CPC30220 – Certificate III in Carpentry

COURSE DESCRIPTION

This qualification provides a trade outcome in carpentry, covering work in

residential and commercial applications.
Occupational titles may include:
• Carpenter
• Carpenter and joiner.
This is a trade qualification for carpenters in residential and commercial
workplaces. It includes setting out, manufacturing, constructing,

assembling, installing and repairing products made using timber and non-
timber materials.

Occupational titles may include:
• Carpenter – Commercial
• Carpenter – Formwork
• Carpenter – Residential
State and territory jurisdictions may have different licensing, legislative,
regulatory or certification requirements. Relevant state and territory
regulatory authorities should be consulted to confirm those requirements.
Completion of the general construction induction training program,
specified in the Safe Work Australia model Code of Practice: Construction
Work, is required by anyone carrying out construction work. Achievement
of CPCCWHS1001 Prepare to work safely in the construction industry
meets this requirement.

ENTRY REQUIREMENTS

Thirty-four (34) units including twenty (27) core units and seven (7)
elective units are required for the award of the CPC30220 Certificate III in
Carpentry.
The 34 units that must be completed include:
• 27 core units
• 7 elective units comprising of:
o a minimum of five units must be selected from Group A
o the remaining can be selected from Group A or Group B
o a maximum of two units can be selected from any group or
current training package, as long as it contributes to a valid,
industry-supported vocational outcome and maintains the AQF
level of this qualification.

Units have been selected in accordance with the packaging rules and are
relevant to the work outcome, local industry requirements and qualification
level.
The latest release of the qualification and packaging rules can be found at
the following link:
https://training.gov.au/Training/Details/CPC30220

LEARNER CHARACTERISTICS
AND TARGET GROUP

Target groups for the CPC30220 Certificate III in Carpentry are
international students who are:
• seeking to pursue or further a career in carpentry
• seeking to enter a new industry sector
• seeking a pathway to higher level qualifications.
Characteristics of the target group are as follows:
Students will be from a range of countries and may be living in Australia
for the first time or may have been here in the recent or more distant past.
Many will speak English as a second language, although an entry level
has been set to ensure students are able to complete course work.
Students are expected to typically fall into the age range of 18 – 35 as
people still establishing or changing careers.
Credit and/or RPL can be provided for those with existing skills and
knowledge allowing such students to complete the course in a shorter
timeframe.
It is noted that although we are required to offer RPL as per the Standards
for RTOs 2015, it would not be expected that international students would
pursue this pathway due to lack of relevant workplace experience and
existing skills and knowledge.

DELIVERY MODE

This program is delivered in the classroom. Practical face to face training

is provided in a workshop.

DELIVERY SITE

Classroom and workshop: 51 Brady St South Melbourne, VIC 3205

Australia.

COURSE DURATION

This qualification will be delivered over 104 weeks, including 80 weeks of
training and assessment spread over 8 terms of 10 weeks each and 24
weeks of holidays.

ENTRY REQUIREMENTS

Education Access Australia has the following entry requirements:
International students must:
• be at least 18 years of age and have completed Year 12 or
equivalent
• participate in a course entry interview to determine suitability for the
course and student needs

• have an IELTS* score of 6.0 (test results must be no more than 2
years old). English language competence can also be demonstrated
through documented evidence of any of the following:
o educated for 5 years in an English-speaking country; or
o successful completion of an English Placement Test at IELTS
level 6.0.
*Note that other English language tests such as PTE and TOEFL can be
accepted. Students are required to provide their results so that it can be
confirmed they are equivalent to IELTS 6.0.

PATHWAYS

Potential employment options are in carpentry roles in both residential and

commercial workplaces.
Students who complete this course may wish to continue their education
into a range of building and construction qualifications.

COURSE CREDIT

Students may apply for recognition of existing qualifications or skills,
knowledge, and experience (credit transfer or recognition of prior
learning). The granting of course credit may affect course fees as well as
the duration of the course.
This process is outlined in Education Access Australia’s Student
Enrolment and Completion Policy and Associated Procedures and
Training and Assessment Policy & Associated Procedures.

The industry consultation process assists by confirming that approach to delivery and assessment is
consistent, as well as resources used are consistent with industry expectations and current practices.
Industry experts have been consulted to input into the development of the course. Experts were
provided with the Training and Assessment Strategy, plus samples of the training and assessment
materials. Experts were also asked to comment on the industry skills required of trainers and
assessors.
Feedback from the consultation has been reviewed and incorporated into this Strategy. An Industry
Consultation Register also records outcomes and actions.

CONTINUOUS IMPROVEMENT APPROACHES

This Training and Assessment Strategy will be reviewed and updated in accordance with the
continuous improvement processes used by Education Access Australia as described in the Quality
Assurance Policy and Associated Procedures and Training and Assessment Policy and Associated
Procedures.

DELIVERY AND ASSESSMENT SUMMARY

The qualification is delivered over 104 weeks comprising of:
• eight (8) terms of 10 weeks each (80 weeks total)
• holiday breaks amounting to 24 weeks (as specified in the timetable).

DELIVERY AND ASSESSMENT DETAILS

Students are required to attend 20 hours of training and assessment per week.
Additional, unsupervised study is expected to be approximately 5 hours a week.
Training and assessment will also be completed in the workshop. Education Access Australia has a
contract with a workshop and books time in the workshop according to the number of students and
time required.
The training and assessment schedule shows the weeks during which training is delivered and
assessment conducted for each unit.

AMOUNT OF TRAINING AND VOLUME OF LEARNING

The total amount of training provided being structured classroom sessions and face to face training in
the workshop is 780 hours.
Time scheduled for assessment in class and in the workshop is 820 hours.
Additional study which is unsupervised and may include research for assessments and general
reading is expected to be on average 5 hours a week.
Total delivery and assessment hours therefore amount to 1,600 hours and the volume of learning (i.e.,
including additional, unsupervised study) is 2,000 hours.
A detailed breakdown is shown in the training and assessment schedule.
Education Access Australia has decided on the course duration and amount of training considering the
AQF Volume of Learning, which is typically 1 – 2 years and 1200 – 2400 hours. It is considered that
the duration and amount of training provided will allow students the opportunity to fully absorb the
required knowledge, as well as develop skills over time.
Where learners have prior skills and knowledge, they may apply for RPL or credit transfer, which will
reduce the course duration if granted.

DELIVERY ARRANGEMENTS

A face-to-face training and assessment mode is employed for this qualification and all training will take
place at Education Access Australia’s training facilities and in a workshop.

Students will be provided with learning and assessment materials that they will use to develop their
knowledge and understanding. All students will be provided with a range of learning support options
and resources to help them achieve competency.
Students can also be supported outside of face to face through e-mail and telephone contact with their
trainer. Students are provided with their trainer’s contact details at their orientation. Students are
encouraged to contact their trainer at any time and trainers will liaise with students regarding their
progress and provide advice as required, including any relevant course content and concepts, learning
opportunities, assessment requirements, feedback on assessments and any issues the student is
experiencing.
Education Access Australia uses a range of techniques during face-to-face delivery including trainer
presentations and demonstrations, individual tasks, case studies, research, role plays, practical
demonstrations, and group work. The context of the simulated workplace environment will be
incorporated into delivery methodologies and students will complete tasks to appropriate workplace
standards.
Delivery methodologies employ terminology, equipment, resources, materials, contexts, practices, and
activities associated with the workplace role.

SIMULATED ENVIRONMENT

The simulated training environment is created by using equipment, tools, technology, workplace
conditions, legislation, quality standards and approaches to work that match those currently employed
in the carpentry industry.
Students understanding of the workplace and its requirements will be developed throughout the
course.
The environment is created to suit the specific unit requirements and the trainer reinforces
understanding through relating to their own experience and using learning materials. Depending on
the unit content and context the classroom environment is adapted to recreate the simulated work
environment.
Appropriate simulated contexts and activities are incorporated into delivery and prepare students for
assessment. These align to the contexts and activities indicated in the units of competency.
During all sessions, sufficient time is allocated for students to perform the required tasks, practice their
skills, and reinforce their knowledge.
Regarding the simulated assessment environment, units within this qualification state that assessment
must be undertaken in the workplace or a close simulation reflecting workplace conditions and
standards, materials, equipment, activities, responsibilities, procedures, safety requirements and
environmental considerations.
The simulated assessment environment is therefore created by:
• Requiring that tasks are performed within industry standard timeframes.
• Ensuring that tasks are performed to industry safety requirements as relevant.
• Utilising authentic workplace documentation, plans, work instructions and specifications.
• Requiring students to work with others as part of a team.
• Requiring students to plan and prioritise competing work tasks.

Involving the use of standard, workplace equipment that is found in the industry sector that the
scenario is set.
• Ensuring that students are required to consider workplace constraints such as time and budgets.
• Providing access to appropriate and relevant tools, equipment and technology.
• Providing a realistic, professional workplace environment and role model professional
communication and behaviours consistent with current industry practice.
• Requiring the use of standard industry language and terminology.
• Utilising the workplace experience of trainers and assessors for role-play tasks.
• Ensuring that the simulated workplace is client focused.
• Ensuring that all teamwork is completed in a professional, team-oriented manner.

FACILITIES, EQUIPMENT AND RESOURCES

The following facilities, equipment and resources will be used to deliver and assess this qualification:
• Training rooms, including desks, chairs, whiteboard, and overhead projector.
• Computers with Microsoft Office and access to the Internet.
• Learning and assessment materials as outlined in this TAS.
• Facilities, equipment, and resources as indicated in the CPC30220 Workshop Checklist.
In addition, all students who are undertaking this qualification must have the following resources while
in class.
• A laptop or computer that is installed with Microsoft Office or similar.

TRAINING

TRAINING MATERIALS:
Education Access Australia uses training and assessment resources from RTO Works, specifically
their Building and Construction Works range, and has a complete set of training materials which
includes the following:
• User Guide: This provides important information relating to the delivery of quality training and
assessment.
• Trainer Guide: The Trainer Guide provides the trainer with training content, activities, delivery
resources, and links to videos, further reading and additional material to help guide delivery.
• Student Guide: The Student Guide provides students with learning content, activities and links to
videos, further reading and additional material to help develop knowledge and skills.
• PowerPoint presentation: Each Trainer and Student Guide are supported by a PowerPoint
presentation. The slides highlight key learning points.
• Trainer Guide Mapping: A Trainer Guide Mapping is included with each unit of competency. It
shows how the content of each Guide aligns to the unit of competency. A Trainer Guide Mapping
is found in the ‘Training’ folder for each unit.

ASSESSMENT

ASSESSMENT MATERIALS:

Assessment resources comprise of:
• User Guide: This provides important information relating to the delivery of quality training and
assessment.
• Assessor Marking Guide: The Assessor Marking Guide includes assessment tasks, checklists
and marking guidance. It also provides unit-specific advice on delivering assessment.
• Student Assessment Tasks: The Student Assessment Tasks include the tasks as well as
guidance about how to complete each assessment. Submission information and relevant forms
are also included. The Student Assessment Tasks can be found in the ‘Assessment’ folder for
each unit.
• Assessment Mapping: The Assessment Mapping is included as a separate document to show
how each assessment task maps to the unit of competency. There is an Assessment Mapping in
the ‘Mapping’ folder for each unit of competency.
• Supporting resources: Supporting resources include forms, templates and checklists that should
be used when preparing for and marking assessment tasks. There are relevant supporting
resources in the ‘Assessor Resources’ folder for each unit of competency and a list of the
supporting resources relevant to each assessment task in the Assessor Marking Guide.

ASSESSMENT ARRANGEMENTS

Assessment will occur through a variety of methods. Assessment conditions will also ensure a
simulated workplace environment where relevant
Assessment tasks:
• reflect real life work tasks
• are required to be performed within industry standard timeframes as specified by assessors in
relation to each task
• are assessed using assessment criteria that relate to the quality of work expected by the industry
• are performed to industry safety requirements as relevant
• utilise authentic workplace documentation
• require students to work with others as part of a team
• require students to plan and prioritise competing work tasks
• involve the use of standard, workplace equipment such as computers and software
• ensure that students are required to consider workplace constraints such as time and budgets.

PRINCIPLES OF ASSESSMENT AND RULES OF EVIDENCE

All assessment is conducted in accordance with the Principles of Assessment and the Rules of
Evidence.
The Principles of Assessment are:
• Validity
• Reliability
• Flexibility
• Fairness.
The Rules of Evidence are:
• Authenticity
• Currency
• Sufficiency
• Validity.
To ensure these principles and rules are followed, Education Access Australia:
• Requires students to submit assessment tasks with a signed Assessment Task Cover Sheet
stating that the work is their own, thus ensuring Authenticity.
• Uses assessment tools that ensure that all unit of competency requirements are met and using
various forms of evidence to inform assessment decisions, ensuring Validity and Sufficiency.
• Relies on evidence collected during the course to ensure currency.
• Ensures reliability by having clearly defined benchmarks and conducting regular validation of
assessment evidence and systems.
• Ensures flexibility by utilising a range of assessment methods and being able to make reasonable
adjustments if required.
• Ensures fairness through providing clear instructions to students in the Student Assessment
Tasks booklet and making reasonable adjustments as required. Students are required to sign a
Student Agreement regarding the assessment tasks for each assessment. Students may also
appeal an assessment decision by following the Complaints and Appeals Policy.

SUPPORT ARRANGEMENTS

Education Access Australia provides learning and welfare support to ensure a supported and
successful learning environment for all students.
Support arrangements are detailed in the Student Support Policy and Associated Procedures and
details of all student support services are included in the Student Handbook and provided to students
at orientation. Students’ course progress is monitored throughout the course as per our Course
Progress and Attendance Policy and Associated Procedures.