Unit of competency details

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

ELEMENT 

PERFORMANCE CRITERIA 

1 Analyse the purpose and basic intent of the BCA .

1.1 Objectives of the BCA and the purpose of the respective components of the code are researched and evaluated.

1.2 The deemed-to-satisfy (DTS) concept for construction to meet BCA requirements is researched and evaluated.

1.3 The hierarchy of commonwealth, state and territory building access legislation  is identified and documented.

2 Locate and interpret the requirements of the codes and standards that are applicable to access compliance of specific projects .

2.1 Relevant clauses from building access legislation that apply to specific projects are identified and documented.

2.2 Prescriptive requirements of the relevant legislative clauses are determined and documented.

2.3 Special requirements that may be applicable to specific areas are identified and documented.

3 Classify buildings .

3.1 The class of building is determined according to BCA criteria and with regard to intended use.

3.2 BCA requirements for disability access are determined and documented.

3.3 Disability access requirements are interpreted for multiple classifications and documented.

4 Apply appropriate assessment methods to access compliance with the BCA .

4.1 Appropriate assessment methods are selected to determine building access compliance with the intent of the BCA.

4.2 Alternative solutions to building accessibility problems that comply with BCA requirements are identified and documented.

4.3 Assessment methods used to determine whether a building solution to an accessibility problem complies with performance requirements or DTS provisions of the BCA are analysed and applied.

4.4 Assessment methods are identified and confirmed as appropriate to meet the DTS provisions of the BCA.

• analytical skills to:

• analyse, evaluate and apply legislative requirements pertaining to disability access
• analyse and evaluate the impacts of the full range of disabilities and the limitations that each disability places on the individual's ability to access the environment
• analyse and evaluate how environmental barriers impact on people with disabilities
• analyse and evaluate building legislation

• application skills to:

• apply relevant anti-discrimination and building legislation
• apply industry building codes of practice and ethics, and other legislative requirements to work processes
• apply disability awareness to work processes
• apply current Australian and international building codes, standards, regulations and practices

• communication skills to:

• explain clearly information on issues relating to the provision of access
• explain clearly information on legislation relating to the provision of access, and the relationship between the various pieces of legislation
• consult effectively with clients and colleagues
• impart knowledge and ideas through oral, written and visual means
• use workplace equipment and communication methods

• interpersonal skills to:

• adapt to new workplace situations
• analyse own work practices and process outcomes critically
• consult and provide advice in a sensitive and appropriate manner
• facilitate change for greater awareness of disability access
• relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities

• literacy skills to:

• assess and use workplace information
• read and interpret plans, specifications and structural drawings

• organisational skills to:

• prepare and manage documentation
• plan and organise assessment methods
• develop and implement organisational policies and procedures

• research and evaluation skills to:

• source, analyse and evaluate building legislative requirements
• source, analyse and evaluate legislative requirements for the provision of access.

Overview of assessment 

• This unit of competency could be assessed on its own or as part of an integrated assessment activity involving other competencies relevant to the job function.

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

• A person who demonstrates competency in this unit must be able to provide evidence of:

• recognising the needs and desires of people with disabilities to engage fully in all aspects of society, and their right to do so
• interpreting accurately the impacts of the full range of disabilities and the limitations that each disability places on the individual's ability to access the environment
• interpreting accurately how the full range of environmental barriers impacts on any of the impairments that people with disabilities might have
• identifying accurately the hierarchy of commonwealth, state and territory building access legislation
• interpreting and applying accurately building codes and standards for the provision of access
• identifying alternative approaches to building accessibility problems that comply with BCA requirements
• applying organisational management policies and procedures, including quality assurance requirements.

Context of and specific resources for assessment 

• Resource implications for assessment include:

• a registered provider of assessment services
• competency standards
• assessment materials and tools
• suitable assessment venue/equipment
• workplace documentation
• candidate special requirements
• cost and time considerations.

• Validity and sufficiency of evidence requires that:

• competency will need to be demonstrated over a period of time reflecting the scope of the role
• where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice with a decision of competence only taken at the point when the assessor has complete confidence in the person's competence
• all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence
• where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be current and show that it represents competency demonstrated over a period of time
• assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.

Building access legislation  includes:

• Australian standards
• DDA
• DDA Premises Standard
• DDA Transport Standard
• BCA
• state and territory building legislation
• commonwealth, state and territory anti-discrimination legislation and regulations
• local government regulations.