CPCCOM1014 Assessment - PRACTICAL SUBMISSION

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 1 of 35 1. Student and trainer details Student details Full name: Abhinandan Sharma Student ID: 20230422 Contact number: 0491938860 Email address: abhinandansharma4646@gmail.com Trainer details Full name: 2. Qualification and unit of competency Qualification/Course/Program Details Code: Name: Certificate III in carpentry Unit of competency Code: CPCCOM1014 Name: Conduct workplace communication Releases: 3.0 Release date: 09/Mar/2021 3. Assessment Submission Method ☐ By hand to trainer/assessor ☐ By email to trainer/assessor ☒ Online submission via Learning Management System (LMS) ☐ Any other method _________________________________________________ (Please describe here) 4. Student declaration • I have read and understood the information in the Unit Requirements prior to commencing this Student Pack • I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice; • I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack; • For the purposes of assessment, I give the trainer/assessor permission to: o Reproduce this assessment and provide a copy to another member of staff; and o Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 2 of 35 Student Pack Student signature: _____ ___________________________ Date: _16___/___08__/_____23_________ 5. Assessment Plan The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways. Evidence number/ Task number Assessment method/ Type of evidence/ Task name Sufficient evidence recorded/Outcome Assessment task 1 Knowledge Test (KT) S / NS (First Attempt) S / NS (Second Attempt) Assessment task 2 Skills Test (ST) S / NS (First Attempt) S / NS (Second Attempt) Outcome C ☐ NYC ☐ Date assessed: Trainer signature: 6. Completion of the Assessment Plan Your trainer is required to fill out the Assessment Plan Outcome records above, when: • You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency. • Your work has been reviewed and assessed by your trainer/assessor. • You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency. • You have been provided with relevant and detailed feedback. Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as: • Result of Assessment (satisfactory or unsatisfactory) • Student name, signature and date • Assessor name, signature and date • Relevant and detailed feedback 7. Unit Requirements You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 3 of 35 Student Pack Pre-Assessment Checklist: Task 2 - Skills Test The purpose of this checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Section 1: Information for Students ☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this Assessment Task (AT). ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date. Section 2: Reasonable adjustments I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☒ I do not require reasonable adjustment Declaration (Student to complete) ☒ I confirm that the purpose and procedures of this assessment task has been clearly explained to me. ☒ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☒ I confirm that t he criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☒ I confirm I have accessed and understand the assessment information as provided in the Training Organisati on’s Student Handbook. ☒ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☒ I confirm that I am ready for assessment. Student Name: __________Abhinandan Sharma____________________________

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 4 of 35 Student Pack Student Signature: ___________ ________________________ Assessment method-based instructions and guidelines: Skills Test Assessment type • Skills Test - Conduct workplace communication Instructions provided to the student: Assessment task description: • This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency. • This assessment task is a Skills Test. • This assessment task consists of three (3) practical demonstration activities. • Activity 1: Receive information regarding the incident and prepare an incident report • Activity 2: Receive information regarding the SDS and communicate to the staff members • Activity 3: Conduct a meeting and clarify the hand signals to be used on construction site • You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available. • You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task. Applicable conditions: • This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test). • You will be assessed independently on this assessment task. • No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. • As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor. • Your trainer/assessor may ask you relevant questions during this assessment task Resubmissions and reattempts: • Where a student’s answers are deemed not satisfactory after the first attempt , a resubmission attempt will be allowed. • The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. • For more information, please refer to the Training Organisation’s Student Handbook.

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 5 of 35 Student Pack Location: • This assessment task may be completed in: ☐ a classroom ☐ learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment. • Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task. Purpose of the assessment The purpose of this assessment task is to assess the student’s knowledge and skills essential to conduct workplace communication in a range of contexts and industry settings. • Skills to receive information regarding the incident and prepare an incident report • Skills to receive information regarding the SDS and communicate to the staff members • Skills to conduct a meeting and clarify the hand signals to be used on construction site Task instructions • This is an individual assessment. • This assessment task requires the student to communicate effectively with other workers in a construction workplace environment. • The student is required to complete the following three (3) activities in this assessment task: o Activity 1: Receive information regarding the incident and prepare an incident report o Activity 2: Receive information regarding the SDS and communicate to the staff members o Activity 3: Conduct a meeting and clarify the hand signals to be used on construction site • The trainer/assessor (Supervisor) will induct you to the worksite. • You will be required to complete all parts of this assessment task. • The templates for each activity are provided along with this assessment task. • The student must follow the instructions of the trainer/assessor (Supervisor). • The trainer/assessor must assess the performance of the student as per the performance checklist provided and verbal questioning.

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 6 of 35 Student Pack Assessment Task 2 - Skills Test Skills Test: This assessment task requires the student to communicate effectively with other workers in a construction workplace environment. This includes: • Communicating with and receiving information and instructions from others • Gaining access to, interpreting, and sequencing data • Delivering information in both verbal and written reports • Entering information into workplace records and documents • Taking part in simple meeting processes Instructions for trainer/assessor: • The trainer/assessor must assign a supervisor to each student or take on the role of Supervisor. • The trainer/assessor must arrange a worksite for the student to carry out the activities. • The workplace must be: o An actual workplace o A close simulation of the workplace environment provided that simulated or project-based assessment techniques replicate construction workplace conditions, materials, activities, responsibilities and procedures Note: The requirements for a simulated workplace environment are given below. The Supervisor or trainer/assessor must ensure that the simulated workplace environment requirements. • The role of the Supervisor (trainer/assessor) is to allocate the tasks, activities and responsibilities that you will be required to undertake to complete these assessments. • The trainer/assessor must assign a team of two (2) team members to the student. Each team will have a supervisor that will provide instructions to the student to perform the construction tasks. • The worksite must meet the requirements given in the ‘Simulated workplace environment requirements’ section given below. • The trainer will supervise/observe the work by standing near the working location and evaluate your performance based on performance checklist benchmarks. • The trainer/assessor must use realistic tasks or simulated tasks, relevant specifications and work instructions, standard work practices, safety requirements and environmental constraints present on the worksite. • The trainer/assessor must ensure all work is performed to the standard required in the workplace and must comply with appropriate work health and safety (WHS) and environmental requirements, workplace requirements, drawings and specifications.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 7 of 35 Student Pack • The trainer/assessor must mark the student’s responses to verbal questions on the verbal questions record sheet included in the student’s assessment pack. • The trainer/assessor must provide a verbal briefing on each assessment prior to commencement. Workplace requirements and job specification The trainer/assessor or training organisation is required to provide a workplace or a close simulation of the workplace environment to replicate construction workplace conditions and standards, materials, activities, responsibilities, procedures, safety requirements and environmental considerations to each student. The training organisation will take you to the location of the construction worksite. Further, the training organisation must ensure the construction site must meet the requirements given in the table below. The training organisation must ensure that the construction site provides the opportunity to the student to communicate effectively with other workers in a construction workplace. ❑ Access to the equipment and materials specified in the assessment task. ❑ The site and its surroundings are accessible and clear of hazards, so far as reasonably practicable. ❑ The site must have realistic workplace conditions, standards, materials, activities, responsibilities, procedures, safety requirements, and environmental considerations. ❑ An experienced employee is available to provide adequate guidance and supervision to less experienced employees. ❑ The students have the clothing and footwear required. In addition, the clothing and footwear are in good condition and suitable for the task. ❑ Appropriate supervision has been arranged to ensure adherence to the SWMS. ❑

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 8 of 35 Student Pack Instruction for the trainer/assessor At the construction worksite, the student will communicate effectively with other workers in a construction workplace environment. The trainer will supervise/observe the work by standing near the working location. The student will be required to bring all necessary PPEs required to complete this activity. The trainer/assessor will further allocate the role of team members required to participated in the activities to the staff members. Task description: In this task, the student is required to complete a set of activities to demonstrate skills to communicate effectively with other workers in a construction workplace environment. • Activity 1: Receive information regarding the incident and prepare an incident report • Activity 2: Receive information regarding the SDS and communicate to the staff members • Activity 3: Conduct a meeting and clarify the hand signals to be used on construction site

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 9 of 35 Student Pack Activity 1: Receive information regarding the incident and prepare an incident report Activity context: An employee (Mark) was working on a ladder, and the ladder collapsed. The employee fell off the ladder and breaks his arm. The incident took place at 9am on the construction site. The investigation reveals the following details: • The employee had worked seven 12-hour shifts in a row. • The accident happened at the end of the shift. • The employee was standing on the top step of the ladder (an unsafe action). • The employee was approximately 3 metres above floor level. • No fall arrest or restraint system was used. • A ladder inspection policy is in place, but there is no evidence that the ladder has ever been inspected. • Investigation reveals the ladder was damaged and did not provide a stable working platform in any environment. • An interview with the facility manager reveals that he did not inspect the ladder due to inspection. He was aware that the ladder needed to be inspected. • You went to the site and took the following photograph of the present situation.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 10 of 35 Student Pack Description of the activity: This activity requires the student to receive information regarding the incident that took place on the construction site and prepare an incident report. To do so, you are required to follow the steps given below and complete the templates associated with each step, if any. Step 1: Receive information and instructions from the two (2) staff members working with Mark on the construction site. • Demonstrate use of the following listening skills when receiving information. o Listen carefully, paying close attention to body language and tone of voice. o Let the other person talk as long as they need to. o Ask clarifying questions, and respond first with empathy rather than solutions. • Use the following using effective speaking and questioning skills to confirm understanding. o Ask questions to confirm understanding. o Use correct grammar and pronunciation to when asking questions. o The common questioning techniques involve the 5Ws (who, what, where, when, why) and 1H (how). Step 2: Prepare an incident report based on the identified gathered and received in Step 1. • Access information given in the activity context and outcomes of Step 1. • Select and sequence information to prepare an incident report. • Enter information into incident report provided in Template 1. Template 1: Incident report Activity 1 Template – Hazard/incident/accident reporting Workplace hazard/incident/accident report Details of the person reporting the hazard/incident/accident Surname:Sharma First name:Abhinandan Telephone no:0491938860 Phone: Details of hazard/incident/accident

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 11 of 35 Student Pack Date of injury/hazard/incident/accident:10/08/23 Time of discovery:9:00AM Address:82, Wiloson street, Harris park, NSW Details of injury/hazard/incident/accident: (draw a diagram to assist with distances/location/ orientation) Description of hazard/incident/accident:

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 12 of 35 Student Pack Description of hazard/incident/accident: • The incident occurred at 9:00 AM on the construction site. • The employee, Mark, had worked seven 12-hour shifts in a row. • The accident happened at the end of Mark's shift. • Mark was standing on the top step of the ladder, approximately 3 meters above the floor. • No fall arrest or restraint system was in use. • A ladder inspection policy is in place, but there is no evidence that the ladder has ever been inspected. • Investigation reveals the ladder was damaged and did not provide a stable working platform. • An interview with the facility manager revealed that he did not inspect the ladder due to inspection, although he was aware that the ladder needed to be inspected. Name(s) of witness(es):Abhinandan When was the injury/hazard/incident/accident reported? Date: Time:10/08/23 Who was the injury/hazard/incident/accident reported to? Name:garry Position:Site Supervisor Action • Details of preventative measures suggested: • Ensure regular inspection and maintenance of all equipment, especially ladders. Signature: Date:10/08/23 Performance Criteria/Performance Checklist: Activity 1

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 13 of 35 Student Pack This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete (Comment and feedback to students) Received information and instructions from the two (2) staff members working with Mark on the construction site. • Demonstrated use of the following listening skills when receiving information. o Listen carefully, paying close attention to body language and tone of voice. o Let the other person talk as long as they need to. o Asked clarifying questions, and respond first with empathy rather than solutions. • Used the following using effective speaking and questioning skills to confirm understanding. o Asked questions to confirm understanding. o Used correct grammar and pronunciation to when asking questions. o The common questioning techniques involve the 5Ws (who, what, where, when, why) and 1H (how). ❑ ❑ Prepared an incident report based on the identified gathered and received in Step 1. • Accessed information given in the activity context and outcomes of Step 1. • Selected and sequence information to prepare an incident report. • Entered information into incident report provided in Template 1. ❑ ❑

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 14 of 35 Student Pack The student’s performance was: ❑ Not satisfactory ❑ Satisfactory Feedback to student: Student signature Observer signature

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 15 of 35 Student Pack Activity 2: Receive information regarding the SDS and communicate to the staff members Activity context: The organisation wants to ensure that the staff members working on the construction site are clear about the first aid treatments to be provided when pre-mixed concrete is swallowed or inhaled. Following is an extract of SDS for pre-mixed concrete is as follow: Activity 1 Template – Hazard/incident/accident reporting Product: CONCRETE, PREMIXED CONCRETE Names/Synonyms Ready-mixed concrete, Grout, Mortar, Sure-Set®, Easycrete®, Coremasta®, Liquifill®, Imagecrete® Use Premixed concrete is used for a wide variety of building and construction applications Other Information Plastic concrete begins to harden about one hour after delivery and is quite hard within eight hours. The rate of setting depends on ambient conditions (temperature, wind and humidity) and the concentration of cementitious ingredients Section 2: Hazards identification Classification of the substance or mixture GHS classifications Skin Corrosion Category 1 Serious Eye Damage – Category 1 Skin Sensitisation Category 1 Specific Target Organ Toxicity (Repeated Exposure) Category 2 Label elements Signal word WARNING Pictograms

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 16 of 35 Student Pack Section 3: First aid measures Swallowed Rinse mouth and lips with water. Do not induce vomiting. If symptoms persist, seek medical attention Eye Flush thoroughly with flowing water, while holding eyelids open, for 15 minutes to remove all traces. If symptoms such as irritation or redness persist, seek medical attention Skin Remove heavily contaminated clothing. Wash off skin thoroughly with water. Use a mild soap if available. Shower if necessary. Seek medical attention for persistent redness, irritation or burning of the skin Inhaled Remove the source of contamination or move the victim to fresh air. Ensure airways are clear and have a qualified person give oxygen through a face mask if breathing is difficult. If irritation persists seek medical attention First Aid Facilities Eye wash and normal washroom facilities Section 4: Handling and storage Storage Precautions No special storage requirements Transport Not classified as a Dangerous Goods, according to the Australian Code for the Transport of Dangerous Goods by Road and Rail. Handling Prevent all contact with skin. Ensure a high level of personal hygiene is maintained when using this product. That is; always wash hands before eating, drinking, smoking or using the toilet. Proper Shipping Name None Allocated

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 17 of 35 Student Pack Description of the activity: This activity requires the student to receive information regarding the SDS and communicate to the staff members. To do so, you are required to follow the steps given below and complete the templates associated with each step, if any. Step 1: Receive information and instructions from Supervisor regarding the following aspects of SDS. • Product name and use. • Hazards • First aid measures • Handling and storage When receiving information regarding the SDS: • Demonstrate use of the following listening skills when receiving information. o Listen carefully, paying close attention to body language and tone of voice. o Let the other person talk as long as they need to. o Ask clarifying questions, and respond first with empathy rather than solutions. • Use the following using effective speaking and questioning skills to confirm understanding. o Ask questions to confirm understanding. o Use correct grammar and pronunciation to when asking questions. o The common questioning techniques involve the 5Ws (who, what, where, when, why) and 1H (how). Supervisor will discuss the information given in the SDS (Refer to activity context): Step 2: Give verbal report to the staff members and ensure the information and instructions are clear to the staff members. • Product name and use. • Hazards • First aid measures • Handling and storage To convey information and confirm instructions are clear, you must: • Demonstrate use of the following listening skills when conveying information. o Listen carefully, paying close attention to body language and tone of voice. o Let the other person talk as long as they need to. o Ask clarifying questions, and respond first with empathy rather than solutions.

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 18 of 35 Student Pack • Use the following using effective speaking and questioning skills to convey information and confirm understanding. o Ask questions to confirm understanding. o Use correct grammar and pronunciation to when asking questions. o The common questioning techniques involve the 5Ws (who, what, where, when, why) and 1H (how).

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1012 Page 19 of 35 Template 2: Resolve problems that impede team performance Problems that impede team performance Solution Tasks taking longer time than expected 1. Regular Project Planning and Scheduling: • Ensure that a comprehensive project plan and schedule are developed before the project starts. This should include detailed timelines for each task and milestones. 2. Experienced Project Management: • Assign experienced project managers who can monitor the progress, identify delays early, and take corrective actions. 3. Resource Allocation: • Ensure that there are adequate resources, including labor, equipment, and materials, available when needed. 4. Effective Communication: • Promote clear and open communication among team members, subcontractors, and stakeholders to address issues promptly. Delay due to bad weather 1. Weather Forecasting and Monitoring: • Stay informed about upcoming weather conditions by regularly monitoring local weather forecasts. This allows you to plan for adverse weather in advance. 2. Flexible Scheduling: • Develop a flexible construction schedule that accounts for potential weather-related delays. Allocate extra time for tasks that are weather- dependent. 3. Weather Contingency Plan:

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 20 of 35 Student Pack • Create a detailed contingency plan for different weather scenarios, specifying actions to be taken in case of delays caused by rain, snow, extreme temperatures, or other adverse conditions. 4. Site Preparation: • Before adverse weather is expected, take precautions to protect the construction site. This may include covering materials, securing equipment, and stabilizing excavation sites to prevent erosion. 5. Utilize Weather Data Services: • Use specialized weather data services that provide construction-specific weather information, such as wind speeds, temperature, and precipitation forecasts tailored to your project location.

Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 21 of 35 Student Pack Performance Criteria/Performance Checklist: Activity 2 This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete (Comment and feedback to students) Received information and instructions from Supervisor regarding the following aspects of SDS. • Product name and use. • Hazards • First aid measures • Handling and storage When receiving information regarding the SDS: • Demonstrated use of the following listening skills when receiving information. o Listen carefully, paying close attention to body language and tone of voice. o Let the other person talk as long as they need to. o Asked clarifying questions, and respond first with empathy rather than solutions. • Used the following using effective speaking and questioning skills to confirm understanding. o Asked questions to confirm understanding. o Used correct grammar and pronunciation to when asking questions. o The common questioning techniques involve the 5Ws (who, what, where, when, why) and 1H (how). ❑ ❑

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 22 of 35 Student Pack Given verbal report to the staff members and ensure the information and instructions are clear to the staff members. • Product name and use. • Hazards • First aid measures • Handling and storage To convey information and confirm instructions are clear, you must: • Demonstrated use of the following listening skills when conveying information. o Listen carefully, paying close attention to body language and tone of voice. o Let the other person talk as long as they need to. o Asked clarifying questions, and respond first with empathy rather than solutions. • Used the following using effective speaking and questioning skills to convey information and confirm understanding. o Asked questions to confirm understanding. o Used correct grammar and pronunciation to when asking questions. o The common questioning techniques involve the 5Ws (who, what, where, when, why) and 1H (how). ❑ ❑ The student’s performance was: ❑ Not satisfactory ❑ Satisfactory

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 23 of 35 Student Pack Feedback to student: Student signature Observer signature

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 24 of 35 Student Pack Instructions for student for Activity 3: • The student must describe the processes and procedures for the tool-box meeting to the student. • The student must follow the processes for participating in the tool-box meetings. • The student must place a “√” against each item they think the Supervisor has covered. The student must place an “X” against any item that is not covered. If the Supervisor (trainer) discusses an item that is not included on the form, the student must add a comment in the “Comment/Discussion” section at the bottom of the form to briefly identified what was discussed . Activity 3: Participate in a tool-box meeting The trainer/assessor, acting as the worksite supervisor, will run a tool-box meeting for students. The students are to listen carefully to the information provided and then fill out the “Record Tool-box Meeting” form below. The student must place a “√” against each item they think the Supervisor has covered. The student must place an “X” against any item that is not covered. If the Supervisor (trainer) discusses an item that is not included on the form, the student must add a comment in the “Comment/Discussion” section at the bottom of the form to briefly identified what was discussed. If the student thinks there were no additional items discussed, be sure to write “not applicable” in the form as any blank boxes will be marked as unsatisfactory. The student will be given time to fill out the “Record Toolbox Meeting” in the classroom after they complete the tool-box meeting. Students are allowed to take the “Record Toolbox Meeting” form with them to the tool-box meeting. At the conclusion of the meeting, the trainer/assessor will ask each student to repeat or paraphrase one item from the list of items. The student will need to respond verbally by summarising their understanding of what was said about that specific item. This also provides the opportunity for the student to demonstrate their verbal communication with the rest of the group. The trainer/assessor will make a note on the assessment record of which question each student was asked to paraphrase, in addition to comparing the student’s response to the exemplar answer contained in the assessor guide.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 25 of 35 Student Pack Exemplar responses The trainer/assessor must run the tool-box meeting using the script attached at Appendix C this Assessor Guide Assessment 2 Activity 3 - RECORD TOOL-BOX MEETING Date: 14/08/23 Name of Supervisor running the meeting: Garry Williams Items Discussed Please √ or X Mobile phone s& safety PPE/water /fatigue Weather conditions and impact on job Fitness for work/alcohol/drugs/fatigue/illness Worker conduct and behaviour Incident & accident reporting Emergency procedures to be followed in case of fire/accident/emergency Breaks/conveniences/medical facility/first aid personnel Housekeeping activities Risk assessments TOOL-BOX SIGN OFF Student Signature

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 26 of 35 Student Pack Performance Criteria/Performance Checklist: Activity 3 This task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete (Comment and feedback to students) a) The student was attentive during the tool-box meeting. ❑ ❑ b) Added a comment in the “Comment / Discussion” section at the bottom of the form to briefly identify what was discussed. ❑ ❑ c) Correctly answered the questions asked by the trainer/assessor. ❑ ❑ d) Responded verbally by summarising their understanding of what was said about that specific item. ❑ ❑ The student’s performance was: ❑ Not satisfactory ❑ Satisfactory Feedback to student: Student signature Observer signature

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 27 of 35 Assessment Results Sheet Outcome First attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback: Second attempt: Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback: Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. • I have kept a copy of all relevant notes and reference material that I used as part of my submission. • I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. • I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. • All appeal options have been explained to me.

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 28 of 35 Student Pack Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold: ☐ Vocational competencies at least to the level being delivered ☐ Current relevant industry skills ☐ Current knowledge and skills in VET, and undertake ☐ Ongoing professional development in VET I declare that I have conducted an assessment of this student ’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student. Trainer/Assessor Signature Date Office Use Only The outcome of the assessment has been entered into the Student Management System on _________________ (insert date) by (insert Name) __________________________________

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 29 of 35 Student Pack Appendix A: Reasonable Adjustments Write (task name and number) where reasonable adjustments have been applied: Reasonable Adjustments • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. • The trainer/a ssessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. • The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable)  LLN  Speaking  Reading  Writing  Confidence  Verbal assessment  Presentations  Demonstration of a skill  Use of diagrams  Use of supporting documents such as wordlists  Non- English Speaking Background  Speaking  Reading  Writing  Cultural background  Confidence  Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process  Use methods that do not require a higher level of language or literacy than is required to perform the job role  Use short sentences that do not contain large amounts of information  Clarify information by rephrasing, confirm understanding  Read any printed information to the student  Use graphics, pictures and colour coding instead of, or to support, text  Offer to write down, or have someone else write, oral responses given by the student  Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 30 of 35 Student Pack Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)  Indigenous  Knowledge and understanding  Flexibility  Services  Inappropriate training and assessment  Culturally appropriate training  Explore understanding of concepts and practical application through oral assessment  Flexible delivery  Using group rather than individual assessments  Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.  Age  Educational background  Limited study skills  Make sure font size is not too small  Trainer/Assessor should refer to the student’s experience  Ensure that the time available to complete the assessment takes account of the student’s needs  Provision of information or course materials in an accessible format.  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift  Educational background  Reading  Writing  Numeracy  Limited study skills and/or learning strategies  Discuss with the Student previous learning experience  Ensure learning and assessment methods meet the student’s individual need  Disability  Speaking  Reading  Writing  Numeracy  Limited study skills and/or learning strategies  Identify the issues  Create a climate of support  Ensure access to support that the student has agreed to  Appropriately structure the assessment  Provide information or course materials in an accessible format, e.g. a textbook in braille  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 31 of 35 Student Pack Explanation of reasonable adjustments strategy used Trainer/Assessor Name Trainer/Assessor Declaration I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required. Trainer/Assessor Signature Date

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 32 of 35 Student Pack Appendix B: Learner Evaluation Form Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below: • logistics and support • facilitation • training material • assessment Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form! Unit of Competency Name Trainer/Assessor Name Student Name (Optional) Dates of Training Employer/Work site (if applicable) Date of Evaluation A Logistics and Support Evaluation No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree 1 The communication regarding the required attendance and time to study to pass this unit was correct 2 The staff were efficient and helpful. 3 The training equipment and material used was effective and prepared. 4 The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.) Additional Comments on Logistics and Support

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 33 of 35 Student Pack No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree B Trainer/Assessor Evaluation 1 The trainer/assessor was prepared and knowledgeable on the subject of the program 2 The trainer/assessor encouraged student participation and input 3 The trainer/assessor made use of a variety of methods, exercises, activities and discussions 4 The trainer/assessor used the material in a structured and effective manner 5 The trainer/assessor was approachable and respectful of the learners 6 The trainer/assessor was punctual and kept to the schedule 7 The trainer/assessor was easy to understand and used the correct language Additional Comments on Training

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 34 of 35 Student Pack No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree C Learning Evaluation 1 The learning outcomes of the unit are relevant and suitable. 2 The content of the unit was relevant and suitable for the target group. 3 The length of the training was suitable for the unit. 4 The learning material assisted in the learning of new knowledge and skills to apply in a practical manner. 5 The learning material was free from spelling and grammar errors 6 Handouts and exercises were clear, concise and relevant to the outcomes and content. 7 Learning material was generally of a high standard, and user-friendly Additional Comments on Learning Evaluation

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Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1014 Page 35 of 35 Student Pack

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CPCCOM1014 Assessment - PRACTICAL SUBMISSION

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