Build Green Teacher Guide

Teacher guide
Build Green Series 14 Flexible Learning Toolbox

CPC40108/110 Certificate IV in Building and Construction From the CPC08 Construction Plumbing and Ser!ices "ntegrated Frame#or$ Training Pac$age 03/08/2011: Version 1.0 (Final u!lis"a!le#

flexiblelearning.net.au/Toolbox

National VET E-learning Strategy

Build Green Teacher Guide

Flexible Learning Toolboxes %ational &'T '(learning Strateg) * Common#ealth o+ ,ustralia -.e/artment o+ "ndustr) "nno!ation Science 0esearch and Tertiar) 'ducation -.""S0T'1 20123 4ith the exce/tion o+ the Common#ealth Coat o+ ,rms the .e/artment5s logo an) material /rotected b) a trade mar$ and #here other#ise noted all material /resented in this document is /ro!ided under a Creati!e Commons ,ttribution(Share,li$e 630 ,ustralia -htt/788creati!ecommons3org8licenses8b)(sa86308au 1 license3 National VET E-learning Strategy

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Table of contents
Table of contents.................................................................................................................iii Introduction.......................................................................................................................... 1 Getting started delivering e-learning..................................................................................2 Computer and technical requirements .............................................................................. 9ard#are3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 4 So+t#are333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 4 Customisation...................................................................................................................... ! "nline teaching strategies...................................................................................................# Social net#or$ing3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 : Pre/aring the learners to use the materials3333333333333333333333333333333333333333333333333333333333333333333333333; "m/lementing success+ul Toolbox deli!er)33333333333333333333333333333333333333333333333333333333333333333333333333;
Pro!iding su//ort33333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 ; Tas$s and discussion board acti!ities3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 8 Literac) and numerac)333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 8

$ualification and competencies..........................................................................................% <nit guides33333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 = 'm/lo)abilit) s$ills33333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 = Target audiences................................................................................................................ 11 Learners3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 11 Teachers8trainers8+acilitators 3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333316 Trade contractor mentors3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333316 Toolbox structure and design...........................................................................................1 Site ma/3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 14 <nit structure33333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 1: >e) +eatures3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 1: Learning ob?ects3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 1; Teaching and learning design...........................................................................................1& Tas$s and acti!ities33333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 18 'ecognition of prior learning (')*+..................................................................................1% ,ssessment strategies......................................................................................................2,ccess. equit/ and Indigenous Toolboxes......................................................................21 Getting help........................................................................................................................ 22 4here can " get more in+ormation@3333333333333333333333333333333333333333333333333333333333333333333333333333333333322 9o# can " get su//ort@3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333322 'esources........................................................................................................................... 2
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,ppendix ,......................................................................................................................... 2# <nit guide +or CPCS<S4001, "m/lement and monitor en!ironmentall) sustainable #or$ /ractices333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 2: <nit guide +or CPCCBC4021, Ainimise #aste on the building and construction site 3 3 361

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Introduction
4elcome to the Build Green Toolbox3 This Teacher guide #ill assist trainers and teachers #ishing to use the Toolbox either in its com/lete +orm or as a source o+ learning com/onents in the de!elo/ment o+ their o#n teaching /rograms3 The /ur/ose o+ the Teacher guide is to sho# ho# the Toolbox resources can be e++ecti!el) used to assist in the deli!er) o+ a /rogram3 "t is #ritten in a non(/rescri/ti!e #a) assuming that the trainers #ill #ant to select as/ects o+ the Toolbox substitute others and customise as/ects +or their o#n audience including learners #ith language literac) and numerac) needs3 These strategies #ill /ro!ide o//ortunities to maximise the learning ex/erience through the use o+ the Toolbox and ta$e ad!antage o+ the collaborati!e learning en!ironment that can be achie!ed through +acilitated discussion and in+ormation sharing amongst a grou/ o+ learners3

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Getting started delivering e-learning

Getting /ou started "+ )ou are ne# to e(learning #e suggest )ou !isit http0//designing.flexiblelearning.net.au/3 This site /ro!ides some ans#ers to t#o big Buestions7 4hat is e(learning@ and 1o2 do /ou do it3 There are a number o+ resources that /ro!ide learning designs learning materials strategies that come #ith do#nloadable guides3 Some o+ the areas co!ered are7 13 23 63 43 C3 Get started in e(learning 'x/lore e(technologies Plan an e(learning initiati!e .esign an e(learning course .e!elo/ an e(learning /lan

1o2 to install the Toolbox To start using this C.(0DA insert the Toolbox C. in )our C.(0DA dri!e3 "n most cases the C. #ill automaticall) run i+ it doesnEt then do one the +ollo#ing3 <sing 4indo#s 'x/lorer -or )our eBui!alent1 double clic$ on the C.(0DA icon to !ie# the +iles contained on the C.(0DA3 Then double(clic$ on the +ile called Findex3htm5 at the root director) le!el3 Dr <sing )our #eb bro#ser go to the FFile5 menu and select FD/en +ile5 bro#se to the location o+ the C.(0DA and o/en the +ile Eindex3htmE at the root director) le!el3

)reparing to use the Toolbox ,s a #or$/lace trainer or su/er!isor it is im/ortant to set aside adeBuate time to +amiliarise )oursel+ #ith the Toolbox and its resources so )ou can /ro/erl) su//ort )our learners3 Teachers ha!e re/orted the greatest successes #hen the) +irst +amiliarised themsel!es #ith the Toolbox integrating it #ith their course de!elo/ing student acti!ities and additional material and thus guiding the learners through using the Toolbox3 "t is im/ortant to /re/are to use the Toolbox3 The +ollo#ing ti/s +or trainers highlight im/ortant in+ormation )ou should consider #hen introducing Toolboxes into )our training3 Set aside adeBuate time to +amiliarise )oursel+ #ith the Toolbox so )ou can /ro/erl) su//ort )our learners3 Set realistic time+rames +or im/lementation3 "ntegrate the Toolbox into )our teaching deli!er) ?ust as )ou #ould an) ne# teaching resource3

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<sing a Toolbox is not about lea!ing learners alone to learn +or themsel!es but about using a ne# medium as a /art o+ an o!erall teaching deli!er) strateg)3 "+ )ou choose to conduct grou/ acti!ities !ia discussion boards or #i$is )ou #ill need to set u/ discussion threads8#i$i headings /rior to commencing the acti!it)3 Gou ma) need to /ro!ide instructions to the learners on ho# to use communication tools such as email #i$i !irtual con+erencing or chat3

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Computer and technical requirements

%othing s/oils a com/uter(based learning ex/erience more than technical /roblems and di++iculties3 Dn the o/ening screen o+ the Toolbox there is a lin$ to s)stem reBuirements3 Some users do not chec$ this /rior to using the Toolbox and disco!er the) don5t ha!e the reBuired so+t#are installed on their com/uter or that their com/uter doesn5t meet the minimum reBuirements3 "t is #orth chec$ing #ith )our S)stems or "T Coordinator3 9o#e!er Toolboxes are designed +or a standard s/eci+ication com/uter and "nternet connection eliminating man) /roblems3 Gou can hel/ b) ma$ing sure )our learners ha!e chec$ed their com/uter against the minimum s/eci+ications listed and #here necessar) hel/ them to do#nload reBuired /lugins3 For )our re+erence belo# is a co/) o+ the in+ormation /resented #ithin that lin$ +rom the home /age3

Hardware
To use the learning material in this unit learners #ill need a com/uter #ith the +ollo#ing +eatures7 "BAH com/atible #ith a 1 G9I /rocessor running 4indo#s 2000 JP &ista or ,//le AacintoshH #ith a C00 A9I /rocessor running DSJ !103C #ith7

C12 AB o+ 0,A 1024 x ;:8 /ixel dis/la) C.(0DA dri!e "nternet access Sound card3

Software
Learners #ill also need the +ollo#ing so+t#are8/lug(ins installed on their com/uter7 "nternet 'x/lorer ;30 or 830 -htt/788###3microso+t3com8) Dr Fire+ox 630 or abo!e -htt/788###3moIilla3com8) Dr Sa+ari 6 or abo!e -http://www.apple.com/) Aicroso+tH 4ord =; or a similar #ord /rocessing /rogram to o/en and use do#nloadable +orms chec$lists and #or$sheets3 ,dobeH Flash Pla)er 103 "+ )ou ha!en5t got this /lug(in )ou can do#nload and install the latest +ree !ersion +rom7 ###3adobe3com ,dobeH P.F 0eader 830 or abo!e3 "+ )ou ha!en5t got this /lug(in )ou can do#nload and install the latest +ree !ersion +rom7 ###3adobe3com

"ncorrect !ersions o+ these a//lications could result in in+ormation being sho#n in an unreadable +orm or not sho#n at all3
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Customisation
Toolboxes are designed to be customised3 This is an im/ortant +eature3 Teachers are in!ited to use /arts o+ a Toolbox that com/liment their training sessions and8or incor/orate their o#n materials into a Toolbox3 There are a series o+ mini tutorials a!ailable on the Toolbox #ebsite that ma) assist )ou in customising a Toolbox3 These can be +ound at7 htt/788tle3ta+e!c3com3au8toolbox8access8search3do@/aging3/ageK1Lhier3to/icK4CC6a4=8( 8801(c8ab(4a8C(=ad2::cd4cb03 "+ )ou reBuire assistance #ith )our customisation /lease contact the Toolbox Cham/ion in )our state3 Gou #ill +ind a list o+ the Toolbox Cham/ions in the FGetting hel/5 section o+ this guide3 To customise resources in this Toolbox )ou #ill need so+t#are such as7 an 9TAL text editor such as 9omesiteH BB'ditH or ,dobeH .ream#ea!er to edit #eb /ages3 ,lternati!el) +or a +ree do#nloadable text editor tr) >om/oIer htt/788###3$om/oIer3net8do#nload3/h/ a #ord /rocessor such as Aicroso+tH 4ord to edit documents3 "+ customisation o+ multimedia interactions is reBuired then the +ollo#ing a//lications ma) be necessar)7

Flash CS6 JAL SPG or eBui!alent JAL editing tool Photosho/8Fire#or$s -or eBui!alent1 +or editing still images Sound'dit1: -or eBui!alent1 +or editing sound content

0e+er to the Technical guide +or +urther in+ormation3

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"nline teaching strategies

Teaching in an online en!ironment +ocuses on +acilitating and guiding the learner5s /rogress3 Learners ha!e signi+icant learning resources a!ailable to them in the Toolbox in the #or$/lace and on the "nternet3 9el/ing learners to na!igate this in+ormation and /in/oint the rele!ant materials to meet /er+ormance criteria is the central role3 "t reBuires a clear statement o+ learning ob?ecti!es and regular +eedbac$ on learner /rogress3 Toolboxes are designed to encourage this learner collaboration and the acti!ities are customisable de/ending on reBuirements3 "t is the trainer5s decision ho# this collaboration occurs3 For exam/le7 a trainer might set u/ a discussion board or online discussion +orum around ho# to sa!e energ) in the home3 , start and +inish date might be set +or the discussion and a /ro/ortion o+ +inal assessment #eighted to /artici/ation3 Learners ma) be noti+ied o+ these reBuirements b) email as #ell as through an initial /osting on the bulletin board3 The bulletin board -along #ith other tools1 is a use+ul record o+ learner contributions +or assessment /ur/oses3 Dnline discussions #ill onl) #or$ i+ there is a sense o+ team collaboration so it is im/ortant that )ou consider ho# to de!elo/ this team en!ironment3 Throughout the tas$s in this Toolbox there are man) o//ortunities +or learners to communicate #ith their colleagues3 Belo# are some ti/s that could hel/ )ou to set u/ and +acilitate communication acti!ities #ith the learners7 Gou can use an online icebrea$er in a com/uter training room or #ith learners #ho are at di++erent locations3 "+ )ou intend +or )our learners to collaborate online -using email a learning management s)stem or a #eb discussion board1 it5s im/ortant to gi!e them a chance to get +amiliar #ith each other b) using the medium be+ore the) get do#n to the serious /art3 Set grou/ /ro?ects based on the #or$sheets and ?ournals Monl) include this i+ )ou ha!e #or$sheets and ?ournals as /art o+ )our Toolbox3

Social networking
'!er) da) )our learners communicate #ith each other in ne# and di++erent #a)s and emails and bulletin boards are not al#a)s the /re+erred o/tions3 Aobile /hones text messaging and creating and sharing media +iles -!ideos gra/hics /odcasts1 are other common +orms o+ communication that /eo/le currentl) use3 Social net#or$ing tools allo# )ou to assist learners to net#or$ #ith other learners as the) com/lete Toolbox acti!ities3 For exam/le )ou can as$ learners to create net#or$s b)7 re!ie#ing Gour guide to social e(learning +or additional in+ormation and ideas3 htt/788socialelearning3+lexiblelearning3net3au8socialNelearning8index3htm sharing their #or$ in #eblogs +or exam/le #riting in their o#n blog or sharing mobile /hone /hotos in moblogs -mobile #eblogs1 collaborating #ith others to de!elo/ documents +or exam/le using #i$is to /ut together a res/onse to a /roblem
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creating and sharing /hotos o+ their #or$ using /hoto sharing so+t#are +or exam/le Flic$r ###3+lic$r3com creating and sharing boo$mar$s o+ sites the) ha!e +ound use+ul in research +or exam/le ###3delicious3com creating and sharing media +iles ca/turing their #or$ +or exam/le AP6s or !ideo +iles sharing their e!idence +or assessment in social net#or$ing s/aces on the "nternet sharing ideas and in+ormation !ia a !irtual con+erence3

Preparing the learners to use the materials

"t is recommended that )ou /ro!ide an orientation to the Toolbox in a /ractical +ace to +ace session #ith learners actuall) using the Toolbox3 <sing a Toolbox is not about lea!ing learners alone to learn +or themsel!es but about using a medium as /art o+ an o!erall teaching deli!er) strateg)3 Beside the resources that are located in the Toolbox it is highl) recommended that )ou re+er )our learners to a range o+ other resources including textboo$s #ebsites !ideo etc3 The +ollo#ing ti/s +or learners highlight im/ortant in+ormation )ou should consider #hen introducing the use o+ Toolboxes into )our deli!er) strateg)3

Implementing successful Toolbox delivery

Flexible deli!er) is not about lea!ing learners alone to learn +or themsel!es but about using a ne# medium as a /art o+ an o!erall teaching deli!er) structure that is #ell de+ined3 "n an e!aluation o+ Toolboxes the o!erall message +rom teachers #as that Fstructure means success5 and re+lects their recognition that e++ort is reBuired to integrate the Toolbox into their teaching deli!er) ?ust li$e building an) ne# teaching resource3 Feedbac$ +rom the same e!aluation o+ Toolboxes suggested that orientation sessions a//eared to be a +eature o+ the more success+ul trials3 Pro!iding orientation to the Toolbox in a /ractical +ace(to(+ace session #ith learners actuall) using the Toolbox is clearl) a $e) to a success+ul use3 "t /ro!ides a mixture o+ technical and /edagogical assistance that aligns the Toolbox #ith the Buali+ication and the course3

Providing support
"t is im/ortant to /lan ahead and obtain management su//ort set realistic time+rames +or im/lementation and gain su//ort +rom the learner5s em/lo)er be+ore introducing the Toolbox3 Aa$e sure that )ou are a#are o+ legislation and regulations #hich ma) im/act on +lexible deli!er) o+ the Toolbox3 For exam/le learners #or$ing at home traineeshi/ agreements a//renticeshi/ agreements and enter/rise(based arrangements3 'stablish #hether )our learners ha!e com/leted an) /re!ious units online3 This #a) )ou can gauge ho# much su//ort )ou #ill need to /ro!ide to coach learners in de!elo/ment o+ online learning s$ills as #ell as the content in the units3 Gou #ill /robabl) +ind learners reBuire di++erent le!els o+ su//ort3 "n the +irst +e# #ee$s get a clear /icture o+ ho# each learner is co/ing to enable earl) inter!ention3
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"+ )ou manage a !er) large grou/ o+ learners create a sense o+ communit) online b) setting u/ stud) grou/s o+ +our to eight students all o+ #hom begin the <nit at more or less the same time3 This ma$es it easier +or learners to gain the bene+its o+ social learning and to +orm net#or$s and /ro!ide su//ort to each other as the) stud)3 Dnce )ou ha!e set u/ the stud) grou/ +acilitate an online Ficebrea$er5 acti!it) #hen learners start the <nit3 Gou could include ideas +or +acilitating this acti!it) #ithin the Teacher guide3 Plan ahead and be clear to )our learners about #hich grou/ #or$ acti!ities )ou ex/ect them to com/lete3

Tasks and discussion board activities

"+ )ou choose to include discussion board exercises )ou #ill need to set u/ discussion threads /rior to commencing the acti!it)3 Gou #ill also need to ad!ise learners o+ these reBuirements i+ )ou ha!e not included instructions in the Toolbox content3 Gou should also encourage learners to use the discussion board to as$ +or assistance i+ the) are unsure o+ #here to +ind a resource3 Gou ma) need to /ro!ide instructions to the learners on ho# to use communication tools such as e(mail discussion board or chat3 T"P7 Calendar 4 tip ma5e use of the *67 deliver/ tools "+ )ou are deli!ering the /rogram online email #ill be the /rimar) method o+ communication #ith )our learners so ensure that )ou ha!e a clear s)stem o+ email +olders +or managing the tra++ic3 Send emails to all learners #ith reminders o+ the tas$s that should be com/leted the tas$s in /rogress #ith reminders +or times o+ chats or +orums during that #ee$3 ,lerting learners to acti!ities +or #hich the) should be underta$ing indi!idual learning -eg in learning tas$s and learning /ac$s1 /rior to a grou/ acti!it) in the #ee$ to come can also be hel/+ul3 Gou might comment on the Bualit) o+ #or$ in the /receding #ee$ and /ro!ide ti/s and encouragement +or the tas$ at hand3 Be clear about time+rames b) setting targets +or learning3 These can hel/ )ou #ith )our Fonline lesson5 /lanning3 Gou #ill need to set +rame#or$s so that learners $no# #hat to do and #hen to do it3 4hen learners are about to start an online grou/ acti!it) send them an email #ith instructions on #hat teams the) #ill be in or #hose ?ob it is to start a round robin acti!it)3 .o not /resume learners #ill #or$ it out3

Literacy and numeracy

Find out #hether the learner #ill need literac) su//ort to read the online material or com/lete the exercises3 4or$/lace su/er!isors are o+ten a#are o+ the literac) di++iculties o+ their em/lo)ees and o+ten alread) ha!e su//ort mechanisms in /lace such as /airing the #or$er u/ #ith another /erson #ith better literac) s$ills3

National VET E-learning Strategy

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$ualification and competencies

The Build Green Toolbox su//orts the CPC40108/110 Certificate IV in Building and Construction3 The units o+ com/etenc) co!ered are7 Competenc/ code CPCS<S4001, CPCCBC4021, Competenc/ name "m/lement and monitor en!ironmentall) sustainable #or$ /ractices Ainimise #aste on the building and construction site

This Teacher guide has been de!elo/ed to hel/ )ou to use the Build Green Toolbox to deli!er the CPC40108/110 Certificate IV in Building and Construction3 "t ex/lains the t)/es o+ acti!ities and resources contained in the Toolbox and o++ers suggested deli!er) strategies and o//ortunities +or customisation to hel/ )ou to maximise the learning ex/erience +or )our learners3 This includes /ro!iding guidance on ho# to create a collaborati!e learning en!ironment through +acilitating discussions and in+ormation sharing amongst the grou/ o+ learners3

Unit guides
, <nit guide +or each o+ the units in the Toolbox has also been de!elo/ed3 The <nit guides are a!ailable #ithin the Toolbox and are also included as ,//endix , o+ this Teacher guide3 The) /ro!ide an o!er!ie# o+ the em/lo)abilit) s$ills that are im/licit #ithin the unit a detailed brea$do#n o+ the +eatured interacti!e acti!ities and the resources reBuired to com/lete the unit3 'ach guide /ro!ides ad!ice on the s$ill recognition o/tions that are a!ailable to learners #ith existing s$ills and $no#ledge3 For additional in+ormation on this Buali+ication re+er to the %ational "ndustr) and Training S$ills #ebsite ###3ntis3go!3au3

Employability skills
'm/lo)abilit) s$ills are sometimes re+erred to as generic s$ills core s$ills essential s$ills ca/abilities or $e) com/etencies3 The Common#ealth o+ ,ustralia de+ines them as Fs$ills reBuired not onl) to gain em/lo)ment but also to /rogress #ithin an enter/rise so as to achie!e one5s /otential and contribute success+ull) to enter/rise strategic directionsO3 -'m/lo)abilit) S$ills Summar) htt/788em/lo)abilit)s$ills3training3com3au8index3/h/ accessed 14 Panuar) 201013 Gou can access an 'm/lo)abilit) S$ills Summar) +or this Buali+ication3 To search +or an 'm/lo)abilit) S$ills Summar) +or the Buali+ication su//orted b) this Toolbox7 13 23 63 &isit htt/788em/lo)abilit)s$ills3training3com3au3 'nter the Buali+ication code CPC4010881103 "+ )our Buali+ication code has the 'm/lo)abilit) s$ills ma//ed a list o+ these #ill a//ear on the next screen3 "+ )our Buali+ication code is not su//orted a message #ill a//ear

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ad!ising this3 Gou #ill then need to identi+) #hich 'm/lo)abilit) s$ills are co!ered in this Toolbox3

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Target audiences
earners
The CPC40108/110 Certificate IV in Building and Construction Buali+ication is designed to meet the needs o+ trade contractors but is a//licable to a number o+ trades/eo/le such as /lumbers builders +urniture ma$ers /ainters etc3 The outcomes +or the units are the same onl) the Buali+ications titles are di++erent3 Aan) /artici/ants #ill ha!e com/leted a Certi+icate """ trade Buali+ication or ha!e been #or$ing in the industr) +or a considerable time3 There+ore o#ing to the hands on nature o+ their #or$ in the building trade /artici/ants /re+er a /ractical a//roach #hen it comes to their learning3 Their !isual learning st)le means the) /rocess in+ormation most e++ecti!el) #hen the) see demonstrations /ictures diagrams +ilms and !ideos3 Learning resources de!elo/ed +or these learners there+ore need to ca/ture their imagination and ma$e the /rocess o+ learning en?o)able and interacti!e3 ,s learning is a continual /rocess lasting +or an indi!idual5s li+etime +ormal learning /rograms and #or$ related acti!ities should no longer be se/arate3 ,s in+ormal learning +orms a ma?or /art o+ an indi!idual5s o!erall learning ex/erience +ormal education can no longer com/rise the ma?orit) o+ learning ex/eriences3 Learning no# occurs in a !ariet) o+ #a)s through communities o+ /ractice /ersonal net#or$s and through com/letion o+ #or$(related tas$s3 Content acti!ities and assessment tas$s in the /ro/osed Toolbox #ill there+ore be structured in such as #a) as to su//ort both +ormal and in+ormal learning3 The instructional design strateg) under/inning the Toolbox ensures that the needs o+ the target grou/ are met along #ith other trades/eo/le as mentioned3 'equired s5ills and 5no2ledge 0eBuired $no#ledge +or this unit is7 ho# trades/ersons can contribute to en!ironmental sustainabilit) $no#ledge o+ com/liance reBuirements +or all rele!ant en!ironmental and sustainabilit) legislation regulations Codes o+ Practice including resource haIards and ris$s associated #ith #or$ site7

su/er!ision ?ob s/eci+ications strategies and /rocedures to maximise o//ortunities and minimise im/acts rele!ant to sta$eholders and /ersonal area o+ res/onsibilit)

rele!ant $no#ledge o+ en!ironmental resource and energ)8#ater e++icienc) issues s)stems and /rocedures s/eci+ic to industr) /ractice $no#ledge o+ best /ractice a//roaches and Bualit) assurance s)stems rele!ant to area o+ res/onsibilit) and industr) abilit) to identi+) and ad!ise on #ater8energ) e++icienc) o//ortunities +or sta$eholders and $e) /ersonnel su//l) chain /rocedures D9S issues and reBuirements

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organisational structure and re/orting channels and /rocedures terms and conditions o+ em/lo)ment including /olicies and /rocedures such as7

dail) tas$s eBual o//ortunit) #or$ area res/onsibilities #or$er su/er!isor and em/lo)er rights3

0eBuired s$ills +or this unit are7 abilit) to source8identi+) the latest industr) en!ironmental sustainabilit) conce/ts and technologies a//l)ing learning to +uture o//ortunities change management s$ills communication s$ills to7

ans#er Buestions clari+) and ac$no#ledge suggestions relating to #or$ reBuirements and en!ironmental e++icienc) #ith sta$eholders enable clear and direct communication using Buestioning to identi+) and con+irm reBuirements share in+ormation listen and understand read and inter/ret7

documentation en!ironmental and resource e++icienc) reBuirements

su//ort in+ormation +lo# bet#een !arious internal and external sta$eholders to resol!e and re/ort on en!ironmental and resource e++icienc) issues use and inter/ret non(!erbal communication use language and conce/ts a//ro/riate to cultural di++erences

creating tools to measure and monitor im/ro!ements and re/ort on outcomes to sta$eholders inno!ation s$ills to identi+) im/ro!ements a//l) $no#ledge about resource use to organisational acti!ities customer ser!ice and de!elo/ resource e++icienc) tools numerac) s$ills to anal)se data on com/an) and sta$eholder resource consum/tion and #aste /roduct !olumes

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/roblem sol!ing s$ills to recognise and anal)se /roblems including7

de!ising a//roaches im/lementing and re+lecting on en!ironmental and #ater energ) or resource e++icienc) management /olicies and /rocedures rele!ant to #or$ site to im/ro!e en!ironmental sustainabilit) share alternati!e a//roaches as reBuired

s$ills to relate to di++erent genders and /eo/le +rom a range o+ social cultural and ethnic bac$grounds and #ith a range o+ /h)sical and mental abilities technolog) s$ills including the abilit) to7

o/erate and shut do#n eBui/ment #here rele!ant use so+t#are s)stems +or recording and +iling documentation +or measurement and im/ro!ement o+ resource usage and consum/tion3

Teachers!trainers!facilitators
The Toolbox #ill suit a range o+ deli!er) and assessment contexts including7 #or$/lace trainers #or$ing in a one(to(one or grou/ training situation !ocational trainers and8or assessors in an educational or #or$/lace setting #ho deli!er training conduct assessments and issue Buali+ications team leaders8su/er!isors and8or line managers #ho are in!ol!ed in im/lementing learning in the #or$/lace and assessing its e++ecti!eness ne# /ractitioners /art(time or +ull(time casual or sessional %'"S scheme trainers +acilitators o+ online learning /rograms3

Trade contractor mentors

"+ learners ha!e access to trade contractor mentors mentors could be utilised in a !ariet) o+ #a)s3 For exam/le some acti!ities reBuire learners to com/lete #or$sheets3 The #or$sheets could be re!ie#ed b) the trade contractor mentor as an alternati!e to trainer +eedbac$3 ,lso the mentors could be used b) indi!idual learners to hel/ com/lete acti!ities reBuiring grou/ discussion or in/ut3

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Toolbox structure and design

Site map
This site ma/ /ro!ides an o!er!ie# o+ the Toolbox structure3 The site ma/ can also be accessed +rom the Toolbox home /age3 Implement and monitor environmentall/ sustainable 2or5 practices

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6inimise 2aste on the building and construction site

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Unit structure
,ll units in the Build Green Toolbox +ollo# the same la)out and structure3 The to/ics ha!e been designed to be #or$ed through seBuentiall) but learners can go to an) /age using the to/ic or sub(to/ic na!igation3 The to/ menu ta$es )ou to the introduction and to/ics +or each unit3

The side menu ta$es )ou to the sub(to/ics3

"ey features
The $e) +eature o+ the Build Green Toolbox is the scenario(based learning design3 'ach unit contains a realistic scenario that /ro!ides authentic building and construction tas$s +or the learner3 'ach unit +eatures an introduction and tas$ o!er!ie# +rom the C'D o+ Greener 9omes3 The mentor is also introduced to the learner at this stage3 The mentor outlines the reBuirements o+ the unit and then leads the learner through the resource3 The Build Green Toolbox contains the Letang Constructions intranet3 The intranet contains in+ormation the learner #ill need to access #hile com/leting tas$s and acti!ities3

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earning ob#ects
,n alternati!e #a) to access this Toolbox content is !ia discrete learning ob?ects #hich can be do#nloaded +rom htt/788lorn3+lexiblelearning3net3au83 Learning ob?ects are smaller com/onents o+ content +orming a sel+(contained seBuence o+ learning3 , Flearning ob?ect5 is de+ined as7 $ digital entit% designed to su ort a articular learning e& erience' t"at can !e re ur osed for use in anot"er setting' and ("ic" for)s or is art of an I*+ content ac,age. -ssential c"aracteristics of learning o!.ects are t"at t"e% incor orate a self/contained se0uence of learning and !e disco1era!le' intero era!le' edita!le and reusa!le.
Source7 ,ustralian Flexible Learning Frame#or$ Trials o+ Learning Db?ects -Series ;1

htt/788toolboxes3+lexiblelearning3net3au8documents8re/orts3htmQr1; , learning ob?ect does not im/l) that it is an entire com/etenc) or one o+ the $e) /er+ormance criteria +rom a unit o+ com/etenc)3 , learning ob?ect is an out/ut that can be used b) others as a standalone /roduct3 The best #a) to identi+) a learning ob?ect is as a segment o+ content that can standalone and be used inde/endentl) +rom the rest o+ the com/etenc)3 This Toolbox su//orts t#o learning ob?ects3 These are7 "m/lement and monitor en!ironmentall) sustainable #or$ /ractices Ainimise #aste on the building and construction site3

These learning ob?ects can be accessed +rom htt/788lorn3+lexiblelearning3net3au8re/ositories.

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Teaching and learning design

The teaching and learning strategies em/lo)ed in the Build Green Toolbox are tas$(based3 Build Green contains scenarios #here learners are reBuired to com/lete realistic tas$s3 The Build Green Toolbox also contains tutorials and acti!ities #hich allo# learners to a//l) conce/ts the) ha!e learnt to o!erarching scenarios3 Learners are also su//orted b) a mentor3 The Toolbox mentor /ro!ides su//ort and ad!ice as learners #or$ their #a) through tutorials acti!ities and tas$s3

Tasks and activities

This section /ro!ides in+ormation about the acti!ities +or each o+ the t#o units o+ com/etenc) co!ered in the Toolbox3 Consult the 8nit guide section +or detailed descri/tion o+ the7 to/ics co!ered /ur/ose o+ acti!ities related resources3

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'ecognition of prior learning (')*+

*earners The Build Green Toolbox uses the 9no2ledge chec5 as an 0PL 'x/ress#a) to hel/ learners decide #hether the) should a//l) +or recognition o+ /rior learning in an) o+ the units co!ered3 This section /ro!ides in+ormation on ho# the 0PL /rocess #or$s as #ell as an 0PL Chec$list +or each o+ the com/etencies co!ered in the Toolbox3

Teachers/trainers/facilitators Teachers8trainers8+acilitators must ex/lain #hat recognition o+ /rior learning -0PL1 is to learners and ho# learners can access the s$ill recognition area o+ the Toolbox3 Learners should be made a#are that i+ the) ha!e existing s$ills and $no#ledge rele!ant to a /articular unit o+ com/etenc) that the) can in!estigate the s$ill recognition area o+ the Toolbox to hel/ them ?udge #hether to /rocess #ith an 0PL a//lication3 Please note that this does not +acilitate nor /rocess an 0PL a//lication or assessment as that must be managed and su//orted b) an 0TD3 "t does ho#e!er /ro!ide an excellent insight into #hat5s in!ol!ed #ith 0PL and o++ers a range o+ use+ul tools +or both 0PL candidates and 0PL assessors3

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,ssessment strategies
The Build Green Toolbox does not s/eci+icall) su//ort assessment o+ the com/etencies as assessment methodologies and /ractices can !ar) greatl) +or 0TD5s nationall)3 Toolboxes in general do not /ro!ide summati!e assessment-s13 9o#e!er some o+ the acti!ities contained in a Toolbox ma) lend themsel!es to be used in the context o+ +ormati!e assessment-s13 The Toolbox su//orts the summati!e assessment /rocess as learners #ill be #or$ing on tas$s that directl) align #ith the com/etencies and #ill be /roducing e!idence o+ their s$ills and $no#ledge through the #or$ the) com/lete in the Toolbox3 ,s /art o+ an e!idence /ort+olio an assessor ma) choose to use com/leted #or$sheets and ?ournals /resented b) a learner online or +ace(to(+ace as #ell as meaning+ul contributions to online discussions or the /ro?ect #or$ recommended in the Toolbox3 9o#e!er )ou #ill in most cases be using additional assessment methods to ensure learners +ull) demonstrate their com/etenc) +or exam/le7 obser!ation o+ #or$/lace /er+ormance #ill need a #ell /lanned obser!ation guideR #ill need to be combined #ith other methods to assess under/inning $no#ledge simulation role /la)s to assess negotiation or consultation s$illsR use+ul +or o!ercoming ethical issues #hen direct obser!ation in the #or$/lace is not a//ro/riate demonstration through !ideos o+ /er+ormance inter!ie#8dialogue /resent case scenarios and as$ learners ho# the) #ould res/ondR include Buestions to assess under/inning $no#ledgeR im/ro!es access and eBuit)R #hen integrated #ith obser!ation o+ /er+ormance can assess understanding in contextR ma) be conducted online #ith !oice tools or +ace(to(+ace3

Further assessment reBuirements to su//lement the Toolbox content are the 0TD5s res/onsibilit) in accordance #ith ,STF standards and reBuirements +or com/etenc)(based assessment3

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,ccess. equit/ and Indigenous Toolboxes

%ationall) the goals o+ all &'T /olicies on eBuit) are the same7 to im/ro!e access to stud) and related outcomes #ithin &'T +or all clients and /otential clients3 "m/ro!ing access might in!ol!e strategies such as including accessibilit) +eatures ensuring that selection criteria and course materials do not discriminate against learners and ada/ting acti!ities to encourage all learners3 'xam/les o+ eBuit) strategies include /ro!iding a su//orti!e learning en!ironmentR ad?usting assessments and the means o+ accessing in+ormation to meet indi!idual circumstancesR and de!elo/ing and using inclusi!e training materials3 'ssentiall) in the context o+ &'T eBuit) re+ers to the ca/acit) +or all learners to achie!e results in training and to recei!e training in an inclusi!e en!ironment #ith inclusi!e materials3 "nclusi!e en!ironments and materials ac$no#ledge and !alue the di++erences bet#een /eo/le and culturesR the) include rather than exclude3 Go to the ,ccessibilit/ section o+ the Technical guide +or more in+ormation about the access and eBuit) +eatures o+ the Build Green Toolbox3

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Getting help
"+ there are an) technical issues users should re+er to the s/eci+ications in the Technical guide3 "+ assistance is still reBuired7 call the 9el/ .es$ on 1600 ;6: ;10 email )our issue to Toolboxhel/T+lexiblelearning3net3au

$here can I get more information%

&isit the Toolbox #ebsite +or detailed in+ormation about each Toolbox related training /ac$ages Buali+ications and com/etencies /re!ie#s and to /urchase a Toolbox3 The #ebsite also includes guidelines +or de!elo/ers and current ne#s and u/dates3 flexiblelearning.net.au/toolbox/

How can I get support%

Su//ort can be /ro!ided to training /ro!iders in the selection and use o+ Toolbox content including assistance #ith7 disco!er) and do#nloading o+ learning ob?ects customisation o+ existing content +or their /articular training needs creating user(generated content /ac$aging and u/loading o+ ne# e(learning content and

the use o+ content de!elo/ment tools3 For contact details o+ the su//ort /erson in )our state or territor) !isit7 flexiblelearning.net.au/toolbox/support/

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Toolbox contact details7 Flexible Learning Toolbox 9el/ .es$ Phone7 1600 ;6: ;10 'mail7 Toolboxhel/T+lexiblelearning3net3au 4ebsite7 +lexiblelearning3net3au8Toolbox For +urther in+ormation on the %ational &'T '(learning Strateg) /lease contact the FL,G Secretariat7 Phone7 06 ==C4 2;00 'mail7 +lagNenBuiriesTnatese3go!3au 4ebsite7 +lexiblelearning3net3au

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'esources
7earch for :mplo/abilit/ 75ills htt/788em/lo)abilit)s$ills3training3com3au8index3/h/ To search +or #hat em/lo)abilit) s$ills are included in a Buali+ication access the #ebsite abo!e3 Go to the 'm/lo)abilit) S$ills Summar) section and enter the Buali+ication code into the search box and clic$ on the Find button3 Gou #ill be /ro!ided #ith a list that contains the 'm/lo)abilit) S$ills that this Buali+ication co!ers3 Toolbox Implementation Guide htt/788toolboxes3+lexiblelearning3net3au8documents8index3htm This guide has been designed to hel/ )ou get started #ith using )our Toolbox as a teaching resource3 Toolboxes b/ series / code htt/788toolboxes3+lexiblelearning3net3au8/re!ie#8b)series3htm This #ebsite /ro!ides )ou #ith access to all Toolboxes3 Gou ma) #ant to re!ie# the /re!ious series o+ Teacher guides +or guidance or clari+ication3 ;esigning e-learning http0//designing.flexiblelearning.net.au/ This site /ro!ides some ans#ers to t#o big Buestions7 <hat is e-learning3 the Galler) o+ strategies has o!er 100 clic$(and(!ie# sam/les /lus teaching guides 1o2 do /ou do it3 the Learning design and Learning materials sections o++ers detailed sam/le designs and course ma/s

To hel/ )ou +ind #hat )ou5re loo$ing +or there is a range o+ di++erent e(tours through the resources on this site3 =our guide to social e-learning htt/788socialelearning3+lexiblelearning3net3au8socialNelearning8index3htm "n this resource )ou can ex/lore the o//ortunities and challenges that )ou might disco!er #ith social e(learning in /ractice and get /ractical guidance and ti/s +rom e(learning /ractitioners3 Listen to the $e)note +rom ,nne Bartlett(Bragg to +ind out more about the /ractice behind the case studies strategies tools and acti!ities /resented in this resource3

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Toolbox contact details7 Flexible Learning Toolbox 9el/ .es$ Phone7 1600 ;6: ;10 'mail7 Toolboxhel/T+lexiblelearning3net3au 4ebsite7 +lexiblelearning3net3au8Toolbox For +urther in+ormation on the %ational &'T '(learning Strateg) /lease contact the FL,G Secretariat7 Phone7 06 ==C4 2;00 'mail7 +lagNenBuiriesTnatese3go!3au 4ebsite7 +lexiblelearning3net3au

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,ppendix ,
Unit guide for &P&SUS'(()* Implement and monitor environmentally sustainable work practices
This unit o+ com/etenc) s/eci+ies the outcomes reBuired to e++ecti!el) anal)se im/lement and monitor en!ironmentall) sustainable #or$ /ractices and their e++ecti!eness on a #or$ site including contributing to consumer en!ironmental e++icienc)3 :mplo/abilit/ 75ills The +ollo#ing +acets o+ em/lo)abilit) s$ills are rele!ant to this unit3 Communication To meet the industr) reBuirements +or this unit learners #ill be ex/ected to be able to7 ans#er Buestions enable clear and direct communication using Buestioning to con+irm and identi+) reBuirements share in+ormation listen and understand read and inter/ret documentation use and inter/ret non(!erbal communication3

Team2or5 To meet the industr) reBuirements +or this unit learners #ill be ex/ected to be able to7 su//ort in+ormation +lo#s bet#een !arious internal and external sta$eholders to resol!e and re/ort on en!ironmental and resource e++icienc) issues3

)roblem solving To meet the industr) reBuirements +or this unit learners #ill be ex/ected to be able to7 im/lement and re+lect on en!ironmental and #ater energ) or resource e++icienc) management /olicies and /rocedures rele!ant to #or$ site to im/ro!e en!ironmental sustainabilit) share alternati!e a//roaches as reBuired3

Initiative and enterprise To meet the industr) reBuirements +or this unit learners #ill be ex/ected to be able to7 identi+) im/ro!ements a//l) $no#ledge about resource use to organisational acti!ities and customer ser!ice and de!elo/ resource e++icienc) tools3

)lanning and organising To meet the industr) reBuirements +or this unit learners #ill be ex/ected to be able to7 im/lement change management s$ills identi+) the latest industr) en!ironmental sustainabilit) conce/ts and technologies3

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7elf-management To meet the industr) reBuirements +or this unit learners #ill be ex/ected to be able to7 relate to di++erent genders and /eo/le +rom a range o+ social cultural and ethnic bac$grounds and #ith a range o+ /h)sical and mental abilities3

*earning To meet the industr) reBuirements +or this unit learners #ill be ex/ected to be able to7 create tools to measure and monitor im/ro!ements and re/ort on outcomes to sta$eholders3

Technolog/ To meet the industr) reBuirements +or this unit learners #ill be ex/ected to be able to7 o/erate and shut do#n eBui/ment use so+t#are +or recording and +iling documentation +or measurement and im/ro!ement o+ resource usage and consum/tion3

)urpose of activities Tas5 4 Identif/ the current 2or5 practices of *etang Constructions This tas$ is in the Investigate to/ic3 "n this tas$ the learner needs to conduct an en!ironmental sustainabilit) audit to identi+) the current #or$ /ractices o+ Letang Constructions3 The learner #ill need to bro#se Letang ConstructionsE /rocedures and then com/lete the audit chec$list3 ,ctivit/ 4 Identif/ing relevant environmental regulations This acti!it) is in the Investigate to/ic3 "n this acti!it) the learner needs to identi+) the rele!ant en!ironmental regulations that Letang Constructions em/lo)ees need to +ollo#3 The learner #ill need to search the "nternet contact sta$eholders or rele!ant industr) organisations to com/lete the tas$3 ,ctivit/ 4 ,ssessing procedures This acti!it) is in the Investigate to/ic3 "n this acti!it) the learner needs to identi+) the correct /rocedure that relates to a building and construction /roblem and then assess the /rocedure to determine i+ it com/lies #ith rele!ant en!ironmental regulations3 ,ctivit/ 4 Gathering information on resource efficienc/ s/stems This acti!it) is in the Investigate to/ic3 "n this acti!it) the learner needs to gather in+ormation on en!ironmental resource e++icienc) s)stems and /rocedures that #ill hel/ Letang Constructions im/ro!e its /rocedures and o/erate more e++icientl)3 ,ctivit/ 4 6easuring and recording resource usage This acti!it) is in the Investigate to/ic3 "n this acti!it) the learner needs to conduct a resource usage audit +or Letang Constructions3 The audit reBuires the learner to re!ie# in!oices or statements +rom su//liers and determine the amount o+ resources used3

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,ctivit/ 4 ,nal/sing and recording purchasing strategies This acti!it) is in the Investigate to/ic3 "n this acti!it) the learner needs to re!ie# Letang ConstructionsE current /urchasing strategies3 The re!ie# reBuires the learner to identi+) current /urchasing strategies and then anal)se the current strateg) to determine i+ it could be im/ro!ed b) the inclusion o+ en!ironmentall) sustainable /urchasing /ractices3 ,ctivit/ 4 Identif/ing areas for improvement This acti!it) is in the Investigate to/ic3 "n this acti!it) the learner needs to anal)se Letang ConstructionsE current /rocedures to identi+) areas that could be im/ro!ed b) the inclusion o+ en!ironmentall) sustainable #or$ /ractices3 Tas5 4 7et improvement targets for *etang Constructions This tas$ is in the 7et to/ic3 "n this tas$ the learner needs to set im/ro!ement targets +or Letang ConstructionsE current #or$ /ractice b) com/leting a /reliminar) action /lan3 To com/lete the /reliminar) action /lan the learner #ill need to7 13 23 63 .etermine the best correcti!e action +or the area to be im/ro!ed3 "denti+) the ris$s and o//ortunities o+ this action3 .etermine a target +or this action3

,ctivit/ 4 Gathering information from emplo/ees This acti!it) is in the 7et to/ic3 "n this acti!it) the learner needs to gather in+ormation +rom Letang ConstructionsE em/lo)ees about a /ossible solution to a building and construction /roblem3 ,ctivit/ 4 :valuating alternative solutions This acti!it) is in the 7et to/ic3 "n this acti!it) the learner needs to e!aluate alternati!e solutions +or an en!ironmental sustainabilit) and energ) e++icienc) issue3 ,ctivit/ 4 7etting improvement targets This acti!it) is in the 7et to/ic3 "n this acti!it) the learner needs to set an im/ro!ement target +or an area that has been identi+ied as needing im/ro!ement3 Tas5 4 Implementing performance improvement strategies This tas$ is in the Implement to/ic3 "n this tas$ the learner needs to im/lement /er+ormance im/ro!ement strategies to achie!e the im/ro!ement targets set b) Letang Constructions3 The learner can do this b) de!elo/ing an im/lementation /lan3 To de!elo/ an im/lementation /lan the learner #ill need to7 13 23 63 "denti+) the best tool or techniBue to hel/ )ou achie!e )our im/ro!ement targets3 .e!elo/ a communication method to outline ho# the tool or techniBue #ill be used3 "denti+) the best costing strateg) to hel/ )ou achie!e )our im/ro!ement targets3

,ctivit/ 4 7ourcing tools and techniques to achieve targets This acti!it) is in the Implement to/ic3 "n this acti!it) the learner needs to source tools and techniBues that #ill hel/ Letang Constructions achie!e its im/ro!ement targets3

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,ctivit/ 4 ,ppl/ing continuous improvement strategies to /our 2or5 site This acti!it) is in the Implement to/ic3 "n this acti!it) the learner needs to a//l) a continuous im/ro!ement strateg) to a Letang Constructions /rocedure3 ,ctivit/ 4 Integrating improvement plans This acti!it) is in the Implement to/ic3 "n this acti!it) the learner needs to integrate an im/ro!ement /lan into Letang ConstructionsE o/erational acti!ities to ma$e its #or$ /ractices more en!ironmentall) sustainable3 ,ctivit/ 4 Gathering information This acti!it) is in the Implement to/ic3 "n this acti!it) the learner needs to see$ suggestions and ideas about en!ironmental and resource e++icienc) management to hel/ Letang Constructions im/ro!e en!ironmental /er+ormance in its #or$/lace3 ,ctivit/ 4 Implementing costing strategies This acti!it) is in the Implement to/ic3 "n this acti!it) the learner needs to im/lement a costing strateg) +or an im/ro!ement target to be im/lemented b) Letang Constructions3 Tas5 4 ;evelop a monitoring plan for *etang Constructions This tas$ is in the 6onitor to/ic3 "n this tas$ the learner needs to determine i+ the introduction o+ these ne# #or$ /ractices has im/ro!ed Letang ConstructionsE en!ironmental sustainabilit) /er+ormance3 The learner can do this b) com/leting a monitoring /lan3 To com/lete a monitoring /lan the learner #ill need to7 13 23 '!aluate outcomes +rom the im/ro!ed #or$ /ractices3 "denti+) o//ortunities to set ne# im/ro!ement targets3

,ctivit/ 4 'eporting and evaluating strategies This acti!it) is in the 6onitor to/ic3 "n this acti!it) the learner needs to e!aluate and re/ort on the outcomes o+ an im/ro!ement strateg)3 ,ctivit/ 4 Investigating and appl/ing ne2 targets. tools and strategies This acti!it) is in the 6onitor to/ic3 "n this acti!it) the learner needs to in!estigate and a//l) a ne# target tool or strateg) to an im/ro!ement target3

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Communication activities
Communication acti!ities can be +ound in the Tas5 summar/ section o+ each to/ic and throughout C)C787 --1, 4 Implement and monitor environmentall/ sustainable 2or5 practices3 These acti!ities are7 Investigate 7et .iscussion ,nal)sing and recording /urchasing strategies .iscussion "denti+)ing areas +or im/ro!ement .iscussion "denti+)ing current #or$ /ractice .iscussion Gathering in+ormation +rom em/lo)ees .iscussion '!aluating alternati!e solutions

.iscussion Setting im/ro!ement targets Implement .iscussion Gathering in+ormation .iscussion "m/lementing costing strategies

.iscussion "m/lementing /er+ormance im/ro!ement strategies 6onitor .iscussion 0e/orting outcomes and e!aluating strategies .iscussion .e!elo/ing a monitoring /lan

,ssessment suggestions Teachers ma) choose to use the tas$s from each topic as the basis o+ a #or$/lace assessment or the +inal 0TD(based assessment tas$ +or this unit3 0TD5s are res/onsible +or de!elo/ing the assessment criteria that under/ins the assessment o+ this unit3 Teachers ma) choose to use the 9no2ledge chec5 as the basis o+ a s$ill recognition /ath#a) +or learners #ith existing s$ills and $no#ledge in this unit3 Learners should be encouraged to re!ie# the 9no2ledge chec5 and consider this /ath#a) o/tion3 'elated resources 0elated resources can be +ound in the Letang Constructions intranet3

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Unit guide for &P&&+&'(,)* - .inimise waste on the building and construction site
This unit o+ com/etenc) s/eci+ies outcomes reBuired to su//ort sustainable building /ractices b) minimising #aste on the building and construction site3 The range o+ legislati!e and council /lanning reBuirements are addressed in addition to industr) best /ractice in relation to the management o+ b)(/roducts generated and remo!ed +rom demolition reno!ation and construction sites3 :mplo/abilit/ 75ills The +ollo#ing +acets o+ em/lo)abilit) s$ills are rele!ant to this unit3 Communication To meet the industr) reBuirements +or this unit learners #ill be ex/ected to be able to7 communicate in+ormation to the client see$ ad!ice identi+) and negotiate client reBuirements3

)roblem solving To meet the industr) reBuirements +or this unit learners #ill be ex/ected to be able to7 determine o/timum #aste minimisation /ractices a//l) ,ustralian standards and manu+acturer s/eci+ications3

*earning To meet the industr) reBuirements +or this unit learners #ill be ex/ected to be able to7 /roduce a #aste management strateg)3

)urpose of activities Tas5 4 )lan a 2aste management strateg/ for *etang Constructions This tas$ is in the )lan to/ic3 "n this tas$ the learner needs to /lan to minimise and manage #aste on the construction site3 The learner can do this b) com/leting a #aste minimisation /lan3 To com/lete the #aste minimisation /lan the learner #ill need to7 13 23 "denti+) legislati!e reBuirements +or managing and minimising building #aste3 Calculate the sa!ings generated +rom )our #aste reduction techniBues3

,ctivit/ 4 Identif/ing legislative requirements This acti!it) is in the )lan to/ic3 "n this acti!it) the learner needs to identi+) the legislati!e reBuirements +or #aste management on a building and construction site3 ,ctivit/ 4 Calculating the costs and savings of 2aste minimisation strategies This acti!it) is in the )lan to/ic3 "n this acti!it) the learner needs to calculate the costs and sa!ings o+ a #aste minimisation strateg) +or a building and construction /roblem3

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Tas5 4 ;evelop a green purchasing program for *etang Constructions This tas$ is in the 6anage to/ic3 "n this tas$ the learner needs de!elo/ a green /urchasing /rogram +or Letang Constructions3 The learner can do this b) com/leting a /urchasing /lan3 To com/lete the /urchasing /lan the learner #ill need to select a #aste minimisation strateg) +or each building material to be /urchased3 ,ctivit/ 4 :valuating building materials This acti!it) is in the 6anage to/ic3 "n this acti!it) the learner needs to e!aluate and identi+) high Bualit) and durable building materials +or a building and construction /roblem3 ,ctivit/ 4 ;eveloping green purchasing strategies This acti!it) is in the 6anage to/ic3 "n this acti!it) the learner needs to de!elo/ a green /urchasing strateg) that minimises /ac$aging #aste +or each building and construction /roblem3 Tas5 4 Complete a 2aste minimisation plan This tas$ is in the 6odif/ to/ic3 "n this tas$ the learner needs to /lan a #aste minimisation strateg) +or Letang Constructions3 The learner can do this b) com/leting a #aste minimisation /lan3 To com/lete the #aste minimisation /lan the learner #ill need to determine7 13 23 .econstruction /ractices to use to com/lete the reno!ation3 Strategies that #ill minimise building #aste dis/osed to land+ill3

,ctivit/ 4 ;etermining and using demolition practices This acti!it) is in the 6odif/ to/ic3 "n this acti!it) the learner needs to determine and use deconstruction /ractices to increase the reco!er) o+ building materials +or a building and construction /roblem3 ,ctivit/ 4 ,dopting 2aste minimisation strategies This acti!it) is in the 6odif/ to/ic3 "n this acti!it) the learner needs to determine the best #aste minimisation strateg) to reduce the amount o+ #aste entering the en!ironment or #aste dis/osed o+ to land+ill3 ,ctivit/ 4 )lanning the disposal of unavoidable 2aste This acti!it) is in the 6odif/ to/ic3 "n this acti!it) the learner needs to /lan the dis/osal o+ una!oidable #aste +or a building and construction /roblem3

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Communication activities
Communication acti!ities can be +ound in the Tas5 summar/ section o+ the to/ic3 These acti!ities are7 )lan .iscussion Planning a #aste management strateg) 6anage .iscussion .e!elo/ing a green /urchasing /rogram 6odif/ .iscussion Planning a #aste management strateg)

,ssessment suggestions Teachers ma) choose to use the tas$s from each topic as the basis o+ a #or$/lace assessment or the +inal 0TD(based assessment tas$ +or this unit3 0TD5s are res/onsible +or de!elo/ing the assessment criteria that under/ins the assessment o+ this unit3 Teachers ma) choose to use the 9no2ledge chec5 as the basis o+ a s$ill recognition /ath#a) +or learners #ith existing s$ills and $no#ledge in this unit3 Learners should be encouraged to re!ie# the 9no2ledge chec5 and consider this /ath#a) o/tion3 'elated resources 0elated resources can be +ound in the Letang Constructions intranet3

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