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P231 Building Design ISSUES REGISTER

P 231 Building Design

Summary of findings and advice

Insert Project Number and Name: P231 Building Design

Training Package: Property Services

The Issues Register records issues raised throughout the consultation, development and validation processes.

The Scoping and Strategy Report forms part of the Issues Register (often as an attachment).

Issues raised at PSC meetings and the consequent actions are to be recorded in this Issues Register.

Issues register contents:

Delivery issues.............................................................................................................................................................................................................................4

CPPBDN 50915 Diploma of Building Design...............................................................................................................................................................................4

General issues.............................................................................................................................................................................................................................4


Equity issues................................................................................................................................................................................................................................5


Qualification issues......................................................................................................................................................................................................................5


Unit of competency issues: CPPBDN5001A Research materials and methods for small-scale residential building design projects........................................11

P231 Building Design Issues Register


Unit of competency issues: CPPBDN5002A Research materials & methods for small-scale non-residential building design projects....................................17

Unit of competency issues: CPPBDN5003A Research compliance requirements for small-scale residential building design projects....................................21

Unit of competency issues: CPPBDN5004A Research compliance requirements for small-scale non-residential building design projects.............................25

Unit of competency issues: CPPBDN5005A Recommend sustainability solutions for small-scale building design projects.....................................................30

Unit of competency issues: CPPBDN5006A Consult with clients to produce approved small-scale building project design briefs..........................................31

Unit of competency issues: CPPBDN5008A Develop concepts for small-scale building design projects and finalise solutions with clients............................32

Unit of competency issues: CPPBDN5009 Produce compliant client-approved designs for small-scale building design projects...........................................33

Unit of competency issues: CPPBDN5010A Negotiate and finalise planning approval for small-scale building design projects..............................................34

Unit of competency issues: CPPBDN5012A Produce and present 3-D models of small-scale building designs......................................................................35

Unit of competency issues: CPPBDN5013A Develop and collaborate on BIM for small-scale building design projects...........................................................35

Unit of competency issues: CPPBDN5014A Contribute to construction and building design project finalisation processes....................................................36

Unit of competency issues: CPPBDN5017A Produce 2-D drawings for building design projects using CAD software............................................................37

Delivery issues...........................................................................................................................................................................................................................39

CPPBDN80115 Graduate Certificate in Building Design...........................................................................................................................................................39

CPPBDN80213 Graduate Diploma of Building Design..............................................................................................................................................................39

General issues...........................................................................................................................................................................................................................39



Equity issues..............................................................................................................................................................................................................................40





Qualification issues....................................................................................................................................................................................................................40



Unit of competency issues: CPPBDN8001A Research & evaluate construction materials & methods for complex building design projects...........................42

Unit of competency issues: CPPBDN8003A Scope and initiate large and complex building design projects...........................................................................43



Delivery issuesCPPBDN 50915 Diploma of Building DesignNo Date Type of Stakeholder

(e.g. RTO)Issue Comment/Action

General issuesCPPBDN 50915 Diploma of Building DesignNo Date Type of Stakeholder


1.1 29-09 Russell Stork Victorian Advanced Building Studies Network (VABSN)

This course appears to have very close links to the Building Surveying course and virtually as is could not be delivered with a practical sense, infrastructure sense, business prospect sense and one point I forgot to mention like surveying teacher/instructors would probably not have skills set to offer matching these units as written without simulation assessment/delivery allowed as our understanding of the suggested new ASQA vocational skills requirements for Teacher/Instructor/Educator (irrespective whether from industry or not). Teachers whilst having the ability to instruct but would be very rare they would have actually

The removal of the term ‘simulation’ from the template does not mean that delivery cannot be simulated.Assessment must meet the Assessment Conditions, which may be simulated.No further action

The building projects specified for assessment in all units, were suggested/validated by industry practitioners.No further action



General issuesCPPBDN 50915 Diploma of Building DesignNo Date Type of Stakeholder


worked on all of the projects mentioned within the units for residential or non-residential. As an example being an Energy Rater and Bushfire Rater for over 14 years I have never seen a set of drawings for a Class 1b building in either New Build or Alteration mode which is a suggested compulsory assessment project in all Residential units.

Equity issuesCPPBDN 50915 Diploma of Building DesignNo Date Type of Stakeholder




Qualification issuesCPPBDN 50915 Diploma of Building DesignNo Date Type of Stakeholder


1.1. 30-09 Andrea Summits Department of Education and Training Vic

Foundation Skills - The inclusion of core skill descriptions in the foundation skills field is a duplication of information already implicit in the Performance Criteria.

The Foundation Skills section includes skills that are not explicit in the PCS and provides examples of the levels of skills that are required.It is required that implicit skills are included in the FSA.No further action


Generally the Range of Conditions is a copy and paste of the previous Range Statement and for some units it is questionable if all are necessary.

This project is a retemplating exercise, not a review, therefore content has been retained and edited to comply with Standards for Training Packages (STP).Industry SMEs have provided advice on ‘must include’ items.No further action


Generally Performance Evidence is more specific in its requirements from a range of projects to three projects. The evidence is generally greater in type and volume in comparison to the superseded units.

This is a requirements for compliance with STP.Thank youNo further action

2.1. 29-09 Russell Stork Victorian Advanced Building Studies Network (VABSN)

Qualification descriptionChange description to say residential or commercial buildings

When linked to the Building & surveying courses this course would be expected to include all domestic (class 1 & 10) plus commercial Buildings (class 2 to 9) without extra study but the make up does not allow this; you need to select either residential or commercial.

The qualification was structured to allow work on residential building only, or a mix of residential and commercial with selection of commercial electives.The only change to the structure in this retemplating exercise has been to merge the elective lists.No further action





2.2 29-09 Russell Stork Victorian Advanced Building Studies Network (VABSN)

Packaging rules

The course as it stands is inappropriate and misses a lot of basic skills that a Design should have; especially when there are no pre-requisites of skills needed to enter; eg technical ability, communicative or technology/IT.To enable more employ abilities should include better reflect job roles on offer; i.e. some companies target commercial and others domestic but most small to medium have a heavy slant to domestic and small commercial and retrofits of low level apartment blocks. Skills set should match these core values.

It is for the RTO to decide the audience for the qualification and any pre-requisite skills.The only change to the structure in this retemplating exercise has been to merge the elective lists.No further action

The issue of skill sets has been logged onto CPSISC’S Training Package Continuous Improvement Register.isImplemented – Feedback logged onto CIMS for future consideration


Core units (mandatory) Compliance for Non residential 5004; should be included as a core; it is the base rules that links directly to other core units. How could the others be assessed or instructed in the compliance rules are not considered.

How can someone be qualified to produce working drawings as a core when they have not even been taught what a drawing is or how to create one in 2 dimensions and then 3 Dimensions nor how to read a 3 Dimension model as part of Core units. These are essential skills. The word Mandatory is incorrect; there

The qualification was structured to allow work on residential building only, or a mix of residential and commercial with selection of commercial electives.These units were supported by industry during the training package development process. Further review should occur when the package is due for full review.No further actionThe only change to the structure in this retemplating exercise has been to merge the elective lists.Proposed changes to the structure of the qualifications have been logged onto CPSISC’S Training Package Continuous Register.Implemented Feedback logged onto CIMS for future consideration





are units that are not required is this type of wording.

Basic rules/regulatory and planning requirements have not been set aside and the ability to interpret these for the purpose of good design including to set a base line.

Refer to packaging also.

Instructional design/ delivery issue.No further action


Elective units The ability to create an all round skill of domestic and commercial is not there when basic drafting have to be taken from electives to set the skills baseline. This reduces the employability skills from a Diploma level qualification.

Drafting is covered in all drawing units

Instructional design/delivery issue.

No further action


Other commentsNo pre-requisites exist to promote good learning flow; e.g. Compliance should be one of the first units to be done as it sets the ground rules for the rest. Similar when getting to Commercial being to do compliance first.

Similar pre-requisites for working Drawings only if 2D drawings plus 3D drawings.

It is for the RTO to ‘unpack’ the competency standards and selected electives and develop and deliver training modules as they see fit.


No further action





Comments above purely relate to and include comments for each unit of competency.


What happened to the Technology part of Foundation skills. – there is a great need to have an ability to basic computer setup, software loading/updating applications, search internet, use web browser, operate word processing & spreadsheet applications. This is not an effective skill brought into the courses from either younger generation through to the mature generation. As they are not part of individual units then should be a course Pre-requisite. With a lot of career change occurring this has become a major challenge born within the course with no recognition.

Foundation skills are based on the ACSF: Learning, numeracy, oral communication, reading, written communication;Technical skills required for particular tasks are embedded in the relevant units.No further action

The units as written would be highly unlikely for this course to be completed at all due to the Assessment conditions suggested being impractical, do not meet current Regulatory or National Codes for most states, projects do not reflect what is being implemented across the broader community if at all, vast compulsory “Range of Conditions” with Assessment ability of simulated environment/project not being

The building projects specified for assessment in all units, were suggested/validated by industry practitioners.No further actionIndustry SMEs have provided advice on ‘must include’ items in the range of conditionsNo further actionIndustry SMEs have provided advice on ‘must include’ items in the range of conditionsThe removal of the term ‘simulation’ from the template does not mean





accepted.

Most outer metro & regional Tafes/RTO’s would not be able to fulfil these inflexible criteria’s and as such provide full disadvantage to the communities to most state/territories.

Please note comments for virtually all of the units are reflective those provided for units 5001, 5002, 5003 & 5004.

that delivery cannot be simulated.Assessment must meet the Assessment Conditions, which may be simulated.No further action

3.1. 30-09 Robyn Addie Industry Liaison Unit Construction & Property Services TAFE NSW

Qualification titleDiploma of Building Design could be improved by a name change to:

“Diploma of Architectural Technology” which is a more accurate description.

The title was discussed at length during the initial development and this suggestion was not adopted at that stage.No further action

3.2. 30-09 Robyn Addie Industry Liaison Unit Construction & Property Services TAFE NSW

Core units (mandatory)

Various units still refer to “OHS” which should now be “WHS”

All units need to be checked thoroughly for compliance with WHS

Thank you. Agree amend OHS to WHSImplemented



Unit of competency issues: CPPBDN5001A Research materials and methods for small-scale residential building design projectsNo Date Type of Stakeholder


1.1. 28-09 Wayne Ketchen Program Manager, Advanced Design & Building programs, Gordon TAFE

Elements3. Research systems and components for servicesServices should be regarded as a unit in its own right as the complexity and inter-connectedness of structures to both articulated and non-articulated services is increasing

This project is a retemplating exercise, not a review, therefore content has been retained largely as is and edited to comply with Standards for Training Packages (STP).These units were supported by industry during the training package development process. Further review should occur when the package is due for full review.

The suggestion to add a unit focussing on services has been logged onto CPSISC’S Training Package Continuous Register.Implemented - issue logged onto CIMS Register


Performance criteria

1.1 A home sustainability assessor does not have the required skills to be making recommendations on the structural capacity of materials.

Following Subject matter Expert advice received: Home SustainabilityAssessment is a separate science to structural integrity – HSAs cannot advise on structural issues but can have input on construction methods and materials in general.

No further action

1.3. 28-09 Wayne Ketchen Assessment requirements The building projects specified for assessment in all units, were





Program Manager, Advanced Design & Building programs, Gordon TAFE

Performance evidenceAs this unit is specifically assessing small scale residential projects, it requiring that 2/3 of the assessment or projects used are 3 storeys. A three storey residence is not small scale as it presents additional challenges including WHS, construction sequencing, planning and budgeting issues.

Knowledge evidenceWhat defines emerging technologies? In some areas a construction material may be emerging while it is well established elsewhere.

suggested/validated by industry practitioners.No further action

If it is emerging in the area concerned, then that is the context.No further action


ApplicationUse the term “Alterations” and remove renovations as most states utilise this in their regulations plus it is referred to with the National Construction Code. E.g. in Victoria the definition of an Alteration is all works including extension/additions.

There is no definition of what a small scale residential building is; ie. Not part of the NCC. Most industry would consider up to 2 storeys which differs to this unit.

Recommendation accepted. Change ‘alternations and additions’

Implemented.


2.2. 29-09 Russell Stork Prerequisite units This is a template requirement – to show whether there is, or is not, a





Victorian Advanced Building Studies Network (VABSN)

This seems to be a mute point as indications seem to say no unit could/can have a pre-requisite. Over the last three years when proposed in other courses including precursor to this version they were rejected and advised not part of courses anymore, so not sure why this is here.

Preference would be for CPPBDN5003 to be completed prior to this unit. This sets a process and standard of how to interpret the NCC & related standards before embarking on the large world of commercial buildings a vast arrays for compliance and/or Alternative Solutions.

pre-requisite unit.No further action


No further action


Foundation skillsWriting Skills – translation of reading skill of interpretation of documents into clear structured format.

What happened to the Technology part of Foundation skills. – there is a great need to have an ability to basic computer setup, software loading/updating applications, search internet, use web browser, operate word processing & spreadsheet applications. This is not an effective skill brought into the courses from

Recommended actionChange current writing skills to:maintain records of research findings, including notes on complex technical information.Implemented

Foundation skills are based on the ACSF: Learning, numeracy, oral communication, reading, written communication;Technical skills required for particular tasks are embedded in the relevant units.No further action





either younger generation through to the mature generation


Range of conditionsThe vastness of the must do’s is overwhelming to not only instruct/educate but also assess competency, especially when simulation of projects does not seem to be allowed anymore. There are very few projects national wide that would include so many variables within 4 projects of these classes. Especially when there is no requirement demographically; i.e. Cyclonic would be covered lighter in say Victoria where it is not a requirement for all buildings compared a need for compliance to most buildings in say Queensland.

In this unit it requires for 82 different material components in detail as a starting point irrespective for the trends for the area or state.

Industry SMEs have provided advice on ‘must include’ items.No further action

There are nine materials listed. All nine must be covered across three projects – this could be four materials in one, three in another, two in another. Existing wording supported by SME’s as this ensures portability – all designers should be able to design in any wind category or region. Retain as is.

No further action.

2.5. 29-09 Russell Stork Victorian Advanced

Assessment requirementsPerformance evidence The current NCC

The building projects specified for assessment in all units, were suggested/validated by industry practitioners.





Building Studies Network (VABSN)

Volume 2 for Class 1 and 10 buildings does not allow for 3 storey no up to 2000sqm; as an example Class1b is restricted to max height of 8m tall over sloping block with max of 300sqm in size; larger moves to Volume 1 of NCC for class 2 to 9. This means two projects may not be able to be completed nor taught. Each state whilst varies seem to have a common trait of up to 2 levels for residential.Most regional areas would not have class 1b; querying a colleague from a regional area based around a TAFE; as an inspector in 25 years has never sighted a class 1b nor a three level residence.Four projects is a very big ask as a starting point of assessment

Knowledge evidenceA throw away one line for organisational scope of business and client demographics that cannot be simulated is insurmountable without cost involved.

Assessment conditions Removal of the term simulated conditions takes away the flexibility to enable role playing, creation of building styles that do not exist within the area or demographics. Access restrictions as most new or alterations will not allow non-trades/professionals onto sites; restrictions

No further action

Building designers should be able to design any class of building regardless of their region. SME’S agree to retain the current number of 4 projects to be assessed.

No further action

It can be simulated.No further action





around insurances, perception of why students are on sites and mostly not allowing non-qualified people to work on paying jobs; i.e. in the unit for students to sit in on client interaction (a must be assessed component).


Other commentsIn the current format would be highly unlikely if could be fully assessed as is with the current Regulatory/National compliance in place.


Unit of competency issues: CPPBDN5002A Research materials & methods for small-scale non-residential building design projectsNo Date Type of Stakeholder



Application

Remove reference to Home sustainability assessors in a unit written for commercial buildings

Recommended actionRemove HSA from applicationImplemented




Elements

3. Research systems and components for servicesServices should be regarded as a unit in its own right as the complexity and inter-connectedness of structures to both articulated and non-articulated services is increasing

Please see previous response to identical comment.


Application

Use of the term “small-scale” what does this mean as regulations, legislative, the National Construction Code, etc do not utilise the term. The understanding was that it was from up to 2 storey where other qualifications and some industry use the term low rise again for up to 2 storey. The use of medium rise was an accepted term for up to 3 or 4 storey.This unit seems to indicate up to 3 storey and 2000sqm.



Mentions Home Sustainability Assessors but this role is purely for Residential not Non-Residential as in this unit is confusing. Not sure what an “s building designer” is.

Recommended actionRemove HSA from applicationImplemented


Prerequisite units This seems to be a mute point as indications seem to say no unit could/can have a pre-requisite. Over the last three years when proposed in other courses including precursor to this version they were rejected and advised not part of courses anymore, so not sure why this is here.Preference would be for CPPBDN5003 and 5001 to be completed prior to this unit. This sets a process and standard of how to interpret the



No further action



NCC & related standards along with materials before embarking on the large world of commercial buildings a vast arrays for compliance and/or Alternative Solutions.


Performance criteriaNot sure if the term industrial relates appropriately to small scale projects. Each state has varying definitions of what is non-residential. Is ti commercial, retail, industrial, mining, then sub sections of each like light industrial, multi-use, etc. also this is not part of the Range of Conditions.



Foundation skillsIf a prerequisite of 5003 is not allowed then this would remain.Writing Skills – translation of reading skill of interpretation of documents into clear structured format.What happened to the Technology part of Foundation skills. – there is a great need to have an ability to basic computer setup, software loading/updating applications, search internet, use web browser, operate word processing & spreadsheet applications. This is not an effective skill brought into the courses from either younger generation through to the mature generation.

Recommended actionChange current writing skills to:maintain records of research findings, including notes on complex technical information.Implemented



Range of conditions The vastness of the must do’s is overwhelming to not only instruct/educate but also assess competency, especially when simulation of projects does not seem to be allowed anymore. There are very few projects national wide that would include so many variables within 4 projects of these classes. Especially when there is no requirement




demographically; i.e. Cyclonic would be covered lighter in say Victoria where it is not a requirement for all buildings compared a need for compliance to most buildings in say Queensland.Not sure why but these seem identical to Residential Buildings; agree the industry is moving with a convergence through both traditional categories of residential & non-residential but not 100%; like fire protection and safety/safe design.


Assessment requirements

Performance evidenceProjects may not be able to be completed nor taught. Each state whilst varies seem to have a common trait of most projects would not be viable for outer metro or regional areas.As an example most regional areas would be virtually impossible to have a building with a class 2, 5, 6 & 7a all within it. The probability of a design being accepted with height restrictions, etc again would be against current practices. Again similar for a building with Class3 and 9c; whilst possible would be highly unlikely.For Outer metro areas again probability would be reduced also as most buildings that do exist are usually 4 to 8 storeys and mostly Type “A” construction which is not allowed in this course/unit.Four projects is a very big ask as a starting point of assessment plus adding in the extra criteria of different climatic, geographic or planning zone as specified in the range of conditions. Again without simulation ability virtually makes assessment improbable and if could be done a





huge amount of student work to be completed.

Knowledge evidenceA throw away one line for hazards of construction materials and methods; again opens up a vast array of research, learning and application. For the huge number of materials.

Assessment conditionsRemoval of the term simulated conditions takes away the flexibility to enable role playing, creation of building materials that may not exist within the area due to expense or demographics.

Each line in a competency standard specifies what the competency includes and therefore must be assessed e.g. the requirements of the NCC is also one line.

No further action


Other comments

In the current format would be highly unlikely if could be fully assessed as is without clarifications, matching community trends and ability of simulated environment/projects.


Unit of competency issues: CPPBDN5003A Research compliance requirements for small-scale residential building design projectsNo Date Type of Stakeholder



Assessment requirementsAssessment conditionsGaining access to three clients in the specific building type will be problematic.Clients may wish to maintain their privacy and

Assessments may be simulated.No further action





I’m not sure why this is a mandatory requirement when this unit is aimed at regulatory compliance and not design response.


ApplicationUse the term “Alterations” and remove renovations as most states utilise this in their regulations plus it is referred to with the National Construction Code. E.g. in Victoria the definition of an Alteration is all works including extension/additions.There is no definition of what a small scale residential building is; ie. Not part of the NCC. Most industry would consider up to 2 storeys which differs to this unit.



Prerequisite unitsThis seems to be a mute point as indications seem to say no unit could/can have a pre-requisite. Over the last three years when proposed in other courses including precursor to this version they were rejected and advised not part of courses anymore, so not sure why this is here.



Foundation skills

Writing Skills – translation of reading skill of interpretation of documents into clear structured format.What happened to the Technology part of Foundation skills. – there is a great need to have an ability to basic computer setup, software






loading/updating applications, search internet, use web browser, operate word processing & spreadsheet applications. This is not an effective skill brought into the courses from either younger generation through to the mature generation


Range of conditions The vastness of the must do’s is overwhelming to not only instruct/educate but also assess competency, especially when simulation of projects does not seem to be allowed anymore. There are very few projects national wide that would include so many variables within 4 projects of these classes. Especially when there is no requirement demographically; i.e. Cyclonic would be covered lighter in say Victoria where it is not a requirement for all buildings compared a need for compliance to most buildings in say Queensland.




Performance evidenceThe current NCC Volume 2 for Class 1 and 10 buildings does not allow for 3 storey no up to 2000sqm; as an example Class1b is restricted to max height of 8m tall over sloping block with max of 300sqm in size; larger moves to Volume 1 of NCC for class 2 to 9. This means two






projects may not be able to be completed nor taught. Each state whilst varies seem to have a common trait of up to 2 levels for residential.Most regional areas would not have class 1b; querying a colleague from a regional area based around a Tafe; as an inspector in 25 years has never sighted a class 1b nor a three level residence.Four projects is a very big ask as a starting point of assessment


Knowledge evidenceA throw away one line for Bushfire compliance like glazing Standard is not acceptable and when a Royal Commission (maybe two) have outcomes that separate instruction for inclusion of design & materials selection is compulsory for future designs to assist in the possible loss of life from Bushfire Attack.Energy Efficiency again should be linked to a whole unit.

Each line in a competency standard specifies what the competency includes and therefore must be assessed e.g. the requirements of the NCC are also one line.These units were supported by industry during the training package development process. Further review should occur when the package is due for full review.

Requirements for a separate unit covering energy efficiency referred for future CIMS for future Continuous Improvement.Action: CPSISC logged feedback on CIMS


Assessment conditionsBIM modelling software whilst is fine for drafting units is a challenge for inclusion with compliance and to this would mean good BIM knowledge before this unit is looked at; when this unit would be precursor/requisite to other units as it sets the main boundaries of learning/interpretation.

SME consulted and advised to : Leave BIM in. BIM is more the now than the future. Most software packages include BIM features.No further action






Project brief for three building classes when Volume 2 only refers to two classes; not sure how this could be met unless subclasses were included like 1b or 10b.

The requirement is for three different building, two in class 1; not for three different classes.No further action


Removal of the term simulated conditions takes away the flexibility to enable role playing, creation of building styles that do not exist within the area or demographics. Access restrictions as most new or alterations will not allow non-trades/professionals onto sites; restrictions around insurances, perception of why students are on sites and mostly not allowing non-qualified people to work on paying jobs; i.e. in the unit for students to sit in on client interaction (a must be assessed component).



Other comments

In the current format would be highly unlikely if could be fully assessed as is with the current Regulatory/National compliance in place.




Unit of competency issues: CPPBDN5004A Research compliance requirements for small-scale non-residential building design projectsNo Date Type of Stakeholder




Assessment conditionsWho is the client of a commercial building? Developer/landlord/tenant or other?Access to commercial client will be problematic and for what purpose?This is a compliance unit and not a design response unit.

Yes, could be any of these.Simulation is an option.No further action


Application

Use of the term “small-scale” what does this mean as regulations, legislative, the National Construction Code, etc do not utilise the term. The understanding was that it was from up to 2 storey where other qualifications and some industry use the term low rise again for up to 2 storey. The use of medium rise was an accepted term for up to 3 or 4 storey.This unit seems to indicate up to 3 storey and 2000sqm.



Prerequisite unitsThis seems to be a mute point as indications seem to say no unit could/can have a pre-requisite. Over the last three years when proposed in other courses including precursor to this version they were rejected and advised not part of courses anymore, so not sure why this is here.Preference would be for CPPBDN5003 to be completed prior to this unit. This sets a process






and standard of how to interpret the NCC & related standards before embarking on the large world of commercial buildings a vast arrays for compliance and/or Alternative Solutions.



Not sure if the term industrial relates appropriately to small scale projects. Each state has varying definitions of what is non-residential. Is ti commercial, retail, industrial, mining, then sub sections of each like light industrial, multi-use, etc. also this is not part of the Range of Conditions.



Foundation skills If a prerequisite of 5003 is not allowed then this would remain. Writing Skills – translation of reading skill of interpretation of documents into clear structured format.

What happened to the Technology part of Foundation skills. – there is a great need to have an ability to basic computer setup, software loading/updating applications, search internet, use web browser, operate word processing & spreadsheet applications. This is not an effective skill brought into the courses from either younger generation through to the mature generation

Recommended actionChange current writing skills to:maintain records of research findings, including notes on complex technical informationImplemented







Range of conditions The vastness of the must do’s is overwhelming to not only instruct/educate but also assess competency, especially when simulation of projects does not seem to be allowed anymore. There are very few projects national wide that would include so many variables within 4 projects of these classes. Especially when there is no requirement demographically; i.e. Cyclonic would be covered lighter in say Victoria where it is not a requirement for all buildings compared a need for compliance to most buildings in say Queensland.




Performance evidenceProjects may not be able to be completed nor taught. Each state whilst varies seem to have a common trait of most projects would not be viable for outer metro or regional areas.As an example most regional areas would be virtually impossible to have a building with a class 2, 5, 6 & 7a all within it. The probability of a design being accepted with height restrictions, etc again would be against current practices. Again similar for a building with Class3 and 9c; whilst possible would be highly unlikely.For Outer metro areas again probability would be reduced also as most buildings that do exist are usually 4 to 8 storeys and mostly Type “A” construction which is not allowed in this






course/unit.


Four projects is a very big ask as a starting point of assessment plus adding in the extra criteria of different climatic, geographic or planning zone as specified in the range of conditions. Again without simulation ability virtually makes assessment improbable and if could be done a huge amount of student work to be completed.

SME advice supported maintaining existing number.No further action


Knowledge evidenceA throw away one line for trends in client preferences again is vast along with other points.

Each line in a competency standard specifies what the competency includes and therefore must be assessed e.g. the requirements of the NCC is also one line.

SME advice supported maintaining existing wording – agree that ‘trends’ is a challenge for all designers. Sifting through the clients ‘wants’ and translating them to practical solutions

No further action2.9. 29-09 Russell Stork

Victorian Advanced Building Studies Network (VABSN)

Assessment conditionsBIM modelling software whilst is fine for drafting units is a challenge for inclusion with compliance and to this would mean good BIM knowledge before this unit is looked at; when this unit would be precursor/requisite to other units as it sets the main boundaries of learning/interpretation.

Recommendation not supported by SME’s

No further action






Working plans and drawings included here yet have yet to be taught what these actually are.

Recommended actionDelete working drawings from assessment conditionsImplemented

Russell Stork Victorian Advanced Building Studies Network (VABSN)

Removal of the term simulated conditions takes away the flexibility to enable role playing, creation of building styles that do not exist within the area or demographics. Access restrictions as most new or alterations will not allow non-trades/professionals onto sites; restrictions around insurances, perception of why students are on sites and mostly not allowing non-qualified people to work on paying jobs; i.e. in the unit for students to sit in on client interaction.



Other comments

In the current format would be highly unlikely if could be fully assessed as is without clarifications, matching community trends and ability of simulated environment/projects.




Unit of competency issues: CPPBDN5005A Recommend sustainability solutions for small-scale building design projectsNo Date Type of Stakeholder



Prerequisite unitsPrerequisite should be “CPPBDN5006 Produce design briefs” as CPPBDN5005A is asking students to look at specifics of a larger project brief including budgetary constraints and interactions with clients that are not explored until 5006.

CPSISC preference is not to list any pre-requisites.The sequence of delivery and co-delivery opportunities can be determined by the RTO.No further action



2.3 Client’s project budget is clarified and budgetary constraints on sustainable design preferences are discussed.Students may not have necessary skills to develop meaningful budgetary models of the building project as a whole3.2 Generic sustainable design options relevant to small-scale building design projects are researched and evaluated.Why are generic solutions being researched and evaluated when this would be covered in 1.2, 1.3, 1.4.This PC is part of an element that is applying sustainable solutions to a specific project so I don’t see a place for generic options

This PC is asking them to find out what the budget is – not develop a budgetary model.No further action

E1 covers legislation, broad trends and materialsE3 Asks for solutions that could be applied to the types of projects listed in the PE.The person is compiling a body of research.No further action



Unit of competency issues: CPPBDN5006A Consult with clients to produce approved small-scale building project design briefsNo Date Type of Stakeholder



Prerequisite unitsConsider either 5003 or 5004 as a prerequisite as this would form a crucial part of Element 1



Assessment requirementsAssessment conditionsWhy is BIM capable software required for this unit?Why the client’s design is brief required? Isn’t this what the student produces as part of the process?

The client’s brief is their ‘wish list’ as it were.A design brief is more structured and tempered by practicality.No further action

Unit of competency issues: CPPBDN5008A Develop concepts for small-scale building design projects and finalise solutions with clientsNo Date Type of Stakeholder



Prerequisite unitsAs the purpose of this unit is to integrate design briefs, site analysis, materials and methods some prerequisites would seem appropriate




Unit of competency issues: CPPBDN5008A Develop concepts for small-scale building design projects and finalise solutions with clientsNo Date Type of Stakeholder



Elements2. Produce concept sketchesNo reference to using electronic media/techniques such as Photoshop to produce client presentations

SME’s consulted agreed to add ‘appropriate rendering software’ rather than naming a specific program.Recommended actionAdd ‘appropriate rendering software’.Implemented


Assessment requirementsAssessment conditionsWhy is BIM software a resource requirement when it is not mentioned as a required presentation method?

SME advice: Sketches do not need BIM in the initial stages but because we can seamlessly upgrade the sketch to working drawings having BIM lurking in the background is a bonus.BIM is an important part of the development of concepts. Leave it in.

No further action

Unit of competency issues: CPPBDN5009 Produce compliant client-approved designs for small-scale building design projectsNo Date Type of Stakeholder



Range of conditionsUnder “Systems for sustainable water use must include” – are all of these necessary?

Industry SMEs have provided advice on ‘must include’ items and do not support any change.No further action



Unit of competency issues: CPPBDN5009 Produce compliant client-approved designs for small-scale building design projectsNo Date Type of Stakeholder



Assessment requirementsPerformance Evidence: Concern with specifying, for example, one class 1 residential building of three storeys. RTOs in rural locations and some in the suburbs may find it very difficult to access 3 storey residential buildings.

Simulation/Case study assessments are acceptable.No further action


Prerequisite unitsCPPBDN5008 is the basis for development of the design concepts and should be considered a prerequisite


Unit of competency issues: CPPBDN5010A Negotiate and finalise planning approval for small-scale building design projectsNo Date Type of Stakeholder



Other commentsNot sure how a student is to submit a theoretical application to the local authority for approval, and negotiate with client on adjustments and be in a position to represent client at relevant meetings.

Simulation/Case study assessments are acceptable.No further action



Unit of competency issues: CPPBDN5012A Produce and present 3-D models of small-scale building designsNo Date Type of Stakeholder



ApplicationI would consider a name change of the unit to “Produce and present digital 3-D models of small-scale building designs” as the unit name could be confused with producing physical models.

Recommended actionChange title to include ‘digital’Implemented

Unit of competency issues: CPPBDN5013A Develop and collaborate on BIM for small-scale building design projectsNo Date Type of Stakeholder



Range of conditionsSpecifying specific software is dangerous and limiting.What if the software ceases to exist, is replaced or student licensing requirements change?What if a student chooses to use the software that their office uses and it’s not one on the list? The unit should be about workflows and concepts of BIM rather than specifics of software.What about emerging technologies and new software that may prove superior to the listed ones?

SME advice: This is a good current list. Include the term ‘or equivalent’

Recommended actionKeep list and add ‘or equivalent’

Implemented

1.2. 28-09 Wayne Ketchen Program Manager, Advanced Design & Building programs,

Other commentsI see that this unit has major overlaps with CPPBDN5012 and should be consolidated.

This project is a retemplating exercise, not a review, therefore content has been retained and edited to comply with Standards for Training Packages (STP).These units were supported by industry during the training package



Unit of competency issues: CPPBDN5013A Develop and collaborate on BIM for small-scale building design projectsNo Date Type of Stakeholder


Gordon TAFE development process. Further review should occur when the package is due for full review.

The suggestion to combine the unit with 5012 has been referred for future Continuous Improvement.Recommended actionRefer to CPSISC CIMSImplemented Feedback logged onto CIMS for future consideration

Unit of competency issues: CPPBDN5014A Contribute to construction and building design project finalisation processesNo Date Type of Stakeholder



Assessment requirementsPerformance evidenceFinding suitable building projects, especially three storey buildings at the right time of construction to coincide with unit delivery will be difficult especially in regional areas.

SME advice: include reference to Class 2-9 buildings.

Recommended actionrefer to Class 2-9 buildingsImplemented



Unit of competency issues: CPPBDN5017A Produce 2-D drawings for building design projects using CAD softwareNo Date Type of Stakeholder



ApplicationHow is this unit substantially different from 5011? In 5011 CAD is not excluded from use so there may be a doubling up of outcomes and skills.

Yes, the skills are included in several units – but this unit was specifically requested by industry, as an elective, at the time of development and the committee agreed.No further action



Delivery issuesCPPBDN80115 Graduate Certificate in Building DesignNo Date Type of Stakeholder


CPPBDN80213 Graduate Diploma of Building DesignNo Date Type of Stakeholder


General issuesCPPBDN80115 Graduate Certificate in Building DesignNo Date Type of Stakeholder






Equity issuesCPPBDN80115 Graduate Certificate in Building DesignNo Date Type of Stakeholder




Qualification issuesCPPBDN80115 Graduate Certificate in Building DesignNo Date Type of Stakeholder











This project is a retemplating exercise, not a review, therefore content has been retained and edited to comply with Standards for Training Packages (STP).Industry SMEs have provided advice on ‘must include’ items.No further action



This is a requirements for compliance with STP.Thank youNo further action






1.2. 30-09 Andrea Summits Department of


This project is a retemplating exercise, not a review, therefore content has been retained and edited to comply with Standards for





Education and Training Vic

Training Packages (STP).Industry SMEs have provided advice on ‘must include’ items.No further action



This is a requirement for compliance with STP.Thank youNo further action

Unit of competency issues: CPPBDN8001A Research & evaluate construction materials & methods for complex building design projectsNo Date Type of Stakeholder



Assessment requirementsPerformance Evidence: This specifies three to five year organisational strategic planning process but it is not necessarily what industry undertakes as part of their strategic planning process – for example, some organisations may undertake a 10 year or a 2 year process.

SME’s consultedRecommended actionChange the content to:three to five year ( or workplace defined timeframe) organisational strategic planning processImplemented



Unit of competency issues: CPPBDN8003A Scope and initiate large and complex building design projectsNo Date Type of Stakeholder



Range of conditionsSame comment as above – under “Range of skills required must include” – are all of these necessary?

Industry SMEs have provided advice on ‘must include’ items.No further action


delivery issues - cpsisc … · web viewchange description to say residential or commercial...

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