Aussienment

30 March 2023 06:11 AM | UPDATED 1 year ago

[email protected]

CPC50210 Diploma Of Building And Construction

CPC50210 Diploma Of Building And Construction :

For solution: +610482078788

+61482073403

+61482072848

CPC50210 Diploma of Building and Construction

Unit Assessment Pack (UAP) – Cover Sheet

Student and Trainer/Assessor Details

Student ID
Student name
Contact number
Email address
Trainer/Assessor name

Course and Unit Details

Course code	CPC50210
Course name	Diploma of Building and Construction (Building)
Unit code	CPCSUS5001
Unit name	Develop workplace policies and procedures for sustainability

Assessment Submission Method

☐ By hand to trainer/assessor	☐ By email to trainer/assessor	☐Online submission via Learning Management System (LMS)
☐ By Australia Post to RTO	☐ Any other method _________________________________________________ (Please mention here)

Student Declaration

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 assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;For the purposes of assessment, I give the trainer/assessor of this assessment the permission to: Reproduce this assessment and provide a copy to another member of staff; and Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature: ________________________________

Date: ____/_____/______________

Assessment Plan

To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks.

Evidence recorded	Evidence Type/ Method of assessment		Sufficient evidence recorded/Outcome
Unit Assessment Task 1	Unit Knowledge Test (UKT)		S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 2	Unit Project (UP) – Prepare sustainability policy and procedures		S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 3	Unit Skills Test (UST) – Prepare communication plan for promoting the sustainability policy		S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 4	Unit Skills Test (UST) – Prepare implementation plan		S / NS (First Attempt) S / NS (Second Attempt)
Unit Assessment Task 5	Unit Project (UP) – Review implementation of sustainability policy		S / NS (First Attempt) S / NS (Second Attempt)
Final result	C/NYC	Date assessed
Final result	C/NYC	Trainer/Assessor Signature

Assessment Conditions

Unit purpose/application

This unit of competency specifies the outcomes required to develop and implement policies and procedures to continuously support resource efficiency and environmentally sustainable work practices.

This unit of competency applies to those with managerial responsibility for developing approaches to create strategies within workplaces, including the development and implementation of policy. The unit supports processes and techniques necessary to develop approaches to sustainability within workplaces, including the development and implementation of policy.

The context of this unit applies to all industry sectors and sections within an organisation, including a work site, designated work area, in transit and/or an office.

What the student can expect to learn by studying this unit of competency

Develop workplace sustainability policy
Communicate the policy
Implement the policy.
Review policy implementation.

Training and assessment resources required for this unit of competency

The student will have access to the following:

Learner guide
PowerPoint presentation
Unit Assessment Pack (UAP)
Access to other learning materials such as textbooks

The resources required for these assessment tasks also include:

Access to a computer, the Internet and word-processing system such as MS Word
An operational business environment to implement the learning plan
Computer technology and documentation as required
Codes of practice and standards issued by government regulators or industry groups

Submission instructions

Yourtrainer/assessor will confirm assessment submission details for each assessment task.

Academic integrity, plagiarism and collusion

Academic Integrity:

Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.

As a student, youare required to:

Undertake studies and research responsibly and with honesty and integrity
Ensure that academic work is in no way falsified
Seek permission to use the work of others, where required
Acknowledge the work of others appropriately
Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism:

Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work.

Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used, which includes:

Paraphrasing and presenting work or ideas without a reference
Copying work either in whole or in part
Presenting designs, codes or images as yourown work
Using phrases and passages verbatim without quotation marks or referencing the author or web page
Reproducing lecture notes without proper acknowledgement.

Collusion:

Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.

Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.

Collusion occurs when youwork without the authorisation of the teaching staff to:

Work with one or more people to prepare and produce work
Allow others to copy your work or share your answer to an assessment task
Allow someone else to write or edit yourwork (without rto approval)
Write or edit work for another student
Offer to complete work or seek payment for completing academic work for other students.

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.

Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.

Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.

Other Important unit specific Information

N/A

Unit outcome

This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competencyto be deemed competent.
Students will receive a ‘satisfactorily completed’ (S) or ‘not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).
Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).

Prerequisite/s

Nil

Co-requisite/s

Nil

Foundation Skills

The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technologyand employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Relevant Legislation

Australian Human Rights Commission Act 1986
Age Discrimination Act 2004
Disability Discrimination Act 1992
Racial Discrimination Act 1975
Sex Discrimination Act 1984
The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
Work Health and Safety Act 2011
Occupational Safety and Health Act 1984 (WA)
Occupational Safety and Health Regulations 1996 (WA)
Competition and Consumer Act 2010 (Cth)
Building Act 2011 (WA)
Building Services (Registration) Act 2011 (WA)
Construction Contracts Act 2004 (WA)

Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.

The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.

AQF Level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement.

All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/

Further Information

For further information about this unit go tohttps://training.gov.au/Training/Details/CPCSUS5001

Additional Information

This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)
Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit.
Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).
Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment.
Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.

Feedback to student

Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.

Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:

Be provided for each Unit Assessment Task (UAT)
Guide students to adapt and adjust their learning strategies
Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs
Be a pivotal feature of learning and assessment design, not an add-on ritual
Focus on course and unit learning outcomes
Guide students to become independent and self-reflective learners and their own critics
Acknowledge the developmental nature of learning

If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO.

For more information, please refer to RTO Student Handbook.

Unit Pre-Assessment Checklist (UPAC)

UAT 1 – Unit Knowledge Test (UKT)

Purpose of the 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

Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please 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).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure thatyou have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extensionto 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 anextension to submit yourassessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. 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.
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix”to ensure the explanation and correct strategy have been recorded and implemented.
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
¨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 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 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 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 physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)

Assessment Task 1 – Unit Knowledge Test (UKT)

Assessment type:

Written Questions

Assessment task description:

This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
The Unit Knowledge Test is comprised of twenty-one (21)written questions.
You must respond to all questions and submit them to your Trainer/Assessor.
You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
You will receive your feedback within two weeks – you will be notified byyour Trainer/Assessor when results are available.

Applicable conditions:

This knowledge test is untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).
You must read and respond to all questions.
You may handwrite/use computers to answer the questions.
You must complete the task independently.
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 taskyou are predominately demonstrating your written skills and knowledge to yourtrainer/assessor.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is yourown work.

Resubmissions and reattempts:

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
For more information, please refer to your RTO Student Handbook.

Location:

This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.
Yourtrainer/assessor will provide you further information regarding the location for completing this assessment task.

Instructions for answering written questions:

Complete a written assessment consisting of a series of questions.
You will be required to correctly answer all the questions.
Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed.
Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.
Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research yourwork, you must always acknowledge the source.

How yourtrainer/assessor will assess yourwork?

This assessment task requires the student to answer all the questions.
Answers must demonstrate the student’s understanding and knowledge of the unit.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemedNot Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment

This assessment task is designed to evaluate student’s knowledge essential to Develop workplace policies and procedures for sustainability & Knowledge regarding to the following:

Knowledge to develop workplace sustainability policy
Knowledge to identify stakeholders and consulted as a key component of policy development process.
Knowledge for minimizing resource use, reductions in toxic material and hazardous chemical use, and employment of lifecycle management approaches at all stages of work.
Knowledge for policy recommendations options based on likely effectiveness, timeframes and cost and developing the policy which reflects organizations commitment.
Knowledge to implement appropriate methods.
Knowledge to communicate the policy including its expected outcome, is promoted to key stakeholders, activities to be undertaken and responsibilities.
Knowledge to implement the policy, procedures to help implementation, continuous improvement and tracking the same in sustainability approaches.
Knowledge to review policy implementation, to document the outcomes and provide feedback to key personnel and stakeholders.
Knowledge to monitor the records and to identify the trends that may require remedial action and to promote continuous improvement of performance.
Knowledge to modify the policies to ensure improvement.
Knowledge to use the knowledge gained through training and learner resources.

Assessment Task 1 – Unit Knowledge Test (UKT)

Instructions:

This is an individual assessment.
The purpose of this assessment task is to assess the students’ knowledge essential to develop workplace policies and procedures for sustainability in a range of contexts and industry settings.
To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides.
All questions must be answeredin order to gain competency for this assessment.
You may attach a separate sheet if required.
You must include the following particulars in the footer section of each page of the attached sheets:
- Student ID or Student Name
- Unit ID or Unit Code
- Course ID or Course Code
- Trainer and assessor name
- Page numbers
You must staple the loose sheets together along with the cover page.
You must attach the loose sheets chronologically as per the page numbers.
Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task:

Computer
Internet
MS Word
Printer or e-printer
Adobe acrobat/reader
Learning management system

Questions:

Question 1: For residential buildings in Australia, what different methods that are used to demonstrate energy efficiency compliance? Explain any four methods and provide your answer in 150-200 words.

Question 2: Name the seven (7) main stakeholders who shall be consulted when developing sustainability policy for construction work.

Question 3: What strategies (best practices approaches) can be implemented at a construction site to achieve material efficiency and minimise resource usage? Write your answer in 150-200 words.

Question 4: What are the different strategies and methods that can be adopted to achieve efficiency in the following cost stages of construction project:

Initial cost
1. Cost in use
1. Recovery cost

Write your answer in 30-50 words for each.

Question 5: In reference to the table given below, provide a brief description of the terms and conditions related to employment:

S. No.	Topics	Explanation (20-30 words)
1	Equity and Diversity principles
2	OHS implications of policy being developed
3	Policies and procedures
4	Work area responsibilities

Question 6: Why is it important to develop policy that reflects the organisation’s commitment to sustainability as an integral part of business planning and as a business opportunity? Write your answer in 50-100 words.

Question 7: Explain the process of establishing recording systems for tracking continuous improvements in sustainability approaches. Answer in 100-150 words.

Question 8: What is the most common way of documenting outcomes and providing feedback to key personnel and stakeholders? What is the importance of communicating outcomes to key personnel and stakeholders? Write your answer in 50-150 words.

Question 9: How would you investigate the success of a sustainability policy? Answer in 100-150 words.

Question 10: What could be the possible reasons for modifying the sustainability policy and procedures? Write your answer in 50-100 words.

Question 11: What processes can you implement in order to identify the trends that requires remedial actions in sustainability policies? Write your answer in 50-100 words.

Question 12: Explain in 50-100 words each, the following current rating tools of sustainability management relevant to construction industry:

NATHERS
1. NABERS

Question 13: Identify and list any two (2) legislations and regulations applicable to waste disposal in your state.

Question 14: Answer the following question related to environmental protection policies:

a. What is the purpose of an environmental protection policies? Provide your answer in one or two sentences.

b. What information is provided in an environment protection policy? List any five (5).

Question 15: What are the general expectations from service providers such as contractors, subcontractors, consultants, and suppliers as per national code of practice for construction works? Write your answer in 50-100 words.

Question 16: What are the key questions (points) that needs to be considered when developing or reviewing a policy for sustainability? List any five (5).

Question 17: How can a business contribute to environmental sustainability? Write your answer in 50-100 words.

Question 18: Explain the following tools and techniques of sustainability management:

Waste minimisation
Durable material choice

Explain the above in 50-100 words each.

Question 19: List the seven (7) important principles of sustainable environment relevant to construction industry.

Question 20: What is the role of employees in establishing resource efficiency and environmentally sustainable work practices? Answer in 200-250 words.

Question 21: As per Australian law, explain in 50-100 words, the rights of the following personnel at workplace:

Worker and supervisor
1. Employer

Write your answer in 50-100 words.

Unit Assessment Result Sheet (UARS)

Assessment Task 1 – Unit Knowledge Test (UKT)

Student and Trainer/Assessor Details

Unit code	CPCSUS5001
Unit name	Develop workplace policies and procedures for sustainability
Outcome of Unit Assessment Task (UAT)	First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student	First attempt: Second attempt:
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 all work I submit must be verifiable as 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.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’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 above-named candidate.
Trainer/Assessor Signature
Date
Office Use Only	Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)

UAT 2–Unit Project (UP)

Purpose of the checklist

Section 1: Information for Students

Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please 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).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extensionto 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.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. 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.
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
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
¨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 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 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 ¨ provision of information or course materials in accessible format, e.g. a text book 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 physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)

Assessment Task 2 – Unit Project (UP)–Develop workplace sustainability policy

Assessment type:

Unit Project (UP) –Develop workplace sustainability policy

Assessment task description:

This is the second (2) assessment task you have to successfully complete to be deemed competent in this unit of competency.
This assessment task requires you to complete a project.
You must develop workplace sustainability policy based on given scenario in order to successfully complete this project.
You will receive your feedback within two weeks – you will be notified by your trainer/assessor when results are available.
You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.

Applicable conditions:

This project is untimed and are conducted as open book tests (this means you are able to refer to your textbook).
You must read and respond to all criteria of the project.
Word limit to develop workplace sustainability policy is 600-800 words.
You may handwrite/use computers to answer the criteria of the project.
You must complete the task independently.
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 practical skills, techniques and knowledge to your trainer/assessor.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Resubmissions and reattempts:

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
For more information, please refer to your RTO Student Handbook.

Location:

This assessment task may be completed in an independent learning environment or learning management system.
Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

General Instructions for attempting the project:

This assessment task is in continuation to the previous task.
You will be developing workplace sustainability policybased on given scenario in this assessment task.
You will be expanding the knowledge and skills acquired during the previous assessment task.
Instructions to develop workplace sustainability policy is provided within the assessment task.
You will be required to correctly attempt all activities of this assessment task.

How yourtrainer/assessor will assess your work?

This assessment task requires the student to successfully complete and submit a project.
Answers must demonstrate the student’s understanding and skills of the unit.
You will be assessed according to the provided performance checklist/ performance criteria.
Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities:

Assessment Task 2 – Unit Project (UP)

Instructions to complete this assessment task:

Please write your responses in the template provided.
You may attach a separate sheet if required.
This assessment task requires you to assume/ take on the role of a Sustainability manager at the organisation given in the scenario.
You must identify and analyse the information given in the scenario to develop sustainability policy and procedures.
You are required to prepare a presentation after preparing the sustainability policy and gain agreement to policy options and implementation plan from relevant senior managers.
You must prepare 8-10 slides of the sustainability policy and procedure developed.
You must include the following particulars in the footer section of each page of the attached sheets:
- Student ID or Student Name
- Unit ID or Unit Code
- Course ID or Course Code
- Trainer and assessor name
- Page numbers
You must staple the loose sheets together along with the cover page.
You must attach the loose sheets chronologically as per the page numbers.
Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.
The premise of the project must be closely related to the previous assessment task.
This submission must be well presented and follow the guidelines and instructions provided.
Please follow the format as indicated in the template section below.
One of the most important steps that you can take: proofread your project.
Project must be of 600-800 words in length, using 11-point font, double-spaced, and must include a cover page, table of contents, introduction, body, summary or conclusion, and works cited.
Appropriate citations are required.
All RTO policies are in effect, including the plagiarism policy.

Resources required to complete the assessment task:

Computer
Internet
MS Word
Printer or e-printer
Adobe acrobat/reader
Learning management system

Project Task:

In this assessment task, you are required to develop workplace sustainability policy for the organisation given in the scenario.

Scenario:

Green Building and Construction Pty. Ltd is a well-known construction company in your state. The company is known for its quality and sustainable construction. The main issues that the company is facing is inappropriate usage of resources such as water, energy and construction material that is increasing the cost of construction of the projects. The company wants to take one step further into their progress and move to modular construction so that the company can minimise the resource usage. Along with the economic benefits, modular building processes will reduce the environmental impact of construction by generating less waste, causing less site disturbance and reusing and recycling more materials.

The company also wants to reduce the energy consumption, become more energy efficient and use renewable energy and ‘alternative technology. The company is lot more specific about:

Going back to the design process and create more energy efficient designs, considering the energy required for humans to use buildings.
Seek to make existing buildings more energy efficient.
Use local materials/workforce/energy to reduce transport.
Use more low energy/ energy saving materials.
Recycle more in order to save the energy used to transport and dispose of waste, and to save the energy of manufacturing new materials.
Consider how to use renewable energy sources (solar, wind, geothermal, bio fuels, etc).
Physically orientate buildings to maximise their capacity to exploit renewable energy

The company wants the sustainability officer to develop sustainability policy. Before starting the development of the policy, the company wants the environment sustainability officer to re-think the company operations in the following four key areas:

Energy:

Reducing energy consumption, being more energy efficient and using renewable energy and ‘alternative technology’.

Materials:

Choosing, using, re-using and recycling materials during design, manufacture, construction and maintenance to reduce resource requirements.

Waste:

Producing less waste and recycling more.

Pollution:

Producing less toxicity, water, noise and spatial pollution

Water

Reduce water consumption

The company also wants sustainability officer to address sustainability initiatives through reference to standards, guidelines and approaches, such as:

Federal government standards, including five-star rating for all new homes
Energy efficiency opportunities bill
Green purchasing programs to purchase sustainable products

Part 1:

When developing the policy, you must ensure that:

The policy complies with legislative requirements, and contain an implementation strategy that has been devised, implemented and reviewed showing a measurable improvement using chosen benchmark indicators.
You gather information from a range of sources such as regulatory bodies, relevant staff within the organisation, organisation documentation to assist you in planning of the sustainability policy.

PT 1.1. Define the scope of the policy, you must ensure that you define the:

Relevant laws, standards and guidelines for construction industry
Initiatives taken by government.

PT 1.2. Consult with stakeholders who have an interest in the organisation’s conduct, actions, products and services. Summarise the information gathered that will be used to support the policy development process. (Your fellow learners and trainer will represent stakeholders).

PT 1.3. Draft a policy that reflects the organisation’s commitment to sustainability. Ensure your policy includes:

Appropriate strategies for minimising resource use, reducing toxic material and hazardous chemical use, and employing life cycle management approaches
Recommendations for policy options based on likely effectiveness, timeframes and cost.
Links with business planning process
Explanation of relevant business opportunities linked with sustainability practices.
Appropriate methods of implementation of sustainability policy.

PT 1.4. After the development of the sustainability policy, you will be then engaging in a discussion with the trainer/assessor and discuss the various methods of implementation for sustainability for addressing four (4) key areas given in the scenario.

Answer: Attached in Word File

Part 2: Roleplay / Presentation [PN]

Scenario:

You have successfully developed the workplace sustainability policy in part 1 of this assessment task.

Now the company wants you to deliver the policy that you developed in part 1 of this assessment task to internal and external stakeholders of the company.

The internal and external stakeholders are from different cultural backgrounds.

When communicating with the internal and external stakeholders, the company has given you the guidelines that the language and concepts used while delivering the presentation must be appropriate to cultural differences.

You must also demonstrate appropriate skills to use body language to transfer your message effectively to the stakeholders:

Body Language

Facial expression
Gaze
Gestures
Posture

Your presentation must include the following information

Brief overview of the process you followed to draft the policy
Recommendations for policy options
Compliance with relevant legislative requirements
The process you will use to implement the policy.
The benchmark indicators you propose to use to measure improvement

Gain agreement to policy options and implementation plan from relevant senior managers (the trainer and fellow learners to represent senior managers).

Answer :

Attached Presentation

Your 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)
Successfully defined the scope of sustainability policy
Effectively communicated with the relevant stakeholders to identify the essential components to be included in the policy development process
Appropriately drafted a sustainability policy that reflects the organisation’s commitment to sustainability:For minimising resource usageEffectiveness, timeframes and cost factors
Discussed the various methods of implementation for sustainability for addressing key areas
Demonstrated effective communication skills when engaged in discussion to gain agreement to policy options and implementation plan

Unit Assessment Result Sheet (UARS)

Assessment Task 2 – Unit Project (UP)

Student and Trainer/Assessor Details

Unit code	CPCSUS5001
Unit name	Develop workplace policies and procedures for sustainability
Outcome of Unit Assessment Task (UAT)	First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student	First attempt: Second attempt:
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 all work I submit must be verifiable as 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.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’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 above-named candidate.
Trainer/Assessor Signature
Date
Office Use Only	Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)

UAT 3 – Unit Skills Test (UST)

Purpose of the checklist

Section 1: Information for Students

Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please 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).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extensionto 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.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. 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.
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
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
¨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 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 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 accessible format, e.g. a text book 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 physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Assessment Task 3 – Unit Skills Test (UST)

Assessment type:

Unit Skills Test – Communicate the policy

Assessment task description:

This is the third (3) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
This assessment task is comprised of a Unit Skills Test (UST).
You are required to communicate the sustainability policy to key stakeholders in this assessment task.
You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.
You must prepare a report and deliver a presentation by following all given instructions, for your trainer/assessor to assess your competency in this assessment task.
You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available.

Applicable conditions:

This skill test is untimed and conducted as an open book test (this means you are able to refer to your textbook or other learner materials during the test).
Word-limit to prepare the report on is 200-300 words.
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 taskyou are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
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.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
For more information, please refer to your RTO Student Handbook.

Location:

This assessment task may be completed in a learning management system (i.e. Moodleetc.) or independent learning environment.
Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

General Instructions for attempting the skills test:

You will be required to correctly attempt all activities of this assessment task.
You will communicate the sustainability policy to key stakeholders in this assessment task.
You will develop a report on communication plan.
You will inform outcomes expected, activities to be undertaken and assign responsibilities while delivering presentation.
Instructions to complete the report and deliver presentation are provided within the assessment task.

How your trainer/assessor will assess your work?

This assessment task requires the student to communicate the sustainability policy to key stakeholders.
Answers must demonstrate the student’s understanding and skills of the unit.
Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate student’s following skills and abilities:

Skills to prepare a report to management regarding the communication plan and strategy.
Skills to develop a communication plan to promote your workplace sustainability policy to key stakeholders.
Skills to develop communication strategiesand channels to be used.
Skills to measure the impact of the communication plan.
Skills to inform the expected outcomes, decide on activities to undertake and also assign the responsibilities.
Skills to respond to diversity, including the ability to relate to different genders and people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities.
Technological skills to create documents and reports using software system.

Assessment Task 3 – Unit skills test (UST)

Assessment Instructions

You are required to communicate the sustainability policy to key stakeholders in this assessment task.
This assessment task requires you to assume/ take on the role of a Sustainability Manager.
You must prepare a report for the management regarding the communication plan and strategy for promoting the policy developed as part of assessment task 2.
The task will be completed in two parts:

Part-1: Prepare report of communication plan

Part-2: Role-play / meeting with Stakeholders

Word limit to complete the report is 200-300 words.
You must prepare communication plan report as per the provided template to you.
You must prepare 8-10 slides of the presentation to be delivered in part 2 of this assessment task.
Your assessor will assess your work according to the given performance criteria/ performance checklist.
You may attach a separate sheet if required.
You must include the following particulars in the footer section of each page of the attached sheets:
- Student ID or Student Name
- Unit ID or Unit Code
- Course ID or Course Code
- Trainer and assessor name
- Page numbers
You must staple the loose sheets together along with the cover page.
You must attach the loose sheets chronologically as per the page numbers.
Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task:

Computer
Internet
MS Word
Printer or e-printer
Adobe acrobat/reader
MS Powerpoint

Task 2:

This assessment task is in continuation of previous assessment task.

UST: Part 1:

You have successfully gained an agreement to policy options and implementation plan from relevant senior in part 2 of the assessment task 2.

In this part of assessment task, you need to prepare a report for the management of the company regarding the communication plan and strategy, that is to be used in promoting the policy.

UST: Part 2:

In this part of assessment task, you are required to engage in meeting with the following different stakeholders (implementation team) of the company that will be involved in the implementation of the work place sustainability policy. The stakeholders are:

Project manager
Construction manager
Safety officer

Your cohorts and trainer/assessor will play the above roles.

In the meeting, you will deliver a presentation on the sustainability policy that you developed as part of assessment task 2.

Assume that the stakeholders in the implementation team are different genders and are from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities.

You must demonstrate appropriate skills to respond to their queries and doubts.

You will be required to discuss the:

Implementation process
Expected outcomes
Assigned responsibilities

Specific actions of the implementation process & assigned responsibilities
Timeframes
Benchmark indicators that will be used to measure improvement

Answer : Attached in Word File

Assessment task template:

You must use the attached communication plan report template to complete this activity:

Report on Communication Plan A cover sheet of the unit of competency Version control information Disclaimer and Acknowledgement An introduction about the project List of symbols and their explanations Table of contents Main body of the report covering following Topics in appropriate details Summary and review Glossary References

Your 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)
Effectively developed communication plan and strategy to promote outcomes of the policy.
Developed communication plan was effective and channel chosen was appropriate
Adequately measured the impact of communication plan
Demonstrated ability to respond to diversity, including the ability to relate to different genders and people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities

Unit Assessment Result Sheet (UARS)

Assessment Task 3 – Unit Skills Test (UST)

Student and Trainer/Assessor Details

Unit code	CPCSUS5001
Unit name	Develop workplace policies and procedures for sustainability
Outcome of Unit Assessment Task (UAT)	First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student	First attempt: Second attempt:
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 all work I submit must be verifiable as 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.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’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 above-named candidate.
Trainer/Assessor Signature
Date
Office Use Only	Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)

UAT 4 – Unit Skills Test (UST)

Purpose of the checklist

Section 1: Information for Students

Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please 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).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extensionto 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.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. 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.
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
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
¨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 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 notetaker 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 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 ¨ Provision of information or course materials in accessible format, e.g. a text book 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 physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)

Assessment Task 4 – Unit Skills Test (UST)

Assessment type:

Unit Skills Test – Report on Implementation Plan

Assessment task description:

This is the forth (4) task you have to successfully complete to be deemed competent in this unit of competency.
This assessment task is comprised of a report.
Student is required to complete a report on implementation plan in this assessment task.
You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.
You must prepare your report on implementation plan by following all given instructions, for your trainer/assessor to assess your competency in this assessment task.
You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available.

Applicable conditions:

This test is untimed and is conducted as open book test (this means you are able to refer to your textbook or other learner materials during the test).
Word-limit for this assessment task is 500- 700 words.
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 practical skills, techniques and knowledge to your trainer/assessor.
Trainer/Assessor may ask you relevant questions during this assessment task.

Resubmissions and reattempts:

Where your answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
For more information, please refer to your RTO Student Handbook.

Location:

This assessment task may be completed in a learning management system (i.e. Moodle etc.) or independent learning environment.
Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

General Instructions for completing the report:

This assessment task requires you to complete a report.
Report should be based upon the work completed as part of Assessment tasks 2-3.
Report must highlight the key areas of improvement and suggest corrective actions.
You will be required to correctly attempt all activities of this assessment task.

How your trainer/assessor will assess your work?

This assessment task requires the student to complete an implementation plan report.
Answers must demonstrate the student’s understanding and skills of the unit.
Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities:

Assessment Task 4 – Unit Skills Test (UST)

Instructions to complete this assessment task:

Please write your responses in the template provided.
You may attach a separate sheet if required.
You must include the following particulars in the footer section of each page of the attached sheets:
- Student ID or Student Name
- Unit ID or Unit Code
- Course ID or Course Code
- Trainer and assessor name
- Page numbers
You must staple the loose sheets together along with the cover page.
You must attach the loose sheets chronologically as per the page numbers.
Correction fluid and tape are not permitted
Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.
The premise of the project report must be closely related to the previous assessment tasks.
This submission must be well presented and follow the guidelines and instructions provided.
Please follow the format as indicated in the template section below.
One of the most important steps that you can take: proofread your project report.
Report must be of 500-700words in length, using 11-point font, double-spaced, and must include a cover page, table of contents, introduction, body, summary or conclusion, and works cited.
Appropriate citations are required.
All RTO policies are in effect, including the plagiarism policy.

Resources required to complete the assessment task:

Computer
Internet
MS Word
Printer or e-printer
Adobe acrobat/reader
Learning management system

Task:

This task is in continuation from assessment task 2 and 3.

In this task you have to prepare a report to management on the policy and strategies are to be developed and implemented.

The report should focus on how to implement continuous improvement and what mechanisms/recording systems will be used to track the results.

Scenario:

You have successfully developed and communicated the sustainability policy to the stakeholders of the company. They have agreed for implementation of the sustainability policy and allocated you the task to prepare a report that must include the following parts:

Part 1

a) A set of procedures to be used in the workplace to assist with implementation of the workplace sustainability policy.

b) The process to be used to communicate to key stakeholders.

Part 2

Select one of the strategies from your policy that addresses continuous improvement in resource efficiency.
1. Measures used to determine improvements.
1. Implement the selected strategy. Describe:

The process of implementation
Barriers that can incur during implementation and strategy to overcome these barriers.

Part 3

a) Recording systems that will be used to track continuous improvement in your sustainability approaches. Include an explanation of the process of gathering data and an indication of who is responsible for each part of the process.

Assessment task template:

You must use the attached implementation plan report template to complete this activity:

Report on Implementation Plan A cover sheet of the unit of competency Version control information Disclaimer and Acknowledgement An introduction about the project List of symbols and their explanations Table of contents Main body of the report covering following Topics in appropriate details A set of procedures to be used in the workplace to assist with implementation of the workplace sustainability policy.The process to be used to communicate to key stakeholders.Select one of the strategies from your policy that addresses continuous improvement in resource efficiency. Measures used to determine improvements.Implement the selected strategy. Describe:The process of implementationBarriers that can incur during implementation and strategy to overcome these barriers. Recording systems that will be used to track continuous improvement in your sustainability approaches. Include an explanation of the process of gathering data and an indication of who is responsible for each part of the process Summary and review Glossary References

Your 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)
Appropriate coverage of all the elements of template on report writing
Overall effectiveness of the report (Interesting, informative, and interactive)
Aptly discussed the sustainability policy developed as part of assessment task 2.
Appropriate selected strategies from the sustainability policies developed in assessment task 2 that addresses continuous improvement in resource efficiency and documented the same.
Document an effective recording system to track continuous improvement in sustainability approaches
Successfully developed procedures to help implement the policy

Unit Assessment Result Sheet (UARS)

Assessment Task 4 – Unit Skills Test (UST)

Student and Trainer/Assessor Details

Unit code	CPCSUS5001
Unit name	Develop workplace policies and procedures for sustainability
Outcome of Unit Assessment Task (UAT)	First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student	First attempt: Second attempt:
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 all work I submit must be verifiable as 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.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold: þVocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’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 theabove-named candidate.
Trainer/Assessor Signature
Date
Office Use Only	Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)

UAT 5 – Unit Project (UP)

Purpose of the checklist

Section 1: Information for Students

Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please 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).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extensionto 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.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. 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.
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
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
¨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 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 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 ¨ provision of information or course materials in accessible format, e.g. a text book 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 physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)

Assessment Task 5 – Unit Project (UP)

Assessment type:

Unit Project (UP) – Review policy implementation and make modifications

Assessment task description:

This is the fifth (5) assessment task you have to successfully complete to be deemed competent in this unit of competency.
This assessment task requires you to complete a project.
You arerequired to review policy implementation and make modifications in the policy in this assessment task.
You will receive your feedback within two weeks – you will be notified by your trainer/assessor when results are available.
You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.

Applicable conditions:

This project is untimed and are conducted as open book tests (this means you are able to refer to your textbook).
You must read and respond to all criteria of the project.
You may handwrite/use computers to answer the criteria of the project.
You must complete the task independently.
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 practical skills, techniques and knowledge to your trainer/assessor.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Resubmissions and reattempts:

Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
For more information, please refer to your RTO Student Handbook.

Location:

This assessment task may be completed in an independent learning environment or learning management system.
Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

General Instructions for attempting the project:

You will be review policy implementation and make modifications in the policy in this assessment task.
You will be expanding the knowledge and skills acquired during the previous assessment task.
Instructions to deliver a presentation showing the improvements after modification are given within the assessment task.
You will be required to correctly attempt all activities of this assessment task.

How your trainer/assessor will assess your work?

This assessment task requires the student to successfully complete and submit a project.
Answers must demonstrate the student’s understanding and skills of the unit.
You will be assessed according to the provided performance checklist/ performance criteria.
Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities:

Answer : Answer attached in word file

Assessment Task 5 – Unit Project (UP)

Instructions to complete this assessment task:

Please write your responses in the template provided.
You may attach a separate sheet if required.
You must include the following particulars in the footer section of each page of the attached sheets:
- Student ID or Student Name
- Unit ID or Unit Code
- Course ID or Course Code
- Trainer and assessor name
- Page numbers
You must staple the loose sheets together along with the cover page.
You must attach the loose sheets chronologically as per the page numbers.
Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.
The premise of the project must be closely related to the previous assessment task.
This submission must be well presented and follow the guidelines and instructions provided.
Please follow the format as indicated in the template section below.
One of the most important steps that you can take: proofread your project.
Appropriate citations are required.
All RTO policies are in effect, including the plagiarism policy.

Resources required to complete the assessment task:

Computer
Internet
MS Word
Printer or e-printer
Adobe acrobat/reader
MS Powerpoint

Assessment task Instructions

This assessment task requires you to conduct an online search andgather information from a number of sources (including regulatory sources, relevant personnel and organisational specifications) to plan and develop and modify policies.
You must use MS Excel to prepare create chart, flowchart, graphs and other visual data to show the current consumption of the energy and water resources of the organisation.
You must prepare 8-10 presentation slides.
You must select the organisation as per following criteria and you must check the proof to confirm the same:
Organisation must be real and have a website/online presence
Organisation must have developed and published a detailed sustainability policy and procedure.
Your organisation must belong to building and construction industry.
Your trainer/assessor must approve the organisation before you start working on this assessment task.

Task:

In this assessment task, you are required to select the sustainability policy of an organisation of their own choice. However, the policy must be of a construction company or a related organisation.

You are to conduct an online search and gather information from range of sources on the sustainability policy and procedures implemented in construction industry.

After gathering the information on the sustainability policy and procedures of the organisation, you need to use their innovation and problem-solving skills to:

You can gather information from a number of sources (including regulatory sources, relevant personnel and organisational specifications) to plan and develop and modify policies.

After making the required amendments in the policy and procedures of the organisation, you are required to make comparisons between the policy of the organisation and the policy developed by them.

Using MS-Excel, you are required to create chart, flowcharts, graphs and other visual data showing the effects that the modifications in the policy can bring.

After conducting the task given above, you are then required to deliver a presentation in front of the students and the trainer/assessor that must include the following:

You also need to provide the printout of the presentation slides as a source of evidence to your trainer/assessor.

Answer :

To address the above points, I will select the sustainability policy of Lendlease, a leading international property and infrastructure group that operates in the construction industry. The company has a comprehensive sustainability policy that focuses on reducing its environmental impact, improving social outcomes, and creating long-term value for its stakeholders.

Investigating the success of the policy:

Lendlease has a proven track record of sustainability leadership, having been consistently ranked as one of the world’s most sustainable companies by leading sustainability indices such as the Dow Jones Sustainability Index and the Global Real Estate Sustainability Benchmark. The company has also achieved significant reductions in carbon emissions, waste, and water usage across its operations.

Monitoring company policies for analyzing data on organizational resource consumption:

Lendlease has set ambitious targets for reducing its environmental impact, including a commitment to achieve net-zero carbon emissions by 2025 and to send zero waste to landfill by 2020. The company has established a robust monitoring and reporting system to track its progress towards these targets and regularly reports on its sustainability performance to stakeholders.

Analyzing the problems that the organization is facing in terms of sustainability around energy and resource efficiency:

While Lendlease has made significant progress in reducing its environmental impact, there is still room for improvement in areas such as energy and resource efficiency. The company’s operations are energy-intensive, and reducing energy consumption and increasing the use of renewable energy sources will be crucial in achieving its net-zero carbon emissions target.

Applying my own knowledge to devise policies that will eliminate the issues that the organization is facing:

To address the energy and resource efficiency challenges faced by Lendlease, I would recommend the following policies:

Implement energy-efficient technologies and practices in all construction projects, such as building insulation, efficient HVAC systems, and LED lighting.

Increase the use of renewable energy sources, such as solar and wind power, to reduce reliance on fossil fuels.

Encourage the use of low-carbon building materials, such as recycled steel and concrete, to reduce the carbon footprint of construction.

Adopt circular economy principles, such as reuse and recycling of materials, to reduce waste and resource consumption.

Suggesting modifications to the policies to ensure that there are improvements in the current policies:

To ensure continuous improvement of Lendlease’s sustainability policies, I would recommend the following modifications:

Set more ambitious targets for reducing the company’s environmental impact, such as achieving carbon neutrality by 2030.

Establish a sustainability committee to oversee the implementation of sustainability policies and ensure accountability.

Increase transparency and stakeholder engagement by regularly reporting on sustainability performance and engaging with stakeholders on sustainability issues.

Policy Modification	Effects
Implementing energy-efficient lighting and HVAC systems	Decreased energy consumption, lower electricity bills, reduced greenhouse gas emissions
Switching to recycled and sustainable building materials	Reduced waste and resource consumption, lower material costs
Encouraging carpooling and public transportation for employees	Reduced carbon emissions, improved air quality, potential cost savings for employees
Implementing a waste reduction and recycling program	Reduced waste sent to landfill, increased recycling rates, potential cost savings from reduced waste disposal fees
Installing water-efficient fixtures and landscaping	Reduced water consumption, lower water bills, improved sustainability of landscaping practices
Providing education and training to employees on sustainable practices	Improved awareness and adoption of sustainable practices, potential cost savings from increased efficiency

Your 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)
Effectively conducted an online search and gather information from range of sources on the sustainability policy and procedures implemented in construction industry
Invested success of the policy was effective
Demonstrated numeracy and technical skills to create chart graph and flowchart.
Presented the problems that the organisation in facing in terms of sustainability around energy and resource efficiency in a very effective manner.
Successfully identified trends that may require remedial action, and used to promote continuous improvement of performance
Applied effective mitigating strategies to eliminate the issues that the organisation is facing in terms of resource usage

Unit Assessment Result Sheet (UARS)

Assessment Task 5 – Unit Project (UP)

Student and Trainer/Assessor Details

Unit code	CPCSUS5001
Unit name	Develop workplace policies and procedures for sustainability
Outcome of Unit Assessment Task (UAT)	First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student	First attempt: Second attempt:
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 all work I submit must be verifiable as 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.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration	I hold: þ Vocational competencies at least to the level being delivered þ Current relevant industry skills þ Current knowledge and skills in VET, and undertake þ Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’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 above-named candidate.
Trainer/Assessor Signature
Date
Office Use Only	Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

Visit:https://auspali.info/

Also visit:https://www.notesnepal.com/archives/767

For solution: +610482078788

+61482073403

+61482072848

Search

CPC50210 Diploma Of Building And Construction

Unit Assessment Pack (UAP) – Cover Sheet

Course and Unit Details

Assessment Submission Method

Assessment Plan

Additional Information

Feedback to student

Unit Pre-Assessment Checklist (UPAC)

UAT 1 – Unit Knowledge Test (UKT)

Purpose of the checklist

Section 2: Reasonable adjustments

Unit Assessment Task (UAT)

Assessment Task 1 – Unit Knowledge Test (UKT)

This assessment task is designed to evaluate student’s knowledge essential to Develop workplace policies and procedures for sustainability & Knowledge regarding to the following:

Assessment Task 1 – Unit Knowledge Test (UKT)

Unit Assessment Result Sheet (UARS)

Assessment Task 1 – Unit Knowledge Test (UKT)

Student and Trainer/Assessor Details

UAT 2–Unit Project (UP)

Purpose of the checklist

Section 2: Reasonable adjustments

Unit Assessment Task (UAT)

Assessment Task 2 – Unit Project (UP)–Develop workplace sustainability policy

Assessment Task 2 – Unit Project (UP)

Unit Assessment Result Sheet (UARS)

Assessment Task 2 – Unit Project (UP)

Student and Trainer/Assessor Details

Unit Pre-Assessment Checklist (UPAC)

UAT 3 – Unit Skills Test (UST)

Purpose of the checklist

Section 2: Reasonable adjustments

Assessment Task 3 – Unit Skills Test (UST)

Assessment Task 3 – Unit skills test (UST)

Unit Assessment Result Sheet (UARS)

Assessment Task 3 – Unit Skills Test (UST)

Student and Trainer/Assessor Details

UAT 4 – Unit Skills Test (UST)

Purpose of the checklist

Section 2: Reasonable adjustments

Unit Assessment Task (UAT)

Assessment Task 4 – Unit Skills Test (UST)

Assessment Task 4 – Unit Skills Test (UST)

Assessment Task 4 – Unit Skills Test (UST)

Student and Trainer/Assessor Details

UAT 5 – Unit Project (UP)

Purpose of the checklist

Section 2: Reasonable adjustments

Unit Assessment Task (UAT)

Assessment Task 5 – Unit Project (UP)

Assessment Task 5 – Unit Project (UP)

Unit Assessment Result Sheet (UARS)

Assessment Task 5 – Unit Project (UP)

Student and Trainer/Assessor Details

Share this:

Like this:

Corporate Office

Aussienment Pvt.Ltd

Marketing

Manager / Director

Editor-in-Chief