CPC50220 Diploma of Building and Construction (Building)

RSB has the following entry requirements:

International students must:

• Be over 18 years of age and have completed Year 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:

• 1. Educated for 5 years in an English-speaking country; or
  2. Completed at least 6 months of a Certificate IV level course in an Australian RTO; or
  3. 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 CPC50220 Diploma of Building and Construction (Building) 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 high level of LLN capabilities.
• RSB always 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:
    • 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 key words or phrases and provide explanations of all technical terms used.
  • arranging tutorials to help students with study related problems.
    • 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.
    • 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 disabilities or learning difficulties.

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 adjustment’s 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.

UNIQUE STUDENT IDENTIFIER

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.

ASSESSMENT OVERVIEW

Students of CPC50220 Diploma of Building and Construction (Building) course will be advised of the assessment requirements at the beginning of training of each unit.

CPC50220 Diploma of Building and Construction (Building) 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 particular assessment.
• specific industry requirements.
• specific principles of assessment.
• rules of evidence.

The Assessment tasks given to the students throughout the unit of competency will require the 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 students in CPC50220 Diploma of Building and Construction (Building) course may include theory, projects and practical assessments.

Each unit has an individual assessment tool and a mapping document which establishes the details of the assessment methodology including:

• Outlining the assessment methods;
• Providing instructions for the Trainer & Assessor;
• Providing instructions for the students;
• Being mapped to the unit of competency;
• Ensuring assessment is summative.

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

The assessment process may include theory, projects, and practical assessments.

Each unit in CPC50220 Diploma of Building and Construction (Building) 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 Trainer & 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 Assessor and then returned to the student with feedback. Assessor’s feedback to student allows them to monitor their progress before progressing onto new activities so they may apply lessons learned in their previous assessments.

RSB provides CPC50220 Diploma of Building and Construction (Building) students with access to a wide range of learning resources including Learner’s Guide or Student Workbook, access to ‘Handout’ folders in the student online portal, which contains handouts under each of the unit’s assessment resources. Some of those resources have been developed in-house whereas most learning resources have been purchased from reputable resource providers available in the market. All students have the opportunity to obtain the hard copies of available resources, should they desire.