CPC33020 Certificate III in Bricklaying and Blocklaying

This Training and Assessment Strategy (TAS) document has been developed to clearly advise the Trainers & Assessors involved in the delivery of training and collection of assessment evidence. This TAS provides a top-down perspective of CPC33020 – Certificate III in Bricklaying and Blocklaying course and the training and assessment that will be applied. This is a working document and will change over time as CPC33020 – Certificate III in Bricklaying and Blocklaying course is subject to continuous improvement. This TAS document should be read in
conjunction with supporting learning and assessment documentation.

2 Years (104 weeks, fulltime)

The qualification is delivered over 104 weeks comprising of:
• eight (8) terms of 10 weeks each (80 weeks total)
• holiday breaks amounting to 24 weeks (as specified in the timetable).

The classes are scheduled and delivered as below:
Shift 1 – Monday & Tuesday: 8:15 – 16:45 and Wednesday: 8:15 – 12:15
Shift 2 – Wednesday: 12:30 – 16:30 and Thursday & Friday: 8:15 – 16:45
Shift 3 – Monday to Thursday: 17:00 – 22:00
Shift 4 – Friday: 17:00 – 21:00 and Saturday & Sunday: 9:00 – 17:30

Students are required to attend 20 hours of training and assessment per week. Additional, unsupervised study is expected to be approximately 5 hours a week.

Training and assessment will also be completed in the workshop. RSB has a contract with a workshop and books time in the workshop according to the number of students and time required.

The training and assessment schedule shows the weeks during which training is delivered and assessment conducted for each unit.

This qualification is aimed at targeting overseas students, who are:
• seeking to pursue or further a career in bricklaying, block laying and paving;
• seeking to enter a new industry sector;
• seeking a pathway to higher level qualifications.

Characteristics of the target group are as follows:

Students will be from a range of countries and may be living in Australia for the first time or may have been here in the recent or more distant past.
Many will speak English as a second language, although an entry level has been set to ensure students are able to complete course work. Students are expected to typically fall into the age range of 18 – 35 as people still establishing or changing careers. Credit and/or RPL can be provided for those with existing skills and
knowledge allowing such students to complete the course in a shorter timeframe.

RSB has the following entry requirements where International students must:
• be at least 18 years of age and have completed 12 or equivalent;
• participate in a course entry interview to determine suitability for the course and student needs;
• have an IELTS* score of 5.5 (test results must be no more than 2 years old).

English language competence can also be demonstrated through documented evidence of any of the following:
• educated for 5 years in an English-speaking country; or
• successful completion of an English Placement Test.

*Note that other English language tests such as PTE and TOEFL can be accepted. Students are required to provide their results so that it can be confirmed they are equivalent to IELTS 5.5.

Students undertaking this program are required to have well developed language, literacy and numeracy (LLN) skills relevant to the requirements of their role. Diagnostic assessment will be conducted prior to the commencement of the learning. This is to ensure that Students enrolled in the program have adequate LLN skills to complete the requirements of the training and assessment of the course:
• An LLN will be used to identify if Students will require additional learning support and if the identified level of additional support is within RSB’s capabilities to deliver. Based on the group of students that this course is designed for, all are expected to have a high level of LLN capabilities.
• RSB aims to provide a positive and rewarding learning experience for all of its students.
• The Student Enrolment Form requests students to provide information regarding their LL&N requirements or any other special learning needs.
• In the event of LL&N becoming an issue, the academic support staff will contact the student to discuss their requirements.
• Students must ensure that they have discussed with their Trainer & Assessor any concerns they may have about their capacity to participate because of any Language, Literacy or Numeracy difficulties.
• RSB can offer any student, on request at enrolment, a reading and comprehension exercise to ascertain suitability for enrolment into a course.
• RSB will make every effort to ensure that students are adequately selected, enrolled and supported to enable them to complete their training. Some examples of the type of support that RSB can offer include the following areas.

o Literacy
− providing students only essential writing tasks
− consider the use of group exercises so that the responsibility for writing rests with more than one person.
− provide examples and models of completed tasks.
− ensure that documents and forms are written and formatted in plain English; and use clear headings, highlight certain keywords or phrases and provide explanations of all technical terms used.
− arranging tutorials to help students with study related problems.

o Language
− present information in small chunks.
− speak clearly, concisely and not too quickly.
− give clear instructions in a logical sequence.
− give lots of practical examples.
− encourage students to ask questions; and
− ask all questions to ensure students understand.

o Numeracy
− ask students to identify in words, what the exact problem is and how they might solve it.
− show students how to do the calculations through step-by step instructions and through examples of completed calculations.
− help students to work out what math’s/calculations/measurements are required to complete the task; and
− encourage the use of calculators and demonstrate how to use them.

Additional hours of training and support will be considered for students with learning difficulties and for those from non-English speaking backgrounds should this be necessary.

On the basis of the individual’s LLN test outcomes, the School will arrange appropriate learner support in the following areas:

• Language
• Literacy
• Numeracy

Prospective students who require additional support services to those offered by Richmond School of Business, will need to verify that these support options are available before enrolment by calling the office on +61 2 8844 1000.

Please note that the support services offered above form part of the reasonable adjustments options offered by Richmond School of Business. If a student needs access to the support services listed above, no additional fees apply.

Support from Trainers / Assessors

Each enrolled student will have access to trainer / assessor support. Trainers / assessors can be contacted by telephone and email during business hours. There is no additional cost to chat with a trainer or assessor. All of our trainers and assessors are passionate industry experts who are available to guide you through your learning experience.

Student Support Services Department

Richmond School of Business has a dedicated Student Support Services Department which provides administrative support to enrolled students (e.g. how to log into the online learning system, etc.).

Student Welfare

RSB is committed to the academic success and emotional wellbeing of its students. RSB student support staff, Academic Manager and the Principal will offer initial student welfare advice. For students needing professional counselling, RSB has contracted an external qualified Student Welfare Counsellor, Mrs Judith Bowler. RSB Principal may refer students to Mrs Bowler for counselling/welfare advice, if/when required.

RSB will pay for the first consultation. Subsequent consultation charges will be borne by the student.

Each student must provide their USI (Unique Student Identifier) before they are to commence their studies. If you do not have a USI, you can create one at:

https://www.usi.gov.au/students/create-your-usi

RSB will assist students to create their USI if required. Students must contact admin@rsb.edu.au or the RSB Reception Desk at +61 28844 1000 if they face any challenges with creating their USI.

Participants of CPC33020 – Certificate III in Bricklaying and Blocklaying course will be advised of the assessment requirements at the beginning of training of each unit. CPC33020 – Certificate III in Bricklaying and Blocklaying course assessments are the process of collecting evidence and making judgements about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency.

Assessments are carried out in accordance with:
• Identified industry benchmarks and available best practice relevant for assessment.
• specific industry requirements.
• specific principles of assessment.
▪ rules of evidence.

Assessments will usually commence in the session following delivery and will require students to manage their workload and schedule assessment tasks accordingly. As this is a competency-based course, assessments continue throughout the course until the participant either achieves competency in their assessment tasks or a further training need is identified and addressed. Formative assessment is provided throughout the course in terms of practice.
This is achieved through using the tasks outlined in the learners’ resources as practice. Those tasks are separate to the summative assessment process that concludes each unit of competency.

The assessment process for all participants in CPC33020 – Certificate III in Bricklaying and Blocklaying course may include theory, projects and practical
assessments. Each unit in CPC33020 – Certificate III in Bricklaying and Blocklaying course has an individual assessment tool and mapping document which establishes the details of the assessment methodology including:

• Outlining the assessment methods.• Providing instructions for the Assessor.
• Providing instructions for the students.
• Being mapped to the unit of competency through a separate mapping document.
• Ensuring assessment is summative.

All activities and projects are assessed by the assigned Trainer & Assessor and then returned to the student with feedback. Assessor’s feedback to students allows them to monitor their progress before progressing onto new activities so they may apply lessons learned in their previous assessments.

Where the student is experiencing any personal difficulties s/he should be referred to the Principal who will arrange appropriate support for the student in need. If the student’s needs exceed the Institute’s support capacity, it will refer the student to an appropriate external agency.

RSB is committed to completing the outlined training and assessment upon students’ commencement of their study and while they are meeting all their student responsibilities.