Cpccca3023a Final Assessment Practical

Student Assessment Agreement
Make sure you read through the assessments in this booklet before you fill out and sign the agreement
below.
If there is anything that you are unsure of, consult your assessor prior to signing this agreement.
Have you read the assessment requirements for this unit?  Yes No
Do you understand the requirements of the assessments for this unit?  Yes No
Do you agree to the way in which you are being assessed?  Yes  No
Do you have any specific needs that should be considered?  Yes No
If so, explain these in the space below.
Do you understand your rights to re-assessment? Yes No

Do you understand your right to appeal the decisions made in an assessment?  Yes No
Student name Gourav Saini
Student number 20210462
Student signature Gourav Saini
Date
Qualification Code and

CPC30211: Certificate III in Carpentry
Title
Unit Code and Title

CPCCCA3023A: Carry out levelling operations
Assessor name Stanko Jaksic
Assessor signature
Date
Trinity Institute (Australia)

Assessment Task Cover Sheet
Student Declaration
To be filled out and submitted with assessment responses
 I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded
with any other student(s).
 I understand that if I If I am found to have plagiarised, cheated or colluded, action will be taken against
me according to the process explained to me.
 I have correctly referenced all resources and reference texts throughout these assessment tasks.
Gourav Saini
Student name
20210462
Student ID number
Gourav Saini
Student signature
Date
Assessor declaration
I hereby certify that this student has been assessed by me and that the assessment has been carried out
according to the required assessment procedures.
Stanko
Assessor name
Assessor signature
Date
Assessment outcome S NS DNS Resubmission Y N
Feedback
Student result response

My performance in this assessment task has been discussed and explained to me.
I would like to appeal this assessment decision.
Gourav Saini
Student signature
Date
A copy of this page must be supplied to the office and kept in the student’s file with the evidence

Document Title: Student final assessment submission evidence
Document Subtitle: CPCCCA3023A - Carry out levelling
operations

Disclaimer: Copyright:
This work is under copyright and Universal Training Solutions
permission is not given to make copies for
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document for their own or commercial use. Universal Training Solutions and validated
by Trinity Institute (Australia)
Universal Training Solutions does not give
warranty or accept any legal liability in Acknowledgement:
relation to the content of this work. Thanks to Universal Training Solutions and
Trinity Institute (Australia) staff for their
Licenced to: consultation and development work.
RTO Name: Trinity Institute (Australia)
RTO NO: 41310 Version:
CRICOS NO: 03556F Trinity Institute (Australia) V1
RTO Address: Level 7, 16-18 Wentworth
street Parramatta NSW 2150
RTO suburb: Parramatta 2150

Declarations
Task Declaration: Signature Date

Task 1 Knowledge I confirm that I have read and understood the Gourav 19-01-
Questionnaire instructions, my responsibilities and requirements Saini 22
for this assessment
Task 2 project I confirm that I have read and understood the Gourav 19-01-
instructions, my responsibilities and requirements Saini 22
for this assessment
Task 3 Simulated Practical I confirm that I have read and understood the Gourav 19-01-
and/or workplace instructions, my responsibilities and requirements Saini 22
observation for this assessment
Assessor declaration
The assessor is to complete this declaration with the student.
I have acknowledged the underpinning knowledge and skills may be assessed on or off ☐Yes ☐No
the job.
I confirm that I am a qualified workplace assessor and will be conducting the ☐Yes ☐No
assessment for this unit and student
Have all aspects of the student agreement been explained and understood? ☐Yes ☐No
Does the student understand they have three attempts to complete each task ☐Yes ☐No
satisfactorily? If after the third attempt the student is deemed ‘Not Yet Competent’,
they will be required to do further training before reattempting this unit.
I have explained the requirements for reasonable adjustment as a result of workplace ☐Yes ☐No
constraints
I confirm that I have explained and confirmed all of the above items with the student.
Assessor Signature Stanko Dat ____/____/____

e

Student declaration
Agreement by the student: Please sign below to demonstrate that you understand
what is required of you in relation to this assessment.
Do you have any special needs or considerations to be made for this Ye ☐No
assessment? If yes, what are they? s
Do you understand your rights to appeal the decisions made in an assessment? ☐No
Ye
s
I understand I have three attempts to complete each task satisfactorily. If after ☐No
the third attempt I am deemed ‘Not Yet Competent’, I will be required to do Ye
further training before reattempting this unit s
Reasonable adjustment: If you require any adjustments to accommodate a need ☐No
in order to complete this assessment, please talk to your assessor. Ye
Arrangements will be put in place to ensure a fair and flexible approach is s
undertaken for this assessment. Please note that the range or nature of the
adjustment will ensure that the outcomes of the unit are not compromised.
I agree to comply with all rules, regulations, policies and procedures provided as ☐No
part of the simulated environment. Ye
s
I give permission for the RTO to use my assignment at the workplace for ☐No
assessment moderation / validation purposes. Ye
s
I confirm that I have read and understood my responsibilities and requirements for assessment.
Student Signature Gourav Saini Dat ____/____/____

e

SUBMISSION EVIDENCE - ASSESSMENT TASK 3 SIMULATED
PRACTICAL AND/OR WORKPLACE OBSERVATION
Appendix 1 Quality requirements

Refer to attachment 1 – 12 to complete this section. When completing this document complete in
the right-hand column a description of the requirement type relating to this task: For example:
safety, quality, environmental and then describe:
 Policies and procedures and standards, - Describe the references/documents you refer to
when performing this task
 Manufacturer specifications – Describe how manufacturer’s instructions would impact
constructing a wall frame
 Legislation including federal, state and local authorities administering applicable acts,
regulations and codes of practice. – List one form of legislation that may be applicable for
this task
 Australian standards® - Describe the Australian standards applicable to construction a wall
frame
 Environmental requirements
Quality Requirement Type
Policies and procedures
Describe the regulatory One of the requirements in a construction site is the “Induction”
requirements Where is an efficient means of outlining workplace policies and
procedures to new starters, for providing specific information new
employees need to know to do their job, and for setting expectations
within the larger context of company goals, objectives and the
business operation as a whole.
WHS and environment policy Plant and equipment policy MSDS Policy
Emergency response procedure
Manufacturer specifications if applicable
Describe the regulatory A Material Safety Data Sheet (MSDS) is a written document that
requirements provides product users and emergency personnel with the information

and procedures necessary to handle and work with chemicals. they
describe the physical and chemical properties of the product, describe
the potential hazards associated with the substance (health care,
storage, flammability, radioactivity, reactivity, etc.), advise on
emergency actions and include identification of the manufacturer,
address, date MSDS and emergency phone numbers
Legislation List one form of legislation that may be applicable for this task in
relation to the following:
Describe the regulatory Federal/ State and local authorities administering applicable acts/
requirements Regulations/ Codes of practice/Australian standards/Environmental
requirement
As applicable
SWMS/JSEA/SDS I have sighted and read the applicable SWMS/JSEA/SDS
Memos/work bulletins I have sighted and read the applicable Memos/work bulletins
Date Supervisor Your Gourav Saini

signature signature
Appendix 2 Safety checklist

To complete the checklist, you must:
 Identify the job name, location and date
 tick YES, NO or NA for each inspection item
 complete the corrective action section identifying the item, the corrective action and the
date completed
 sign as the “inspected by” and date
 your assessor must sign as indication of hazards or safety issues being reported
PROJECT/WORKORDER
Carry out levelling operations
LOCATION Kings Park Date
Work description - general Yes No N/A

JSEA/SWMS: inducted into the safe work method statement  ☐ ☐
JSEA: Work has progressed in accordance with the safe work method statement.  ☐ ☐
Signage and barricades: identify and ensure implementation of any signage and  ☐ ☐
barricade requirement
Weather conditions: Are monitored for potentially hazardous conditions such as  ☐ ☐
strong winds and / or electrical storms and that a contingency plan can be
activated as required
Prior to commencement of the task checked plant, tools and equipment for  ☐ ☐
serviceability, and any faults are rectified or reported prior to commencement of
build
Environmental requirements such as clean up management, waste management,  ☐ ☐
noise and dust and vibration meet the requirements as per the environmental plans
in accordance with the statutory and regulatory authority obligations such as
federal, state and local authorities administering applicable Acts, regulations and
codes of practice.
Work description -JSEA – Site planning
Each worker must have a: – site induction –white card and appropriate PPE  ☐ ☐
Each worker has been briefed on the procedure and their duties  ☐ ☐
appropriate materials selected such as connectors, metal, nails, reconstituted  ☐ ☐
timber products and piers, screws, timber, flooring materials such as strip, boards
and sheets, may be either fitted or platform construction.
Work description -JSEA – Prepare work area
Inspected site and clear area of any obstructing material or debris  ☐ ☐
Isolated work zone; erect barricading and signage
Stabilize/compact ground where required  ☐ ☐
Identify all electrical lines in work area and confirm electrical current is  ☐ ☐
disconnected to those lines
Work description -Safe Work Method Statement – End of shift
Secure all plant and equipment  ☐ ☐
Inspect site and clean up area  ☐ ☐
Personal Protective Equipment: Safety glasses, hard hats and work boots are required
100% of the time while working within the designated construction area on any
construction or facilities maintenance project. High visibility safety vests are required on
most construction sites.
Identify the PPE that you will require based on the hazards of the tasks to be performed:

Full Face Shields  ☐ ☐
Chemical Splash Goggles  ☐
Welders Hood and Goggles, Leathers Gloves  ☐ ☐
Steel Toed Boots,  ☐
Work Gloves  ☐ ☐
Ear plugs Or Earmuffs  ☐
Hand and Power Tools -if power tools to be used have you completed a safety check and
reported any faults
Will the work involve the use of electrically powered tools?  ☐ ☐
Will the work involve the use of pneumatically powered tools?  ☐
Will the work performed on this project involve the use of powder-actuated tools?  ☐
Check for suitability Ground & Surface Penetrations
Will the work scope require you to cut into, chip into, drill into, or make any other  ☐ ☐
penetrations into walls, ceilings or floors deeper than 1 5/8”?
Will the work scope require you to excavate, trench, dig, or otherwise penetrate  ☐
into the ground (including use of stakes or poles) deeper then 1 5/8”?
Will the work scope require you to penetrate into any concrete surface at any  ☐
depth?
Have building surfaces or structures to be penetrated been evaluated for lead and  ☐ ☐
asbestos?
Check for suitability Excavation and Trenching

Will this work scope involve any excavation up to 5 feet deep?  ☐
Will this work scope involve sanitary sewer line repair or replacement?  ☐
Traffic & Pedestrian Control

Will this work scope require ANY traffic or pedestrian disruptions? Blocking or  ☐ ☐
partially blocking any roadway. walkway or driveway…?
Fire Protection & Prevention
Will work include the use of open flames such as torches, welders, grinders, tar  ☐ ☐
pits or any other tool or process/procedure that could cause sparks or open
flames?
Will work be performed near combustible storage containers?  ☐
Will there be on-site refuelling of equipment?  ☐
Has a Fire Watch been training in the use of fire extinguisher and emergency  ☐ ☐
procedures for the work being performed?
Hazardous chemicals
Will the work involve the use of any chemicals, such as paints, solvents, adhesives,  ☐
epoxy coatings, fuels or other hazardous materials?

Are all personnel using these materials trained in safe handling?  ☐ ☐
Will there be an emergency eyewash and shower in the immediate work area at a  ☐ ☐
location that can be reached by a blinded worker in an uncomplicated and
unimpeded path within 10 seconds travel time (approximately 50 feet)?
If “NO”, a portable eyewash station, capable of providing 15 minutes of continuous
water flow, shall be provided (handheld squeeze bottle type is not allowed) that
meets the same access requirement listed above?
Will employees be potentially exposed to airborne concentrations of hazardous gas,  ☐
fume, dust or mist?
Will MSDS(s) be available to the workers onsite?  ☐ ☐
Will respirators be required?  ☐ ☐
Permit-Required Confined Space Entry
Will the scope of your work require you to be working in a confined space where  ☐ ☐
physical or atmospheric hazards (i.e. Flammable or toxic) may be present?
Asbestos
Will the work require asbestos removal or disturbance?  ☐ ☐
Silica Dust
Will work involve jackhammering, roto hammering, drilling, grinding or other  ☐
disturbance of concrete or use of products that contain crystalline silica that might
create silica dust?
Will work involve wet slab or wall concrete cutting, drilling, and coring or  ☐
cutting/sanding drywall or joint compound?
Item # Corrective Action Date Comp.

N/A
N/A
N/A
N/A
Inspected by Gourav Saini Date

Reported to supervisor Date
supervisor name signature
Assessor name assessor Date
signature
Appendix 3 Tool List & Condition requirement

List the tools you are required to use to complete the task (SWMS/JSEA/SDS & procedure
Attachment 1 – 12). When you have collected the tools, perform a pre-check and identify any
faults and maintenance issues. Use the right-hand column to describe their condition.
Tool List Condition
Drop saw Unsatisfactory
laser receiver Satisfactory
Boning Rod Satisfactory
straight edge Unsatisfactory
Spirit level Satisfactory
Hammer Drill/Impact Un Satisfactory

Driver
Planner Satisfactory
Appendix 4 Faults report

If you identified any faults with the tools (appendix 3) you
will be using for this task you must record the fault information as required in the table below:
S = Serviceable U/S = Unserviceable
Manufacturer’s
Tool name S US Description of fault
specifications
Replace straight
Straight edge x Worn out body
edge with new
Install new safety

Drop saw x Missing safety guard
guard
Appendix 5 Material List

List the materials you will need to complete the task for project 1 – 3 (you can refer to
attachment 9). Referring to the site plans, prepare a materials list. Then calculate the quantity
required.
Job 1
Material description Size Quantity
Cement (0.007 ~ 0.2 mm) 54 bags
Lime 2.9 to 7. S microns 10 bags
Sand 0.0625 mm 108 bags
Wood 1 1/2 inches x 3 1/2 inches 20 logs

Job 2
Material description
Size Quantity
Steel 8mm Diameter 40 feet long 20 rods
Concrete 9.5mm 1 Truck
Glass 4 mm 10 sheets
Stone 4 millimetre 2 trucks
Job 3
Material description Size Quantity
Cement 0.1 mm 50 bags
Tiles 12 *12 100
Sand 0.004 mm 100 bags
Glass 6mm 10 sheets
Appendix 6 Field Book
Project 1
Back- Inter- Fore- Reduced
Rise Fall Distance Remarks
sight mediate sight level
1.125 100.00 Datum
3.260 - 2.135 Peg A
2.755 - 0.505 Peg B
1.660 1.765 - 0.99 C (CP1)
Project 2
TBM 1
1.125 100.00 Datum 1.125
Peg A
3.360 A
CP
2.755 B
Peg B
1.660 1.765 C (CP1) 1.660
Project 3
1.125 100.000 TBM Peg A
3.260 IS CP
2.755 IS Peg B
1.660 1.765 CP TBM 2

Project 1 Station 1 Station 2
Appendix
Peg A 7 Two1.4Peg Test Record 1.22
Peg B 1.15 1.07
Calculation +25 cm +15 cm
Result 0.25 0.15

Peg A 2.7 2.2
Peg B 1.9 1.5
Result 0.8 0.7

Peg A 2.4 2.3
Peg B 1.6 1.8
Result 0.8 0.5
Appendix 8 Field Book

Project 1
Height of Instrument Distance Remarks
1.603 TBM 1
1.001 .602 Peg A

1.761 1.367 .366 CP
1.297 .464 Peg B
Project 2
3.75 0.8 3.92 3.58 CP
3.40 3.54 Peg C
3.37 3. 43 3.31 CP
2.10 ‐ ‐ Peg D
1.18 1.25 1.11 IS
Project 3
3.22 3.08
CP
2.80 3.79 2.86 2.74 TBM 2
2.45 2.49 2.41 IS
1.20 ‐ ‐
CP
0.42 0.47 0.37 IS

APPENDIX 9 – ASSESSOR OBSERVATION CHECKLIST
To be completed by the assessor whist observing the student perform the task as outlined in this
document
Student Name Gourav Saini
Who was present for the Name Position

observation task? Please
list
Note to the assessor Assessors note: You must record in detail under the explain below how the
student demonstrated their ability to satisfactorily perform this task when
participating in observation activity. Record your observations in detail
under the section labelled “Explain How”. You need to ensure that you
take detailed notes on the performance of the learner in the explanation
section provided
Is reasonable adjustment ☐Yes ☐ No If yes please explain:
required to complete this
task. If yes please explain

ASSESSOR OBSERVATION CHECKLIST – CRITERION 1
Before commencing was this observation conducted:
☐ In the workplace as a workplace observation in real time
☐ Via simulation with access to a real workplace
☐ In a simulated classroom environment
☐ Online (mainly used for meetings)
When observing the student perform this task, the student was able to demonstrate their ability
to plan and prepare. The student can?
Job 1 Job 2 Job 3

Criterion (All criterion must be satisfactory to pass) S/NS S/NS S/NS
☐ Plan and prepare to conduct levelling procedures using the rise S☐ S☐ S☐
and fall method and the height of instrument method for the NS ☐ NS ☐ NS ☐
purpose of establishing correct and accurate set out of
buildings, their components and preparation for 3 projects.
 locate, interpret and apply relevant information,
standards and specifications
 comply with site safety plan, OHS regulations and state
and territory legislation applicable to workplace
operations
 comply with organisational policies and procedures,
including quality requirements
 safely and effectively use tools and equipment
 communicate and work effectively and safely with others
 set up and test levelling equipment
 transfer levels and record differences in height
undertaking a closed traverse using both the rise and fall
method and the height of instrument method on a
minimum of three projects
 confirm accuracy of the readings taken, including set up
and movement of device in two locations
 accurately record the results of each levelling procedure
to organisational requirements
 calculate distances using an optical levelling instrument
and levelling staff
☐ review work instructions, including plans & specifications, quality S☐ S☐ S☐
requirements and operational details (attachment 1 – 12). NS ☐ NS ☐ NS ☐
 Attachment 1 WHS Induction including Pre

commencement checklist, Carpentry SWMS and JSEA
 Attachment 2 SOP WHS Plan
 Attachment 3 SOP Manual Handling
 Attachment 4 SWMS -Work orders - JSA – Plan and
organise work – site establishment
 Attachment 5 Memo
 Attachment 6 Procedure checklist Levelling - Measuring
Carpentry materials

 Attachment 7 laser classification and potential hazards
 Attachment 8 MSDS Laser level
 Attachment 9 Plan Floor plan LOT 1630 Architectural
Plans
 Attachment 9 Site Plan 8 Pisa Court Bundall
 Attachment 9 Site Plan
 Attachment 10 code of practice - How to manage work
health and safety risks
 Attachment 11 code of practice-managing-noise-and-
preventing-hearing-loss-at-work
 Attachment 12 Calculator - Risk Level
Construction work bulletins:

https://www.ppteu.asn.au/occupational-health-safety/ohs-
bulletin
☐ communicate with your crew whilst working ensuring at all times S☐ S☐ S☐

throughout the task can: NS ☐ NS ☐ NS ☐
 use language and concepts appropriate to cultural
differences
 demonstrate teamwork skills to work with others to
action tasks and relate to people from a range of cultural
and ethnic backgrounds and with varying physical and
mental abilities
 Determine requirements
 Share information as per interpretations from a variety of
documentation communications i.e. SWMS/induction
checklist/plans and drawings etc
 Listen carefully to questions and ensure you understand
the questions before responding
 Use questioning to ensure understanding of the
information/steps instructed
 Use both verbal and nonverbal (gestures, signs, hand
signals etc) to convey information
 Use workplace documentation (plans, blueprints,
specifications etc.) to follow and communicate
instructions
 Use visual communication where appropriate
 Clearly explain the purpose/goal of the task
 Use appropriate and relevant language or terminology
 use and interpret non-verbal communication, such as
hand signals, body language for clarification
 establish the individual contributions to team activities
required
 confirm with others in the team their required
contribution and abilities to complete activities safely.
☐ communicate on site use technological skills to as appropriate S☐ S☐ S☐

and use a range of mobile technology, such as two-way radio NS ☐ NS ☐ NS ☐
and mobile phones especially when communicating with those
at a distance. Voice and hand signals to access and understand
site-specific instructions may also be required for effective
communication on site
☐ Comply with organisational policies and procedures, including S☐ S☐ S☐

quality requirements to plan and prepare to carry out levelling NS ☐ NS ☐ NS ☐
operations. To confirm you have read relevant information
for planning and preparation and understood your requirements
you are required to interpret your work instructions by
completing the quality requirements document (appendix 1)
☐ complete each section as follows: S☐ S☐ S☐

 Policies and procedures and standards, NS ☐ NS ☐ NS ☐
 Manufacturer specifications if applicable
 Legislation including federal, state and local authorities
administering applicable acts, regulations and codes of
practice.
 Australian standards®
 Environmental requirements
 SWMS/JSEA/SDS review declaration
☐  Comply with site safety plan and OHS legislation, S☐ S☐ S☐

regulations, and codes of practice applicable to NS ☐ NS ☐ NS ☐
workplace operations. Ensure Safety (OHS/WHS) and
environmental requirements are followed in accordance
with safety plans and policies at all times. Identify all
relevant site hazards and implement hazard control
measures as appropriate.
 complete the safety checklist (appendix 2).
☐ Appropriately isolate the site setting up any signage and S☐ S☐ S☐
barricade requirements as identified NS ☐ NS ☐ NS ☐
☐ Safely and effectively use tools and equipment. Select the S☐ S☐ S☐
relevant tools, equipment, and PPE to carry out tasks ensuring NS ☐ NS ☐ NS ☐
they are consistent with job requirements, and check for
serviceability (appendix 3). Ensure any faults (appendix 4) are
rectified and reported prior to commencement using appendix 4
☐  Identify correct materials and check prior to the S☐ S☐ S☐

commencement of any work. NS ☐ NS ☐ NS ☐
 Demonstrate numeracy skills to calculate material
quantities and apply measurements in accordance with
plans, specifications, and quality requirements.
 Ensure materials appropriate to the work application are
identified, obtained, prepared, safely handled, and
located ready for use
 Identify any hazardous materials including explosives,
should be.
 Information about a chemical’s hazards and control

measures can be obtained from the chemical’s Safety
Data Sheet (SDS) or the label of the chemical’s
container.
 Refer to the workplace’s former hazardous chemicals
register, or manifest for determining the nature and
location of previous hazardous chemical storage areas
Observation comments. You (assessor) must detail exactly what was observed including the
setting, people involved and how this section was performed and to what level taking into
consideration the outcome for each observable item in the checklist. Should the student receive
an NS for any of the items then arrangements must be made for reassessment. It should be
noted that one or more dates can be utilised. For example, a section of the assessment may
require a meeting so therefore that meeting can take place online and most likely will be on a
different day to a role play observation
Write your comment here.
OBSERVATION DATE/S (AS REQUIRED) – Insert the dates all observations took
place for this section
……./……./ ……./……./ ……./……./ ……./……./ ……./……./

……. ……. ……. ……. …….
☐Simulated ☐Simulated ☐Simulated ☐Simulated ☐Simulated

☐workplace ☐workplace ☐workplace ☐workplace ☐workplace

☐ On line (mainly used for meetings)
to conduct levelling procedures using rise and fall method. The student can?
Job 1 Job 2 Job 3

☐ conduct levelling procedures using the rise and fall method, for S☐ S☐ S☐
the purpose of establishing correct and accurate set out of 3 NS ☐ NS ☐ NS ☐
different projects.You must transfer levels and record
differences in height undertaking a closed traverse using the rise
and fall method on a minimum of three projects. Refer to the
following site and floor plans:
 Attachment 9 Plan Floor plan LOT 1630 Architectural
Plans
 Attachment 9 Site Plan 8 Pisa Court Bundall
 Attachment 9 Site Plan
☐ complete the following for the 3 projects to project specification S☐ S☐ S☐

(attachment 9). The student can: NS ☐ NS ☐ NS ☐
 confirm accuracy of the readings taken (datum points),
including set up and movement of device in three
locations or selected stations
 Identify the backsights, intermediate sights and
foresights and follow the rules of booking
 Transfer the instrument to the selected station locations
and repeat the process for each of the project
specifications (attachment 9)
 calculate distances using an optical/dumpy levelling
instrument and levelling staff
 establish the accuracy of the readings using the rise and
fall method of calculation.
 Reduce the levels for all stations as identified from the
level book calculations
☐ Communicate S☐ S☐ S☐
 working some distance from your partner on a noisy NS ☐ NS ☐ NS ☐
worksite. Levelling
 with instrument operators and their assistants using
hand signals to pass
 sending messages to each other.
 make sure that team agree on the signals to be used
when you are carrying out levelling tasks.

differences
mental abilities
instructions
required
☐ communicate on site use technological skills to as appropriate S☐ S☐ S☐

and use a range of mobile technology, such as two-way radio NS ☐ NS ☐ NS ☐
☐  Accurately set up the levelling instruments as directed at S☐ S☐ S☐

the toolbox meeting appropriate to the listed activities, NS ☐ NS ☐ NS ☐
to be undertaken individually and as a team
arrangement.
 Test for operation before commencing the following
levelling activities using the procedures provided
(Attachment 6 Procedure checklist Levelling). Activities
include:
 approximate distances and the transfer of the data
points
 location of services
 positioning offsets and recovery pegs for construction
projects or for use in determining quantity from
calculations.
 recording ground levels at respective critical set out
points
 recording heights or levels
 recording slab or pad levels for placement of steel
columns or masonry piers
 recording or checking levels in drainage
 setting up devices
 shooting levels for concrete slabs
 shooting levels for excavation/footings
 sloping blocks
 transferring levels/heights for formwork
☐ Test instruments for operation before levelling. To do this: S☐ S☐ S☐
 Inspect your builder’s level. Is there any damage? Are NS ☐ NS ☐ NS ☐
any parts broken?
 Get a 100+ foot tape measure and two measurement
rods. You will need to be in a large, open area. The
flatter, the better
 Set up the builder’s level on a tripod.
 Locate the thumb screws and turn them to adjust the
vials to centre.
 Measure 100 feet from the builder’s level in opposite
directions. Place measurement rods at each spot.
 Read the measurement of the first rod through the
builder’s level. Confirm it measures 100 feet.
 Read and record the distance to the second rod.
 If the two distances read the same through the builder’s
level, your level is calibrated.
 If not, your unit needs to be calibrated. Read on to find
out how to calibrate a builder’s level.
☐ set up the tripod. The student ensured the following: S☐ S☐ S☐
 Do not position the tripod legs too far apart or too close NS ☐ NS ☐ NS ☐
together.
 On sloping ground, set the tripod so that one leg is uphill
and the other two are downhill on the slope.
 Set up on firm, dry ground that doesn’t shift as you walk
around.
 Push the tripod’s pins into the ground as far as they will
go.
 Extend the legs on the tripod so that the tripod is just
above chest height (the levelling instrument should be at
eye height) as bending down or standing on tiptoe can
be tiring.
 Set the top of the tripod as level as possible with the leg
adjustment. This will minimise the adjusting that needs
to be done with the base plate, adjusting screws or
compensating devices and the amount that an automatic
or laser level will need to correct itself.
☐  Set up or locate datum point using the rise and fall S☐ S☐ S☐

method. NS ☐ NS ☐ NS ☐
To do this:
 identify what you are to measure and why you are to
measure it
 refer to the site plans (attachment 9) for an overview of
the site and the proposed structures and the position
and value of the datum
 identify the points at which level measurements can be
taken
 identify the points you need to measure, and choose the
type and path of level traverse most suited to the activity
and the best position(s) (station) for the levelling
instrument
 place the first station where there is a clear view to the
datum and the points where the level measurements are
required.
☐ When choosing the locations for the instrument and staff, keep S☐ S☐ S☐
in mind the following points. NS ☐ NS ☐ NS ☐
 Begin and end the level traverse on a point of known
height, if possible.
 The distance between the instrument and the point to be
measured should always be less than 100 m. A length of
approximately 50 m is recommended.
 The distance between the instrument and the first and
last points of measurement should be approximately
equal.
 Avoid staff readings of less than 0.500 m
 Hold the staff on the datum and take a reading. This will
be a backsight, because it is the first staff reading after
the levelling instrument has been set up.
 Move the staff to different stations and take a reading
for intermediate site and foresight. Ensure you move the
level after this reading. Place a change plate on the
ground to maintain the level
☐ Follow the rules of booking checking S☐ S☐ S☐

 The first and last reduced level is on and Ordnance NS ☐ NS ☐ NS ☐
Benchmark (OBM) or a temporary Benchmark (TBM)
 There is a rise when the first staff reading is larger than
the second staff reading in any consecutive pair of staff
readings
 There is a fall when the first staff reading is less than the
second staff reading in any consecutive pair of staff
readings
 In order to obtain the new reduced level, add the rise
and subtract the fall from the preceding reduced level
entering on the same line as the rise or fall
In brief calculate as follows:
 Fall(F) = Foresight (F.s) – Back-sight (B.S.)
 Fall(F)= Intermediate sight (I.S.) – Back-sight (B.S.)
 Rise(R) = Back sight (B.S.) – Foresight (F.S)
 Reduced Level (R.L) = Precede Reduced Level + Rise (R)
 Reduced Level (R.L) = Precede Reduced Level + Fall (F)
☐ Calculate distances using stadia lines. Ensure: S☐ S☐ S☐

 The Stadia Lines are two horizontal lines which are on NS ☐ NS ☐ NS ☐
the reticule, one above and one below the crosshairs
seen through the telescope of an automatic (dumpy)
level.
 These Stadia Lines are set at a specific distance apart so
that a factor can be applied to observations to enable
the calculation of a distance from the automatic (dumpy)
level.
 Take a three-wire reading to check the crosshair for
accuracy at the backsight for all stations.
 Then, calculate distances from instrument to stations
using staff, stadia lines and identified factor of the
levelling instrument.
Note: The calculation is as follows: – S = Upper Stadia Reading

minus Lower Stadia Reading.
 S=
 D=
 D=
 D=
☐ Accurately record all readings in the field book (Appendix 6): S☐ S☐ S☐

 Backsight NS ☐ NS ☐ NS ☐
 Intermediate
 Foresight
 Rise
 Fall
 Reduced level
 Distance
In the field book (appendix 6):
 Record the station number
 Record the height of datum (10.000) as the first entry in
the reduced level column
 Record the backsight reading (1.240) on the same line in
the backsight column
 Use the comments column to identify the point.

require a meeting so therefore that meeting can take place on line and most likely will be on a
……./……./ ……./……./ ……./……./ ……./……./ ……./……./

……. ……. ……. ……. …….


☐ On line (mainly used for meetings)
to conduct levelling procedures using height of instrument method. The student can?
Job 1 Job 2 Job 3

☐ conduct levelling procedures using the height of instrument S☐ S☐ S☐
method, for the purpose of establishing correct and accurate set NS ☐ NS ☐ NS ☐
out of 3 different projects:
 Attachment 9 Plan Floor plan LOT 1630 Architectural
Plans
 Attachment 9 Site Plan 8 Pisa Court Bundall
 Attachment 9 Site Plan
☐ Transfer levels and record differences in height undertaking a S☐ S☐ S☐

closed traverse using the height of instrument method on a NS ☐ NS ☐ NS ☐
minimum of three projects.
☐  confirm accuracy of the readings taken (datum points), S☐ S☐ S☐

including set up and movement of device in three NS ☐ NS ☐ NS ☐
locations or selected stations
 Identify the backsights, intermediate sights and
foresights and follow the rules of booking
 Transfer the instrument to the selected station locations
and repeat the process for each of the project
specifications (attachment 9)
 calculate distances using an optical/dumpy levelling
instrument and levelling staff
 establish the accuracy of the readings using the height of
instrument method of calculation.
 apply levelling procedures using height of instrument
method consisting of finding the elevation of the plane of
collimation (H.I.) for every set up of the instrument, and
then obtaining the reduced level of point with reference
to the respective plane of collimation.


differences
mental abilities
instructions
required
communicate on site use technological skills to as appropriate

and use a range of mobile technology, such as two-way radio
☐ Set up levelling instruments where the benchmark can be S☐ S☐ S☐

viewed within correct parameters and a reasonable number of NS ☐ NS ☐ NS ☐
sights can be viewed. To set up your levelling instrument ensure
you:
 Find a benchmark location near the spot you want to
measure.
 Get the most accurate data search online and find a
benchmark location located close to the spot you want to
measure. You can look up benchmark locations by
visiting sites like https://www.geocaching.com/mark/.If
you cannot find a benchmark location, you can measure
from a distinct land feature, such as a large tree or
building, instead.
 To measure the area properly, make sure you set up in a
spot that is slightly higher than your benchmark location

 Set your tripod up near the spot you want to measure.
 Place your tripod on a patch of flat, clear ground that sits
between your benchmark location and the spot you want
to measure. Then, undo the latches on your tripod’s legs
and extend each leg out. Adjust the legs until your tripod
is completely level, then close each latch
 Almost all tripods come with a built-in bubble level. You
can use this to assess whether or not the tripod is level.
 To measure the area properly, make sure you set up in a
spot that is slightly higher than your benchmark location
☐ Test instruments for operation before levelling. To do this: S☐ S☐ S☐

 Inspect your builder’s level. Is there any damage? Are NS ☐ NS ☐ NS ☐
any parts broken?
 Get a 100+ foot tape measure and two measurement
rods. You will need to be in a large, open area. The
flatter, the better
 Set up the builder’s level on a tripod.
 Locate the thumb screws and turn them to adjust the
vials to centre.
 Measure 100 feet from the builder’s level in opposite
directions. Place measurement rods at each spot.
 Read the measurement of the first rod through the
builder’s level. Confirm it measures 100 feet.
 Read and record the distance to the second rod.
 If the two distances read the same through the builder’s
level, your level is calibrated.
 If not, your unit needs to be calibrated. Read on to find
out how to calibrate a builder’s level.
☐ set up the tripod ensure you: S☐ S☐ S☐

 Do not position the tripod legs too far apart or too close NS ☐ NS ☐ NS ☐
together.
 On sloping ground, set the tripod so that one leg is uphill
and the other two are downhill on the slope.
 Set up on firm, dry ground that doesn’t shift as you walk
around.
 Push the tripod’s pins into the ground as far as they will
go.
 Extend the legs on the tripod so that the tripod is just
above chest height (the levelling instrument should be at
eye height) as bending down or standing on tiptoe can
be tiring.
 Set the top of the tripod as level as possible with the leg
adjustment. This will minimise the adjusting that needs
to be done with the base plate, adjusting screws or
compensating devices and the amount that an automatic
or laser level will need to correct itself.

☐ Perform a two-peg test to determine the accuracy of the S☐ S☐ S☐
instrument calibration. NS ☐ NS ☐ NS ☐
 Knock two pegs into the ground at least 30 m apart.
 Set up the level instrument approximately halfway
between the pegs.
 Perform adjustment tests to ensure that the instrument
is level.
 Take and record a reading at each peg and record the
level measurements
 Move the optical level so that it is 5 m outside one of the
pegs.
 Take and record a reading at each peg and record the
level measurements.
 Calculate the difference between the level readings to
determine if the instrument is correctly calibrated. Show
your working out below.
 Record calculations and measurements in the Two Peg

Test Record (Appendix 7)
☐ check the accuracy of a spirit level and conduct reverse S☐ S☐ S☐

readings. To check your spirit level ensure you: NS ☐ NS ☐ NS ☐
 Place the level on a flat surface.
 Make two marks: One at an end of the level. ...
 Look at the vial and take a reading of the bubble's
position.
 Rotate the level 180° end-to-end and align the level with
your marks.
 Take a second reading.
☐  Set up or locate datum point using the height of S☐ S☐ S☐

instrument method. NS ☐ NS ☐ NS ☐
Ensure accuracy of readings is established using height of
instrument method of calculation. To do this:
 Calculate the height of instrument value by adding the
Station 1 backsight to the datum value
 Calculate reduced levels by subtracting each level
reading from the height of instrument value
 Calculate a new height of instrument value if the
levelling instrument is moved to a new station by adding
the new station backsight to the previous reduced level
 Continue calculating reduced levels by subtracting each
subsequent level reading from the new height of
instrument value
 Perform calculation checks
 Hold the staff on the datum and take a reading. This will
be a backsight, because it is the first staff reading after
the levelling instrument has been set up.
 Move the staff to different stations and take a reading
for intermediate site and foresight. Ensure you move the
level after this reading. Place a change plate on the
ground to maintain the level
☐  check if the readings are written properly, an arithmetic S☐ S☐ S☐

check is done. NS ☐ NS ☐ NS ☐
 The sum of back sight (BS) and Fore sight (FS) are
subtracted.
 It should be equal to the difference of the last and first
reduced level (RL). Therefore: ...
 Determine the RLs of various points if the reduced level
(RL) of a point on which the first reading was taken is
136.440 gives the height of collimation method and
applies the check. ...
 HL = RL + BS. ...
 Check
☐ Established accurate readings using height of instrument S☐ S☐ S☐

method of calculation: NS ☐ NS ☐ NS ☐
 Elevation of plane of collimation for the first set of the
level determined by adding back side to R.L. of B.M.
 The R.L. of intermediate point and first change point are
then obtained by starching the staff reading taken on
respective point (IS and FS) from the elation of the plane
collimation. (H.I.)
 When the instrument is shifted to the second position a
new plane collimation is set up. The elevation of this
plane is obtained by adding B.S. taken on the C.P. From
the second position of the level to the R.L. C.P. The R.L.
of successive point and second C.P. are found by
subtracting these staff reading from the elevation of
second plane of collimation
☐ Calculate distances using stadia lines. S☐ S☐ S☐

 The Stadia Lines are two horizontal lines which are on NS ☐ NS ☐ NS ☐
the reticule, one above and one below the crosshairs
seen through the telescope of an automatic (dumpy)
level.
 These Stadia Lines are set at a specific distance apart so
that a factor can be applied to observations to enable
the calculation of a distance from the automatic (dumpy)
level.
 Take a three-wire reading to check the crosshair for
accuracy at the backsight for all stations.
 Then, calculate distances from instrument to stations
Ensure reduced levels for all stations are identified from the
calculations and heights and accurately record all levels and
readings in the field book (Appendix 8):
 Backsight
 Intermediate
 Foresight
 Height of instrument
 Reduced level
 Distance
☐ Ensure in the field book the S☐ S☐ S☐

 Booking is the same as the rise and fall method for NS ☐ NS ☐ NS ☐
back-, intermediate- and foresights. There are no rise or
fall columns, but instead a height of collimation column.
 first backsight reading (staff on datum, benchmark or
RL) is added to the first RL giving the height of
collimation.
 The next staff reading is entered in the appropriate
column but on a new line. The RL for the station is found
by subtracting the staff reading from the height of
collimation
 height of collimation changes only when the level is
moved to a new position. new height of collimation is
found by adding the backsight to the RL at the change
point.
require a meeting so therefore that meeting can take place online and most likely will be on a
……./……./ ……./……./ ……./……./ ……./……./ ……./……./

……. ……. ……. ……. …….


to calculate distances using stadia lines. The student can?
☐ Calculate distances using stadia lines. S☐ S☐ S☐

 Take a three-wire reading to check the crosshair for NS ☐ NS ☐ NS ☐
accuracy at the backsight for all stations
 Then, calculate distances from instrument to stations
☐ demonstrate the following skills at all times: S☐ S☐ S☐

 Effective communication NS ☐ NS ☐ NS ☒
 teamwork skills to work with others to action tasks and
relate to people from a range of cultural and ethnic
backgrounds and with varying physical and mental
abilities
 use a range of mobile technology, such as two-way radio
and mobile phones
 Use voice and hand signals to access and understand
site-specific instructions.

……./……./ ……./……./ ……./……./ ……./……./ ……./……./

……. ……. ……. ……. …….


to clean up. The student can?
Job 1 Job 2 Job 3

☐ clear work area and dispose of, reuse or recycle materials in S☐ S☐ S☐
accordance with legislation, regulations, codes of practice and NS ☐ NS ☐ NS ☐
job specification
 Identify and prepare an area for material waste disposal
 Provide an effective means to contain windblown rubbish
 Correctly identify and provide correct temporary storage
for materials to be re-used
 Identify any hazardous materials from their SDS and
take appropriate measures for disposal or recycling
 Clear work of off cut material
 Correctly dispose of, or where possible, mark for
recycling
☐ clean, check, maintain and store tools and equipment in S☐ S☐ S☐

accordance with manufacturer recommendations and standard NS ☐ NS ☐ NS ☐
work practices
 Conduct a post-operational check for the tools used
 Report faults if identified (appendix 4)
 tools provided for this task are cleaned prior to returning
the tools to their storage areas
 Conduct maintenance on levelling devices:
 authorised servicing
 cleaning
 monitoring, recording, and reporting faults
 Conduct authorised minor replacements where
required
 Pack away tools
 Store excess materials

☐ demonstrate the following skills at all times: S☐ S☐ S☐
 Effective communication NS ☐ NS ☐ NS ☐
 teamwork skills to work with others to action tasks and
relate to people from a range of cultural and ethnic
backgrounds and with varying physical and mental
abilities
 use a range of mobile technology, such as two-way radio
and mobile phones
 Use voice and hand signals to access and understand
site-specific instructions.
……./……./ ……./……./ ……./……./ ……./……./ ……./……./

……. ……. ……. ……. …….


RECORD OF ASSESSMENT TASK 3 SIMULATED PRACTICAL AND/OR
WORKPLACE OBSERVATION
To be completed by the assessor
Learner details Assessor details
Name Name
Unit Code CPCCCA3023A Unit Title Carry out levelling operations
Record of assessment results (please tick appropriate box).

ASSESSORS NOTE: Before making a final judgement on this assessment task, you must determine if
the student is able to satisfactorily apply and perform the following criteria. Review the knowledge
evidence by clicking on the link https://training.gov.au/Training/Details/CPCCCA3023A Marking should
be in line with the guides to completing the appendixes and/or attachments provided as the
performance evidence, performance criterion and foundation skills is underpinned by this assessment
task. All assessment tasks or parts for each section must be deemed satisfactory to achieve a
satisfactory outcome for this task. If a NS is provided for any section or questions relating to this task
then the task outcome should be treated as NS and the reassessment process should be applied. If a
NS (not satisfactory) outcome is applied then you must inform the student in detail as to “why” this
outcome was provided. Record your reasons in the section labelled “Not satisfactory (NS) outcomes”.
See below for recording appropriate information
Assessment activity - The learner has Final outcome Date of

completed all the assessments requirements for final
this unit of competency and has been deemed outcome
Task 3 – Simulated practical observation – Part ☐Satisfactory ☐ Not satisfactory
1: Plan and prepare (Appendix 1, 2, 3, 4, 5, 9)

2: Conduct levelling procedures using rise and
fall method (Appendix 6, 9)

3: Conduct levelling procedures using height of
instrument method (Appendix 7, 8, 9)

4: Clean up (Appendix 9)
Task 3 – Simulated practical observation – ☐Satisfactory ☐ Not satisfactory

Assessor Observation Checklist
Attempts

Attempt 1 …../……/……. Attempt 2 …../……/……. Attempt 3 …../.…../…..
Not satisfactory (NS) Outcomes

Part Record in detail the reason for the NS outcome applied
number
Appeals – refer to the complaints and appeals policy and procedure

If you receive a Not Satisfactory assessment result you have the right to appeal. You have three
assessment attempts. After the third attempt arrangements for payment will be made for reassessment
purposes. Refer to your student hand book for more details on the complaints and appeals process.
Assessor Feedback to learner:
The assessor must write full feedback to the learner that is constructive and not generic
Reasonable Adjustment
(if applicable) explain why reasonable adjustment has been applied and the tasks it was applied to
Assessor Intervention
(if applicable) - did you need to assist the student in this assessment. If so please explain:
Assessor Name Assessor Date

Signature
Student declaration - I hereby certify that this assessment is my own work, based on my personal
study and/or research. I have acknowledged all material and resources used in the presentation of this
assessment whether they are books, articles, reports, internet searched or any other document or

personal communication. I also certify that the assessment has not previously been submitted for
assessment in any other subject or any other time in the same subject and that I have not copied in
part or whole or otherwise plagiarised the work of other learning and/or other persons. I confirm that I
understand that I must complete this assessment on my own. I confirm that I will not cheat or
plagiarise or copy from another student during the completion of this assessment.
Student name Student Date
signature

INSERT PHOTOGRAPH TAKEN DURING WORKSHOP (COMPULSORY)

CPCCCA3023A – Carry out levelling operations
Task 3 – Direct Observation
Student Name Gourav Saini Student ID Number 20210462
Unit Start Date Unit End Date
Assessment Due Date Date Submitted

This cover sheet is to be completed by the student and assessor and used as a record to determine
student competency in this assessment task
The assessment process and tasks were fully explained. Yes / No
I am aware of which evidence will be collected and how. Yes / No
I am aware of my right to appeal an assessment decision. Yes / No
I am aware that I can locate The RTO Complaints and Appeals Policy and Procedureon Yes / No
their website at (https://trinityinstitute.edu.au/wp-content/uploads/2020/09/SC4-I-
Complaints-and-Appeals-PP-v2.0.pdf)
I have discussed any additional educational support or reasonable adjustments I require in
order to undertake this assessment with the Student Support Services Officer and Trainer /
Yes / No
Assessor, (if applicable). e.g. Student Handbook and Access and Equity
Policyhttps://trinityinstitute.edu.au/student-handbook-policies/
I have access to all required resources via Moodle? Yes / No
Cheating & Plagiarism Declaration
Student Declaration: In accordance with The RTOPlagiarism Policy, I hereby acknowledge by signing
this declaration that I have not cheated or plagiarised any work regarding the assessment tasks
undertaken in this unit of competency except where the work has been correctly acknowledged.
NOTE: Student must sign this prior to submitting their assessments to the assessor
Signature Gourav Saini Date: ______ / ______ / 20___
Assessment Satisfactory or Not YetSatisfactory

Results
(Please circle the assessment result for this task)
Feedback to Student - Please provide general feedback on the student’s performance
Student Declaration: - I verify that the work Assessor Declaration: - I verify that I have
completed is my own and that I was adequately adequately explained and negotiated the
informed of the assessment process prior to assessment tasks with the student prior to
commencing this assessment task. commencing assessment.
Student Name: Assessor Name:
Student Signature Date Assessor Signature Date

Assessor Guide for Practical Assessment
Assessor Instructions to include, but not limited to:
Instructions 1. Assessors will observe the student completing the tasks.
2. Students may work individually or in pairs depending on class size.
3. Assessment is based on the Assessment Requirements of each unit.
4. At any time, students may refer to manuals and their learning guides or Textbooks for
further information if needed.
5. If there is a clear breach of safety, assessors MUST intervene immediately and advise
the student of the breach.
6. Students MUST successfully follow environmental and sustainability best practice in a
carpentry workplace before competency can be achieved for the practical component.
7. Observable behaviors and answers to oral questions MUST be recorded on this
document.
8. If reassessment is required, this must be done after further study and discussion with
the student.
Task/s to be The tasks you will be observing is what the student will be undertaking:
assessed The student MUSTfollow best practice in a carpentry workplace for specific applications that
safely follows workplace procedures to meet required outcomes.
Oral questioning During the practical demonstration you will ask the student observation questions that will
address the skills and knowledge aspects of the unit of competency. The student will respond
orally, and you will record the student’s response.
Time allowed On average, the Assessments should take 2 – 4 hours to complete.
Location Assessment will take place in a simulated workshop environment relevant to the trade stream
being studied.
Decision making To achieve a satisfactory outcome, the student MUSTfollow and complete all tasks before
rules competency can be achieved for the practical component, and answer all questions presented
by the Assessor.
Expected answers to oral questions are indicative of the correct answer.
Performance The assessment methods MUST be by direct observation of tasks on required skills and
Observation knowledge to ensure correct interpretation and application.
Criteria for
Assessment Task
Assessment Assessors MUSTsatisfy NVR/AQTF assessor requirements.
conditions Competency is to be assessed in the workplace or a simulated environment that accurately
reflects performance in a real workplace setting.
Assessment MUSTinclude direct observation of tasks.
Where assessment of competency includes third-party evidence, individuals MUSTprovide
evidence that links them to having followed best practice in their carpentry workplace.
Assessors MUSTverify performance evidence through questioning on skills and knowledge to
ensure correct interpretation and application.
Resources The following equipment MUST be made available to students:
required The students MUST be wearing the correct PPE.
This is to include:
 Safety boots/shoes,
 Protective clothing,
 Safety glasses, and
 Gloves as required
The students MUST have the practical assessment sheet and a pen to complete each task.
Results/Re-  You will grade either S – Satisfactory or NS – Not Satisfactory for the assessment. In
assessment all cases you will provide the student with feedback.
 Only when all assessment tasks have been graded as S – Satisfactory the student will
be deemed C – Competent in the final result of the unit of competency; if the student
dose not satisfactorily complete all the assessment tasks the student will be deemed
NYC – Not Yet Competent.
 If the evidence is graded as NS – Not Satisfactory the student will be required to re-
submit the evidence. In this case, the student will be provided with clear and
constructive feedback based on the assessment decision so that they can improve
your skills / knowledge prior to reassessment.
 Where a ‘NS – Not Satisfactory’ judgement is made, the student will be given
guidance on steps to take to improve your performance and provided the opportunity
to resubmit evidence to demonstrate competence. You will determine and discuss the
reasons for NS – Not satisfactory on any of the criteria and will assess the student
through a different method of assessment e.g. verbal/oral questioning, problem
solving exercises.
Reasonable You may adjust assessment conditions (vehicles, tools, analysis required) to suit workplace
Adjustment objectives provided that the integrity of the task is maintained.

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Student Assessment Agreement

Do you understand your rights to re-assessment? Yes No

Student name Gourav Saini

Student number 20210462

Student signature Gourav Saini

Qualification Code and

Unit Code and Title

Assessor name Stanko Jaksic

Trinity Institute (Australia)

Assessment outcome S NS DNS Resubmission Y N

Student result response

Trinity Institute (Australia)

Trinity Institute (Australia)

Trinity Institute (Australia)

Task Declaration: Signature Date

Assessor Signature Stanko Dat ____/____/____

Trinity Institute (Australia)

Student Signature Gourav Saini Dat ____/____/____

Trinity Institute (Australia)

Appendix 1 Quality requirements

Quality Requirement Type

Policies and procedures

Emergency response procedure

Manufacturer specifications if applicable

Trinity Institute (Australia)

SWMS/JSEA/SDS I have sighted and read the applicable SWMS/JSEA/SDS

Date Supervisor Your Gourav Saini

Appendix 2 Safety checklist

Work description - general Yes No N/A

Trinity Institute (Australia)

Check for suitability Excavation and Trenching

Traffic & Pedestrian Control

Trinity Institute (Australia)

Item # Corrective Action Date Comp.

Inspected by Gourav Saini Date

Trinity Institute (Australia)

Appendix 3 Tool List & Condition requirement

Tool List Condition

Drop saw Unsatisfactory

laser receiver Satisfactory

Boning Rod Satisfactory

straight edge Unsatisfactory

Spirit level Satisfactory

Hammer Drill/Impact Un Satisfactory

Appendix 4 Faults report

Install new safety

Appendix 5 Material List

Lime 2.9 to 7. S microns 10 bags

Sand 0.0625 mm 108 bags

Wood 1 1/2 inches x 3 1/2 inches 20 logs

Trinity Institute (Australia)

Steel 8mm Diameter 40 feet long 20 rods

Concrete 9.5mm 1 Truck

Stone 4 millimetre 2 trucks

Cement 0.1 mm 50 bags

Tiles 12 *12 100

Sand 0.004 mm 100 bags

Glass 6mm 10 sheets

Appendix 6 Field Book

3.260 - 2.135 Peg A

2.755 - 0.505 Peg B

1.660 1.765 - 0.99 C (CP1)

1.660 1.765 CP TBM 2

Assessor Signature Stanko Dat //

Student Signature Gourav Saini Dat //