCC1005A Use hand and power tools ❍ ●

BCG1006A Use small plant and equipment ❍ ●

BCC1006A Use small plant and equipment ❍ ●

BCC1003A Drain/de-water site ✧ ●

BCC1009A Carry out manual excavations ✧ ●

BCC1012A Spread and compact materials manually ✧ ●

BCC1013A Monitor machine operations ✦ ●

BCC1014A Control construction traffic ✦ ●

BCG1007A Erect and dismantle restricted height scaffolding ✦ ● ✦

BCG1009A Carry out excavation and install support ✦ ●

BCG1010A Carry out concreting to simple forms ✧ ● ●

BCG1012A Prepare for construction process (Wall & Floor Tiling) ✦ ✦

BCG1013A Prepare for construction process (Solid Plastering) ✦ ✦

BCG1014A Prepare for construction process (Dry Wall Plastering) ✦ ✦

BCG1015A Prepare for construction process (Brick/Block Laying) ✦ ✦

BCG1016A Prepare for construction process (Carpentry) ✦ ✦

BCG1017A Prepare for construction process (Demolition) ✦ ✦

BCG1018A Prepare for construction process (Steelwork) ✦ ✦

BCG1019A Prepare for construction process (Painting and Decorating) ✦ ✦

BCC2001A Carry out basic site survey ✦ ●

BCC2005A Repair pavements ✦ ✦

BCC2006A Erect/dismantle fencing and gates ✦ ●

BCC2009A Carry out concrete work ✦ ✦

BCG2000A Assemble simple partition frames ✦ ●

BCG2001A Prepare surfaces ✦ ✦ ✦

BCG2002A Oxy/LPG acetylene cutting ✦ ●

BCG2003A Carry out general demolition ✦ ●

BCG2004A Carry out levelling ◆ ●

BCG2005A Erect and strip formwork for concrete work ✦ ✦

BCG2006A Carry out steel fixing ✦ ✦

BCG2009A Carry our concrete work ✦ ✦

BCG2010A Remove/replace door and window furniture ✦ ✦

BCG2011A Use static machines ✦ ✦

BCG2012A Make set outs ✦ ✦

Other On endorsement from Board of Studies. Must be consistent with the requirements of theCivil Construction and General Construction Training Packages. School system support isrequired and Registered Training Organisations must have the capacity within their Scopeof Registration to deliver these units of competency.

Figure 5 Units of competency included within recommended courses in the Construction Curriculum Framework.

Construction Curriculum Framework Stage 6 Syllabus

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Gen

eric

Gen

eral

S

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Civ

ilS

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NOTE: Units of competency appearing in bold indicate the units of competency thatform the basis for the optional HSC Examination.● Indicates units of competency that are core within Certificate II for each sector✦ Indicates units of competency that are elective within Certificate II for each sector❍ Indicates those core units of competency for Certificate II, and✧ indicates those elective units of competency for Certificate II that most closely

approximate the former Building and Construction CEC.

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8.4 Construction (120 indicative hours) Course – Generic

Course Title: Construction

Stream: Generic

Hours: 120 indicative hours

Possible Outcome: Statement of Attainment

Course Purpose: This course provides students with the foundation knowledge andelementary skills that are broadly applicable in the constructionindustries. The course is designed to provide students withopportunities to perform entry level functions within the industry.

Course Requirements: Students must complete a mandatory work placement of 35 hoursto enable on-the-job assessment and workplace contextualisationof knowledge and skills.

Students must also undertake a mandatory WorkCover approvedgeneral OH&S induction training program, as well as work activityOH&S training and site specific OH&S training before being allowedonto a work site. This training contributes towards the developmentof the unit of competency BCG1001A – Carry out OH&S requirements.

Articulation: The entry level competencies contained in the core are commonto all qualifications. It is important that these outcomes becompleted to enable further study and qualifications in thisindustry. The electives are taken from both General Constructionand Civil Construction Training Packages and provide a genericpathway/ qualification. Recognition of competencies requiresassessment against the training package by a qualified assessor.

Structure: Students must attempt a minimum of 120 indicative hours for thisHSC course.

Core Units of Competency Elective Units of Competency

105 hours + Select at least 15 hoursof HSC credit

Construction Curriculum Framework Stage 6 Syllabus

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Code Unit of Competency Indicative Hours

HSC Core – Complete all Units of Competency

BCG1000A Carry out interactive workplace communications 20 BCG1001A Carry out OH&S requirements 35 BCG1004A Carry out measurements and calculations 10 BCG1002A Plan and organise work 20 BCG1011A Handle construction materials and safe disposal of waste 10 BCG1008A Use simple levelling devices 10

Hours 105HSC Electives – Select at least 15 hours from:BCG1003A Read and interpret plans 20

ORBCC2000A Read and interpret plans 20 BCG1005A Use hand and power tools 20

ORBCC1005A Use hand and power tools 20 BCG1006A Use small plant and equipment 20

ORBCC1006A Use small plant and equipment 20 BCC1003A Drain/dewater site 15 BCC1009A Carry out manual excavations 10 BCC1012A Spread and compact materials manually 10 BCG1010A Carry out concreting to simple forms 30

120 Hours in total

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8.5 Construction (180 indicative hours) Course – Generic

Course Title: Construction

Stream: Generic

Hours: 180 indicative hours

Possible Outcome: AQF Certificate I in Construction from the General Construction orCivil Construction Training Packages

Course Purpose: This course provides students with the foundation knowledge andelementary skills that are broadly applicable in the constructionindustries. The course is designed to provide students withopportunities to perform entry level functions within the industry.

Course Requirements: Students must complete a mandatory work placement of 49 hours(7 working days) to enable on-the-job assessment and workplacecontextualisation of knowledge and skills.

Students must also undertake a mandatory WorkCover approvedgeneral OH&S induction training program, as well as work activityOH&S training and site-specific OH&S training before beingallowed onto a work site. This training contributes towards thedevelopment of the unit of competency BCG1001A – Carry outOH&S requirements.

Articulation: The entry level competencies contained in the core are commonto all qualifications. It is important that these outcomes becompleted to enable further study and qualifications in thisindustry. The electives are taken from both General Constructionand Civil Construction Training Packages and provide a genericpathway/ qualification. Recognition of competencies requiresassessment against the training package by a qualified assessor.

Structure: Students must attempt a minimum of 180 indicative hours for thisHSC course.

Core Units of Competency Elective Units of Competency

105 hours + Select at least 75 hoursof HSC credit

Construction Curriculum Framework Stage 6 Syllabus

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Code Unit of Competency Indicative Hours

HSC Core – Complete all Units of Competency

BCG1000A Carry out interactive workplace communications 20 BCG1001A Carry out OH&S requirements 35 BCG1004A Carry out measurements and calculations 10 BCG1002A Plan and organise work 20 BCG1011A Handle construction materials and safe disposal of waste 10 BCG1008A Use simple levelling devices 10

Hours 75HSC Electives – Select at least 75 hours from:BCG1003A Read and interpret plans 20

ORBCC2000A Read and interpret plans 20 BCG1005A Use hand and power tools 20

ORBCC1005A Use hand and power tools 20 BCG1006A Use small plant and equipment 20

ORBCC1006A Use small plant and equipment 20 BCC1003A Drain/dewater site 15 BCC1009A Carry out manual excavations 10 BCC1012A Spread and compact materials manually 10 BCG1010A Carry out concreting to simple forms 30

+ 75 Hours 75180 Hours in Total

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8.6 Construction (240 indicative hours) Course – Generic

Course Title: Construction [approximates to existing Building and ConstructionContent Endorsed Course].

Stream: Generic

Hours: 240 indicative hours

Possible Outcome: AQF Certificate I in Construction from the General Construction orCivil Construction Training Packages and/or Statement ofAttainment.

Course Purpose: This course structure allows students to develop a broad range ofskills and knowledge appropriate for entry level workers in eitherthe general construction or civil construction sectors within theconstruction industry.

Course Requirements: Students must complete a mandatory work placement of 70 hoursto enable on-the-job assessment and workplace contextualisationof knowledge and skills. Students must also undertake a mandatoryWorkCover approved general OH&S induction training program, aswell as work activity OH&S training and site-specific OH&Straining before being allowed onto a work site. This trainingcontributes towards the development of the unit of competencyBCG1001A – Carry out OH&S requirements.

Articulation: The entry level competencies contained in the core are commonto all qualifications. It is important that these outcomes becompleted to enable further study and qualifications in thisindustry. The electives are taken from both General Constructionand Civil Construction Training Packages and provide a genericpathway/qualification. Recognition of competencies requiresassessment against the training package by a qualified assessor.

Structure: Students must attempt a minimum of 235 indicative hours for thisHSC course.

Core Units of Competency Selected Units of Competency

105 hours + 70 hours

Additional Core Units CompetencySelect 60 hours from either Industry Sector

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Code Unit of Competency Indicative Hours

HSC Core – Complete all Units of Competency

BCG1000A Carry out interactive workplace communications 20 BCG1001A Carry out OH&S requirements 35 BCG1004A Carry out measurements and calculations 10 BCG1002A Plan and organise work 20 BCG1011A Handle construction materials and safe disposal of waste 10 BCG1008A Use simple levelling devices 10

Hours 105BCG1003A Read and interpret plans 20

OR BCC2000A Read and interpret plans 20 BCG1005A Use hand and power tools 20

OR BCC1005A Use hand and power tools 20 BCG1006A Use small plant and equipment 20

OR BCC1006A Use small plant and equipment 20

Hours 165 HSC Electives – Select at least 70 hours from:

BCC1003A Drain/de-water site 15 BCC1009A Carry out manual excavations 10 BCC1012A Spread and compact materials manually 10 BCC1013A Monitor machine operations 20 BCC1014A Control construction traffic 10 BCC2001A Carry out basic site survey 20 BCC2005A Repair pavements 15 BCC2006A Erect/dismantle fencing and gates 15 BCC2009A Carry out concrete work 20 BCG1007A Erect and dismantle restricted height scaffolding 16 BCG1009A Carry out excavation and install support 8 BCG1010A Carry out concreting to simple forms 30 BCG1012A Prepare for construction process (Wall & Floor Tiling) 15 BCG1013A Prepare for construction process (Solid Plastering) 15 BCG1014A Prepare for construction process (Dry Wall Plastering) 15 BCG1015A Prepare for construction process (Brick/Block Laying) 15 BCG1016A Prepare for construction process (Carpentry) 15 BCG1017A Prepare for construction process (Demolition) 15 BCG1018A Prepare for construction process (Steelwork) 15 BCG1019A Prepare for construction process (Painting and Decorating) 15 BCG2000A Assemble simple partition frames 10 BCG2001A Prepare surfaces 10 BCG2002A Oxy/LPG acetylene cutting 20 BCG2003A Carry out general demolition 10 BCG2004A Carry out levelling 10 BCG2005A Erect and strip formwork for concrete work 10 BCG2006A Carry out steel fixing 15 BCG2009A Carry out concrete work 20

+ 70 Hours 70 235 Hours in Total

NOTE: Units of competency appearing in bold indicate the units of competency that form thebasis for the optional HSC Examination.

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8.7 Construction (240 indicative hours) Course – General Construction

Course Title: Construction

Stream: General Construction

Hours: 240 indicative hours

Possible Outcome: AQF Certificate I in Construction and/or Statement of Attainment.

Course Purpose: This course structure allows students to develop a broad range ofskills and knowledge appropriate for entry level workers in theGeneral Construction sector within the construction industry.

Course Requirements: Students must complete a mandatory work placement of 70 hoursto enable on-the-job assessment and workplace contextualisationof knowledge and skills.

Students must also undertake a mandatory WorkCover approvedgeneral OH&S induction training program, as well as work activityOH&S training and site-specific OH&S training before beingallowed onto a work site. This training contributes towards thedevelopment of the unit of competency BCG1001A – Carry outOH&S requirements.

Articulation: The entry level competencies contained in the core are commonto all qualifications. It is important that these outcomes becompleted to enable further study and qualifications in thisindustry. The electives are taken from the General ConstructionTraining Package and also provide a trade pathway/qualification.Recognition of competencies requires assessment against thetraining package by a qualified assessor.

Structure: Students must attempt a minimum of 240 indicative hours for thisHSC course.

Core Units of Competency Selected Units of Competency

105 hours + 75 hours

Additional Core Units Competencyselect 60 hours from either Industry Sector

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Code Unit of Competency Indicative Hours

HSC Core – Complete all Units of Competency

BCG1000A Carry out interactive workplace communications 20 BCG1001A Carry out OH&S requirements 35 BCG1004A Carry out measurements and calculations 10 BCG1002A Plan and organise work 20 BCG1011A Handle construction materials and safe disposal of waste 10 BCG1008A Use simple levelling devices 10

Hours 105BCG1003A Read and interpret plans 20

ORBCC2000A Read and interpret plans 20 BCG1005A Use hand and power tools 20

OR BCC1005A Use hand and power tools 20 BCG1006A Use small plant and equipment 20

ORBCC1006A Use small plant and equipment 20

Hours 165HSC Electives – Select at least 75 hours from:

BCG1007A Erect and dismantle restricted height scaffolding 16 BCG1009A Carry out excavation and install support 8 BCG1010A Carry out concreting to simple forms 30 BCG1012A Prepare for construction process (Wall & Floor Tiling) 15 BCG1013A Prepare for construction process (Solid Plastering) 15 BCG1014A Prepare for construction process (Dry Wall Plastering) 15 BCG1015A Prepare for construction process (Brick/Block Laying) 15 BCG1016A Prepare for construction process (Carpentry) 15 BCG1017A Prepare for construction process (Demolition) 15 BCG1018A Prepare for construction process (Steelwork) 15 BCG1019A Prepare for construction process (Painting and Decorating) 15 BCG2000A Assemble simple partition frames 10 BCG2001A Prepare surfaces 10 BCG2002A Oxy/LPG acetylene cutting 20 BCG2003A Carry out general demolition 10 BCG2004A Carry out levelling 10 BCG2005A Erect and strip formwork for concrete work 10 BCG2006A Carry out steel fixing 15 BCG2009A Carry out concrete work 20

+ 75 Hours 75 240 Hours in Total

NOTE: Units of competency appearing in bold indicate the units of competency that form thebasis for the optional HSC examination.

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8.8 Construction (240 indicative hours) Course – Civil Construction

Course Title: Construction

Stream: Civil Construction

Hours: 240 indicative hours

Possible Outcome: AQF Certificate I in Construction and/orStatement of Attainment.

Course Purpose: This course structure allows students to develop a broad range ofskills and knowledge appropriate for entry level workers in the civilconstruction sector within the construction industry.

Course Requirements: Students must complete a mandatory work placement of 70 hoursto enable on-the-job assessment and workplace contextualisationof knowledge and skills.

Students must also undertake a mandatory WorkCover approvedgeneral OH&S induction training program, as well as work activityOH&S training and site-specific OH&S training before beingallowed onto a work site. This training contributes towards thedevelopment of the unit of competency BCG1001A – Carry outOH&S requirements.

Articulation: The entry level competencies contained in the core are commonto all qualifications. It is important that these outcomes becompleted to enable further study and qualifications in thisindustry. The electives are taken from the Civil ConstructionTraining Package and also provide a trade pathway/qualification.Recognition of competencies requires assessment against thetraining package by a qualified assessor.

Structure: Students must attempt a minimum of 240 indicative hours for thisHSC course.

Core Units of Competency Selected Units of Competency

105 hours + 75 hours

Additional Core Units Competencyselect 60 hours from either Industry Sector

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Code Unit of Competency Indicative Hours

HSC Core – Complete all Units of Competency

BCG1000A Carry out interactive workplace communications 20 BCG1001A Carry out OH&S requirements 35 BCG1004A Carry out measurements and calculations 10 BCG1002A Plan and organise work 20 BCG1011A Handle construction materials and safe disposal of waste 10 BCG1008A Use simple levelling devices 10

Hours 105BCG1003A Read and interpret plans 20

ORBCC2000A Read and interpret plans 20 BCG1005A Use hand and power tools 20

ORBCC1005A Use hand and power tools 20 BCG1006A Use small plant and equipment 20

ORBCC1006A Use small plant and equipment 20

Hours 165HSC Electives – Select at least 75 hours from:

BCC1003A Drain/de-water site 15 BCC1009A Carry out manual excavations 10 BCC1012A Spread and compact materials manually 10 BCC1013A Monitor machine operations 20 BCC1014A Control construction traffic 10 BCC2001A Carry out basic site survey 20 BCC2005A Repair pavements 15 BCC2006A Erect/dismantle fencing and gates 15 BCC2009A Carry out concrete work 20 BCG1007A Erect and dismantle restricted height scaffolding 16 BCG1010A Carry out concreting to simple forms 30 BCG2001A Prepare surfaces 10 BCG2009A Carry out concrete work 20

+ 75 Hours 75 240 Hours in Total

NOTE: Units of competency appearing in bold indicate the units of competency that form thebasis for the optional HSC examination.

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8.9 Construction Extension Course – Specialist Studies (60 indicative hours)

Course Title: Construction Specialist Studies

Stream: Specialist Studies in either sector

Hours: Additional 60 indicative hours

Possible Outcome: AQF Certificate I in Construction from the General Construction orcivil construction Training Packages and/or Statement of Attainment.

Course Purpose: This course allows students to develop additional skills andknowledge appropriate for entry level workers in either the generalconstruction or civil construction sectors within the constructionindustry.

Course Requirements: Students must complete a mandatory work placement of 14 hours(2 working days) to enable on-the-job assessment and workplacecontextualisation of knowledge and skills. Students must beenrolled in the Construction (240 indicative hour) Course.

Students must also undertake a mandatory WorkCover approvedgeneral OH&S induction training program, as well as work activityOH&S training and site-specific OH&S training before beingallowed onto a work site. This training contributes towards thedevelopment of the unit of competency BCG1001A – Carry outOH&S requirements.

Articulation: The additional competencies provide greater articulation intofurther study and qualifications in this industry. Recognition ofcompetencies requires assessment against the training packageby a qualified assessor.

Structure: Students must attempt an extra 60 indicative hours for this HSCcourse.

Construction 240 indicative hour course

Core Units of Competency Selected Units of Competency

105 hours + 75 hours

Additional Core Units Competencyselect 60 hours from either Industry Sector

+

Extension Course

Attempt at least 60 Indicative Hoursfrom the General or Civil Sectors

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Code Unit of Competency Indicative Hours

HSC Electives – Select at least an additional 60 hours

BCC1003A Drain/de-water site 15 BCC1009A Carry out manual excavations 10 BCC1012A Spread and compact materials manually 10 BCC1013A Monitor machine operations 20 BCC1014A Control construction traffic 10 BCC2001A Carry out basic site survey 20 BCC2005A Repair pavements 15 BCC2006A Erect/dismantle fencing and gates 15 BCC2009A Carry out concrete work 20 BCG1007A Erect and dismantle restricted height scaffolding 16 BCG1009A Carry out excavation and install support 8 BCG1010A Carry out concreting to simple forms 30 BCG1012A Prepare for construction process (Wall & Floor Tiling) 15 BCG1013A Prepare for construction process (Solid Plastering) 15 BCG1014A Prepare for construction process (Dry Wall Plastering) 15 BCG1015A Prepare for construction process (Brick/Block Laying) 15 BCG1016A Prepare for construction process (Carpentry) 15 BCG1017A Prepare for construction process (Demolition) 15 BCG1018A Prepare for construction process (Steelwork) 15 BCG1019A Prepare for construction process (Painting and Decorating) 15 BCG2000A Assemble simple partition frames 10 BCG2001A Prepare surfaces 10 BCG2002A Oxy/LPG acetylene cutting 20 BCG2003A Carry out general demolition 10 BCG2004A Carry out levelling 10 BCG2005A Erect and strip formwork for concrete work 10 BCG2006A Carry out steel fixing 15 BCG2009A Carry out concrete work 20

Additional Hours 60

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8.10 Construction Extension Course – Specialist Studies (120 indicative hours)

Course Title: Construction Specialist Studies

Stream: Specialist Studies in either sector

Hours: Additional 120 indicative hours

Possible Outcome: AQF Certificate II in General Construction orAQF Certificate II in Civil Construction and/orStatement of Attainment.

Course Purpose: This course allows students to develop additional skills andknowledge appropriate for entry level workers in either the generalconstruction or civil construction sectors within the constructionindustry.

Course Requirements: Students must complete a mandatory work placement of 35 hoursto enable on-the-job assessment and workplace contextualisationof knowledge and skills. Students must be enrolled in theConstruction (240 indicative hour) Course.

Students must also undertake a mandatory WorkCover approvedgeneral OH&S induction training program, as well as work activityOH&S training and site-specific OH&S training before beingallowed onto a work site. This training contributes towards thedevelopment of the unit of competency BCG1001A – Carry outOH&S requirements.

Articulation: The additional competencies provide greater articulation intofurther study and qualifications in this industry. Recognition ofcompetencies requires assessment against the training packageby a qualified assessor.

Structure: Students must attempt an extra 120 indicative hours for this HSCcourse.

Construction 240 indicative hour course

Core Units of Competency Selected Units of Competency

105 hours + 75 hours

Additional Core Units Competencyselect 60 hours from either Industry Sector

+

Extension Course

Attempt at least 120 Indicative Hoursfrom the General or Civil Sectors

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Code Unit of Competency Indicative Hours

HSC Electives – Select at least an additional 120 hours

BCC1003A Drain/de-water site 15 BCC1009A Carry out manual excavations 10 BCC1012A Spread and compact materials manually 10 BCC1013A Monitor machine operations 20 BCC1014A Control construction traffic 10 BCC2001A Carry out basic site survey 20 BCC2005A Repair pavements 15 BCC2006A Erect/dismantle fencing and gates 15 BCC2009A Carry out concrete work 20 BCG1007A Erect and dismantle restricted height scaffolding 16 BCG1009A Carry out excavation and install support 8 BCG1010A Carry out concreting to simple forms 30 BCG1012A Prepare for construction process (Wall & Floor Tiling) 15 BCG1013A Prepare for construction process (Solid Plastering) 15 BCG1014A Prepare for construction process (Dry Wall Plastering) 15 BCG1015A Prepare for construction process (Brick/Block Laying) 15 BCG1016A Prepare for construction process (Carpentry) 15 BCG1017A Prepare for construction process (Demolition) 15 BCG1018A Prepare for construction process (Steelwork) 15 BCG1019A Prepare for construction process (Painting and Decorating) 15 BCG2000A Assemble simple partition frames 10 BCG2001A Prepare surfaces 10 BCG2002A Oxy/LPG acetylene cutting 20 BCG2003A Carry out general demolition 10 BCG2004A Carry out levelling 10 BCG2005A Erect and strip formwork for concrete work 10 BCG2006A Carry out steel fixing 15 BCG2009A Carry out concrete work 20

Additional Hours 120

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9 Outcomes and Content

9.1 Units of Competency

Details of individual units of competency included in the Construction CurriculumFramework for the HSC are contained in Part B of the syllabus. The units ofcompetency determine both the content and outcomes of learning for courses withinthe framework.

The text for each unit included is identical to that in the General Construction or CivilConstruction Training Packages. For each unit of competency, the:• elements of competency• performance criteria• range of variables • evidence guide

are transcribed directly from the General Construction Training Package or the CivilConstruction Training Package.

Accompanying each unit of competency in Part B is an additional section entitledHSC Requirements. This section:• prescribes the scope of learning that is expected of Stage 6 students• identifies key terms and concepts that contribute to the questions in the optional

Higher School Certificate examination.

It also describes the range of resources that teachers and trainers might use indeveloping and delivering teaching and learning programs, including the unit ofcompetence, possible teaching and assessment strategies and the relationshipsbetween the units of competency and learning outcomes in other HSC courses.

The units of competency that can be delivered and assessed are determined by thescope of registration for the RTO. Teachers and trainers must check the scope ofregistration before determining the units of competency for inclusion in their teachingand assessment programs. Each RTO must provide documentary evidence definingtheir scope of registration. School principals should seek this wherever a schoolstudent is accessing learning and assessment through an external provider otherthan a TAFE college.

For guidelines as to the delivery of training programs by RTOs other than schools or TAFE colleges, teachers and principals should consult the Board of Studies’Assessment, Cetification and Examination (ACE) Manual or relevant Board ofStudies’ Official Notices.

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9.2 Course Delivery – Training Programs, Learning Materials,Resources and Teacher Qualifications

It is the responsibility of the RTO to determine the learning materials that will beused to deliver courses within the Construction Curriculum Framework.

In some cases, RTOs may choose to use the Learning Guides and Trainer Guidesdeveloped to support the delivery of the General Construction Training Package orthe Civil Construction Training Package.

In other cases, RTOs may choose to deliver the existing national modules or othermodules such as those used by TAFE NSW. Alternatively, RTOs may develop theirown training materials or use a combination of in-house and commercially producedcurriculum resources.

Further advice is available on curriculum materials that may be used to support thedelivery of courses within the Construction Curriculum Framework attached to eachunit of competency in Part B of this syllabus and in the Construction supportdocument. This information is provided as a guide to RTOs and teachers deliveringHSC courses within the Construction Curriculum Framework. The use of the listedmodules and other training materials is not mandatory.

It is also the responsibility of the RTO to determine the resources required forcourse delivery and the qualifications required by teachers and trainers deliveringcourses on behalf of the RTO.

School system authorities will provide separate advice on:• learning materials• resource requirements• teacher qualifications.

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10 Work Placement

The courses in the VET Industry Curriculum Frameworks have been designed todeliver specified units of competency. The units of competency have been drawnfrom the Industry Training Packages. They have associated indicative hours to guideschools and other deliverers.

Work placement is a mandatory HSC requirement of each course within thisframework and indicative hours have been assigned to the work placementrequirement for each course.

Learning in the workplace will enable students to:• progress towards the achievement of industry competencies• develop appropriate attitudes towards work• learn a range of behaviours appropriate to the industry• practise skills acquired off the job in a classroom or workshop• develop additional skills and knowledge, including the Key Competencies.

The mandatory work placement requirements for courses in this framework are notintended to indicate the time required for the achievement of units of competency.The amount of workplace learning required for competency achievement will varyfrom student to student. Assessment of the units of competence is to be undertakenby a qualified assessor(s) either in a work placement or in classroom delivery.

Work Placement RequirementsStudents are required to complete the following mandatory work placement:

Construction (240 indicative hours) a minimum of 70 hours in a workplaceConstruction (180 indicative hours) a minimum of 49 hours in a workplaceConstruction (120 indicative hours) a minimum of 35 hours in a workplaceConstruction extension (120 indicative hours) a minimum of 35 hours in a workplaceConstruction extension (60 indicative hours) a minimum of 14 hours in a workplace

It is the responsibility of the school or Registered Training Organisation to determinehow course outcomes are best to be achieved and structure delivery accordingly. Ifadditional work placement or classroom time is required to enable individual or classgroups of students to achieve the competencies this will be determined by the deliverer.

Under the Occupational, Health and Safety Act (1983) in accordance with theConstructon Safety Amendment (Amenities and Training) Regulation 1998 andapproved Code of Practice, students must satisfactorily complete a WorkCover NSWapproved Construction Industry OH & S General Induction Training Program prior towork placement.

Further information and advice on the implementation of work placement iscontained in policy statements or guidelines available from the relevant schoolsystem authority/Registered Training Organisation.

Part-time workUnder some circumstances, students’ part-time work in an appropriate workplacemay be used to fulfil work placement requirements. For further details, teachers andprincipals should consult the Board of Studies’ Assessment Certification andExamination (ACE) Manual or relevant Board of Studies’ Official Notices.

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11 Assessment Requirements and Advice

11.1 Competency Based Assessment

The courses within the Construction Curriculum Framework are competency basedcourses. The Board of Studies and the Vocational Education and Training AccreditationBoard (VETAB) require that a competency based approach to assessment be usedand that a record be held by the RTO of the competencies achieved.

In a competency based course, assessment of competencies is criterion referenced.This means that a participant’s performance is judged against a prescribed standard— not against the performance of other participants.

The purpose of assessment is to judge competence on the basis of performanceagainst the performance criteria set out under each element of competency. Aparticipant is judged either competent or not yet competent. Assessment shouldbe fair, valid and consistent.

Competency based assessment is based on the requirements of the workplace.Competence incorporates all aspects of work performance including problem solvingand the capacity to apply skills and knowledge in both familiar and new situations.Assessment of competence involves the assessment of skills and knowledge combined.

For assessment purposes it is not necessary, nor is it necessarily desirable, forindividual performance criteria to be demonstrated separately. Rather, assessors shouldadopt an integrated or holistic approach to assessment. This means that a numberof elements of competency or even several units of competency are assessed together.This method of assessment is encouraged and is consistent with the concept ofcompetence as the integration of a wide range of skills, knowledge and attitudes andis emphasised in the General Construction and Civil Construction Training Packages.

11.2 Training Package Requirements

To achieve an AQF Certificate or Statement of Attainment a student or worker mustbe assessed as competent according to the requirements set out in the nationaltraining package. A qualified assessor through the auspices of the RTO that is toissue the qualification must conduct the assessment.

Assessment Guidelines

The assessment guidelines of a training package are, along with qualifications andunits of competency, one of the three endorsed components (mandatorycomponents) of the package.

The role of the assessment guidelines is to provide the principles and guidance toensure that assessment is fair, valid, consistent and to industry standard.

The full text of the assessment guidelines is included in the General Constructionand Civil Construction Training Packages and is on the National Training InformationService (NTIS) website (www.ntis.gov.au).

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Unit Assessment

Assessment may be conducted for individual units of competency or for groups ofunits of competency. Candidates assessed as being competent in one or moreindividual units will be eligible for a Statement of Attainment showing partialcompletion of the relevant certificate. In the case of unit assessment, evidence isalso most relevant when provided through a holistic assessment activity thatintegrates the elements of competency for each unit.

In addition to the assessment guidelines, the General Construction and CivilConstruction Training Packages set out detailed assessment requirements — theevidence guide — for each unit of competency and provide advice indicating whereunits can be assessed interdependently. These requirements are set out within thetext of each unit of competency included in Part B of this syllabus.

Using Qualified Assessors

The assessment guidelines in the General Construction and Civil ConstructionTraining Packages specify that a qualified assessor must conduct assessment.

Within the Construction Curriculum Framework, there are two assessor qualificationcomponents:• a minimum qualification as a workplace assessor• a minimum level of technical competence, at least to the level being assessed.

It is important to note that the two components of assessor qualification need not bemet by one individual. The ‘qualified assessor’ may consist of an assessment teamin which one partner has assessor qualifications and knowledge and the other hastechnical competence in construction.

11.3 Competency Record Book (Student Log)

The competency record book (student log) forms a permanent record of all unitsand elements of competency demonstrated by students undertaking courses withinthe Construction Curriculum Framework.

Achievement of elements of competency and units of competency should beprogressively recorded in the competency record book. It should be noted that:• all performance criteria need to be met to demonstrate the achievement of an

element of and competency• all elements of competency must be achieved in order to demonstrate the

achievement of a unit of competency.

11.4 HSC Examination – Construction (240 indicative hours)

The Higher School Certificate examination in Construction (240 indicative hours) isoptional. It will consist of a written examination. Students will nominate during theHSC year to undertake the optional examination.

The examination is independent of the competency based assessment undertakenduring the course and has no impact on student eligibility for AQF qualifications.

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11.5 Higher School Certificate Examination Specifications

The examination in Construction (240 indicative hours) is a 2 hour written paper andis worth 100 marks. The paper is marked out of 80. The total marks gained are thenconverted to a final mark out of 100.

The paper will be based on three areas.1 Identified units of competency in Construction (240 indicative hours) including:

– elements of competency– performance criteria– critical aspects of evidence– underpinning knowledge and skills.

BCG1000A Carry out interactive workplace communicationsBCG1001A Carry out OH&S requirements BCG1004A Carry out measurements and calculations BCG1002A Plan and organise work BCG1011A Handle construction materials and safe disposal of waste BCG1008A Use simple levelling devices BCG1003A Read and interpret plans

OR BCC2000A Read and interpret plans BCG1005A Use hand and power tools

OR BCC1005A Use hand and power tools BCG1006A Use small plant and equipment

OR BCC1006A Use small plant and equipment

2 Minimum prescribed learning contained in the Higher School Certificaterequirements for each unit of competency (see Construction CurriculumFramework, Part B) including:– minimum learning for the Higher School Certificate– key terms and concepts.

3 Associated key competencies.The paper will consist of THREE sections.

Section I (15 marks)• There are FIFTEEN multiple-choice questions• All questions in this section are compulsory• All questions are of equal value

Section II (35 marks)• The questions in this section are short response items, in parts• All questions in this section are compulsory• Question parts will range in value

Section III (30 marks)• The questions in this section are extended response items• Students must attempt TWO questions• All questions are of equal value

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12 HSC Requirements and Certification

12.1 Course Completion Requirements

For a student to be considered to have satisfactorily completed a course within theConstruction Curriculum Framework there must be sufficient evidence that thestudent has:• followed the course as specified• demonstrated application to the set tasks and experiences with diligence and

sustained effort• undertaken the mandatory work placement• achieved some or all of the course outcomes.

To gain an AQF qualification or Statement of Attainment, a student must beassessed as workplace competent in ALL units of competency required for thatqualification or Statement of Attainment, and have had the assessment undertakenby a qualified industry assessor.

12.2 Preliminary and HSC Unit Credit

To facilitate flexibility of VET in the HSC, courses within the Construction CurriculumFramework may be delivered as Preliminary units, HSC units or as a combination ofPreliminary and HSC units.

12.3 HSC Record of Achievement

Courses within the Construction Curriculum Framework will be listed on the HSCRecord of Achievement, together with the unit value of the course.

No mark will be listed for the achievement of competency, but the Record ofAchievement will refer to the AQF qualifications, which will be issued separately. Theissue of AQF Certificates and Statements of Attainment is subject to therequirements in Section 11.2 of this document.

For students enrolled in any Construction (240 indicative hour course) and whoundertake the written HSC examination, a scaled examination mark out of 100 willbe recorded on the HSC Record of Achievement. No school-based assessmentmark will be recorded.

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13 Other Information

13.1 Providing for all Students

Students with Special Education Needs

Courses within the Construction Curriculum Framework are available to all students,including those with special education needs. Students following an HSC SpecialProgram of Study may be allowed additional unit credit towards the Higher SchoolCertificate for courses within the framework.

Courses within industry curriculum frameworks will provide students with specialeducation needs with access to pathways between school and work.

Successful participation in these courses for such students is dependent on:• transition planning to meet individual needs• prevocational preparation• appropriate methods for course delivery and assessment• ongoing partnerships between schools, students, parents, teachers, employers

and others in the community.

To develop competency to industry standard, students with special education needsmay require extended time and additional support off-the-job and in the workplace.Careful planning is needed to ensure that students can maintain and apply thecompetencies being developed. Close links between school and work placementmay also be necessary.

Further advice on implementing the Construction Curriculum Framework for studentswith special education needs is contained in the industry curriculum frameworksupport document for students with special needs developed by the Board of Studies.

Gender and Cultural Considerations

Industry curriculum frameworks have been developed to address the needs of abroad range of students. For this reason, teaching and assessment programs in thisindustry curriculum framework should be, wherever possible, developed to minimiseany gender or cultural bias. Case studies, illustrative examples and other materialsused for teaching and assessment should be selected on the basis that they do notreinforce gender or cultural stereotypes.

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Key Competencies

The key competencies are competencies considered essential for effective participationin the emerging patterns of work and work organisation as well as in life generally.They focus on the capacity to apply knowledge and skills in an integrated way inwork situations. Key competencies are generic in that they apply to work generally,rather than being specific to work in particular occupations or industries. The keycompetencies referred to in the Construction Curriculum Framework are:• collect, analyse and organise information• communicate ideas and information• plan and organise activities• work with others and in teams• use mathematical ideas and techniques• solve problems• use technology.

Each unit of competency included in this industry curriculum framework identifiesthe relationship between the unit and the key competencies. A performance level (1to 3) represents this relationship. The following provides a brief description of theperformance levels.

Performance Level 1

Describes the competence needed to undertake activities efficiently and withsufficient self-management to meet the requirements of the specific activity and tomake judgements about quality of outcome against established criteria.

Performance Level 2

Describes the competence needed to manage activities requiring the selection,application and integration of a number of elements, and to select from establishedcriteria to judge quality of process and outcome.

Performance Level 3

Describes the competence needed to evaluate and reshape processes, to establishand use principles in order to determine appropriate ways of approaching activities,and to establish criteria for judging quality of process and outcome.

Key competencies are integral to each of the units of competency and thereforeconsideration must be given to the ways in which they can be addressed whendesigning learning activities and assessment instruments.

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13.2 Articulation to Further Training

Under the Australian Recognition Framework, students achieving units ofcompetency within this industry curriculum framework will be eligible to receiveadvanced standing in further training in this industry area.

Teachers and students should study the qualifications framework within the relevanttraining package in order to identify possible training pathways that are available.

Furthermore, students may in some cases receive academic credit at university in arelated discipline. Such arrangements are often negotiated at a local level betweenthe university and local schools. This information is likely to be available throughcareers advisers or school principals.

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14 Glossary

ANTA Australian National Training Authority

AQF Australian Qualifications Framework — the AQF is a comprehensivepolicy framework defining all qualifications recognised nationally in post-compulsory education and training within Australia. Thequalification level depends on the depth, complexity and degree of autonomy involved in the work. The Australian QualificationsFramework comprises guidelines that define each qualification,together with principles and protocols covering articulation, issue ofa qualification and transition arrangements.

ARF Australian Recognition Framework — the ARF is a comprehensiveapproach to national recognition of vocational education and training(VET). It is based on a quality assured approach to the registrationof assessed competency outcomes and qualifications issued. It includesmutual recognition, processes for registering training organisation,and quality assurance. It replaces the National Framework for theRecognition of Training and is part of the National Training Framework.

assessment guidelines The requirements of the assessment system in the specific industry’straining package. This component is mandatory and needs to beread in conjunction with the assessment requirements of eachcompetency standard.

AVETMISS Australian Vocational Education and Training ManagementInformation Statistical Standard

competency standards The specification of knowledge and skill and the application/units of competency of such knowledge and skill to the standards of performance

required in the workplace, expressed as a competency standard.They provide a description of the skills, knowledge and attitudesrequired to perform particular kinds of work. Competency standardsalso define the outcomes for training delivery, assessment and theissue of qualifications and Statements of Attainment under theAustralian Recognition Framework.

Units of competency are composed of elements of competency. Theyinclude performance criteria (which specify the required level ofperformance), the range of variables (which indicates the context forperformance) and the evidence guide (which indicates the context forassessment).

Competencies are developed nationally as an endorsed componentof training packages or, where no relevant training package exists, asthe basis for defining the learning outcomes of an accredited course.

compliance A systematic and independent external assessment administered by assessment a State Training Authority/State Recognition Authority to determine

whether a Registered Training Organisation is operating effectivelywithin its registered scope.

element of The basic building blocks of each unit of competency.competency Elements of competency break down a unit of competency into

workplace related tasks.

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ITAB Industry Training Advisory Body – ITABs are independent incorporatedassociations or companies. The State ITABs work directly with industryenterprises and providers to implement training arrangements andassist with the development of training programs. The national ITABsare also concerned with the development of National Training Packages.

mutual recognition This encompasses Registered Training Organisations, qualificationsand training products:

• Registered Training Organisations – acceptance by a StateRecognition Authority/State Training Authority enabling aRegistered Training Organisation to operate within its jurisdictionon the basis of its primary registration

• qualifications – acceptance by a Registered Training Organisationof the recognition decisions of other Registered TrainingOrganisations/State Recognition Authorities relating to the issue ofqualifications and Statements of Attainment, enabling individualsto receive full recognition of their achievements, including credittransfer where appropriate

• training products – acceptance of recognised training productsavailable in the training market. This includes endorsed trainingpackages, training programs for training packages and accreditedcourses.

NTF National Training Framework

NTIS National Training Information Service – the NTIS is a relationaldatabase that provides up-to-date information on recognisedvocational education and training, including details of endorsedtraining packages and their components (competency standards,assessment guidelines and qualifications and any non-endorsedcomponents) together with details of Registered TrainingOrganisations and their scope of registration. The web address forNTIS is www.ntis.gov.au.

OH&S Occupational Health and Safety

qualification The defined set of competencies that establishes a specified andidentifiable point of achievement, relevant to industry and communityneeds, expressed in accordance with the titles of the AustralianQualifications Framework and recognised through endorsement aspart of a training package or through accreditation. The credentialawarded by a Registered Training Organisation demonstrates theachievement of the defined set of competencies.

RTO Registered Training Organisation – any training organisationproviding vocational education, training and/or assessment servicesmust be registered in accordance with the Australian RecognitionFramework. This includes TAFE colleges/institutes, privatecommercial providers, community providers, schools, highereducation institutions, enterprises and firms, industry bodies and anyother organisation that meets the requirements for registration.

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scope of registration Defines the parameters of recognition as a Registered TrainingOrganisation in respect of the products and services offered and therange of areas in which the organisation operates. ‘Scope’establishes whether the organisation is registered for trainingdelivery and/or skill recognition services and the qualifications andStatements of Attainment it has been granted authority to issue,identified by training packages or accredited courses.

Statement of The formal certification issued by a relevant approved bodyAttainment (Registered Training Organisation or State Recognition Authority), in

recognition of the fact that a person has achieved some of thecompetencies identified for a particular qualification (within a trainingpackage, accredited course or customised qualification).

training packages Comprehensive, integrated products that provide nationalbenchmarks and resources for delivery, assessment andqualifications in vocational education and training. Training packagescomprise endorsed components of national competency standards,assessment guidelines and qualifications, combined with non-endorsed components that may include learning strategies,assessment resources and professional development materials.

VET Vocational Education and Training

VETAB The Vocational Education and Training Accreditation Board

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