Student Pack

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Student Pack
What is the purpose of this document?
The Student Pack is the document you, the student, needs to complete to demonstrate competency. This
document includes the context and conditions of your assessment, the tasks to be completed by you and
an outline of the evidence to be gathered.
The information includes the following:
Information related to the unit of competency
Guidelines and instructions to complete each task and activity
A student evaluation form
Student Evaluation Form
These documents are designed after conducting thorough industry consultation. Students are encouraged
to evaluate this document and provide constructive feedback to their training organisation if they feel
that this document can be improved.
Link to other unit documents
The Student Pack is a document for students to complete to demonstrate their competency. This
document includes context and conditions of assessment, tasks to be administered to the student,
and an outline of the evidence to be gathered from the student.
The Unit Mapping is a document that contains information and comprehensive mapping with the
training package requirements.
The Unit Requirements is a document that contains information related to the unit of competency
for the Training Organisation staff and students.

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Student Pack
1. Student and trainer details

Student details
Full name:
Student ID:
Contact number:
Email address:
Trainer details
Full name:

2. Qualification and unit of competency

Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code: CPCCCA3024
Name: Install lining, panelling and moulding
Releases: 1.0
Release date: 27/Nov/2020

3. Assessment Submission Method

By hand to trainer/assessor By email to trainer/assessor
Online submission via Learning Management System (LMS)
Any other method _________________________________________________
(Please describe here)

4. Student declaration

I have read and understood the information in the Unit Requirements prior to commencing this
Student Pack
I certify that the work submitted for this assessment pack is my own. I have clearly referenced
any sources used in my submission. I understand that a false declaration is a form of
malpractice;
I have kept a copy of this Student Pack and all relevant notes, attachments, and reference
material that I used in the production of this Student Pack;
For the purposes of assessment, I give the trainer/assessor permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a plagiarism checking service (which may retain a copy of the assessment
on its database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________

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5. Assessment Plan

The student must be assessed as satisfactory in each of the following assessment methods in order to
demonstrate competence in a variety of ways.
Evidence number/
Task number
Assessment method/ Type of evidence/
Task name
Sufficient evidence
recorded/Outcome
Assessment task 1 Knowledge Test (KT) S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 2 Skills Test (ST) S / NS (First Attempt)
S / NS (Second Attempt)
Outcome C NYC Date assessed: Trainer signature:

6. Completion of the Assessment Plan

Your trainer is required to fill out the Assessment Plan Outcome records above, when:
You have completed and submitted all the requirements for the assessment tasks for this cluster
or unit of competency.
Your work has been reviewed and assessed by your trainer/assessor.
You have been assessed as either satisfactory or unsatisfactory for each assessment task within
the unit of competency.
You have been provided with relevant and detailed feedback.
Every assessment has a “Feedback to Student” section used to record the following information. Your
trainer/assessor must also ensure that all sections are filled in appropriately, such as:
Result of Assessment (satisfactory or unsatisfactory)
Student name, signature and date
Assessor name, signature and date
Relevant and detailed feedback

7. Unit Requirements

You, the student, must read and understand all of the information in the Unit Requirements before
completing the Student Pack. If you have any questions regarding the information, see your
trainer/assessor for further information and clarification.

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Pre-Assessment Checklist: Task 1 – Knowledge Test

The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
Make sure you have completed the necessary prior learning before attempting this assessment.
Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
Make sure you understand what evidence is required to be collected and how.
Make sure you know your rights and the Complaints and Appeal process.
Make sure you discuss any special needs or reasonable adjustments to be considered during the
assessment (refer to the Reasonable Adjustments Strategy Matrix – Appendix A and negotiate these
with your trainer/assessor).
Make sure that you have access to a computer and the internet (if you prefer to type the answers).
Make sure that you have all the required resources needed to complete this assessment task.
The due date of this assessment task is in accordance with your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate
circumstances must be provided together with your request for an extension to submit your
assessment work.
The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided
in Appendix A and attached relevant evidence as required and select the correct checkbox.
I do require reasonable adjustment
I do not require reasonable adjustment
Declaration (Student to complete)
I confirm that the purpose and procedure of this assessment task has been clearly explained to
me.
I confirm that I have been consulted about any special needs I might have in relation to the
assessment process.
I confirm that the criteria used for this assessment has been discussed with me, as have the
consequences and possible outcomes of this assessment.
I confirm I have accessed and understand the assessment information as provided in the Training
Organisation’s Student Handbook.
I confirm I have been given fair notice of the date, time, venue and/or other arrangements for
this assessment.
I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________

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Assessment method-based instructions and guidelines:
Knowledge Test

Assessment type
Written Questions
Instructions provided to the student:
Assessment task description:
This is the first (1) assessment task you must successfully complete to be deemed competent
in this unit of competency.
The Knowledge Test is comprised of eleven (11) written questions
You must respond to all questions and submit them to your Trainer/Assessor.
You must answer all questions to the required level, e.g. provide an answer within the
required word limit, to be deemed satisfactory in this task
You will receive your feedback within two (2) weeks, and you will be notified by your
Trainer/Assessor when your results are available.
Applicable conditions:
All knowledge tests are untimed and are conducted as open book assessment (this means
you can refer to your textbook during the test).
You must read and respond to all questions.
You may handwrite/use a computer to answer the questions.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
As you complete this assessment task, you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
The student may speak to their trainer/assessor if they have any difficulty in completing this
task and require reasonable adjustments.
For more information, please refer to the Training Organisation’s Student Handbook.
Location:
This assessment task may be completed in:
a classroom
learning management system (i.e. Moodle),
workplace,
or an independent learning environment.
Your trainer/assessor will provide you with further information regarding the location for
completing this assessment task.

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Instructions for answering the written questions:
Complete a written assessment consisting of a series of questions.
You will be required to answer all the questions correctly.
Do not start answering questions without understanding what is required. Read the questions
carefully and critically analyse them for a few seconds; this will help you to identify what
information is needed in the answer.
Your answers must demonstrate an understanding and application of the relevant concepts
and critical thinking.
Be concise, to the point and write answers within the word-limit given to each question. Do
not provide irrelevant information. Remember, quantity is not quality.
You must write your responses in your own words.
Use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups based on attributes such as gender, disability, culture, race,
religion, sexual preference or age. Gender-inclusive language should be used.
When you quote, paraphrase, summarise or copy information from other sources to write
your answers or research your work, always acknowledge the source.
Purpose of the assessment
This assessment task is designed to evaluate student’s knowledge essential to install lining,
panelling and moulding in a range of contexts and industry settings and knowledge regarding the
following:
Knowledge of the compliance requirements of the National Construction Code and Australian
Standards relating to all aspects of installing lining, panelling and moulding
Knowledge of the workplace quality policies and standards for installing lining, panelling and
moulding
Knowledge of the safety requirements for installing lining, panelling and moulding
Knowledge of the types of tools and equipment required for installing lining, panelling and
moulding, and their appropriate uses
Knowledge of the processes for lining of framed walling or battened surfaces to provide a
finished surface.
Knowledge of the applications of lining materials.
Knowledge of the preparation of surfaces for lining.
Knowledge of the mouldings, edging and joints.

 

Task instructions
This is an individual assessment.
To ensure your responses are satisfactory, consult a range of learning resources and other
information such as handouts, textbooks, learner resources etc.
To be assessed as Satisfactory in this assessment task, all questions must be answered
correctly.

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Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.

Q1: Answer the following questions:
1.1. What are Australian building standards? Write your answer in 30-50
words.
1.2. What are the requirements for compliance and conformance
according to National Construction Code (NCC)? Write your answer in 30-
50 words.
1.3. How can you differentiate between NCC and Australian standards?
Write your answer in 100-150 words.
1.4. Mention the Australian Standards relating to all aspects of installing
lining, panelling and moulding given in column 1 of the table below.

Aspects of installing lining, panelling and
moulding
Standards
Design and Installation of Sheet Roof and
Wall Cladding – Metal
Residential timber-framed construction
Wind Loads
Dead and Live Loads and Load Combinations
Satisfactory
response
Yes No

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Q2: What are the workplace quality policies and standards for installing lining,
panelling and moulding? Write your answer in 30- 100 words
Satisfactory
response
Yes No
Q3: Discuss the safety requirements used for installing lining/panelling in 50-
100 words.
Satisfactory
response

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Yes No
Q4: Explain the uses of different types of tools and equipment required for
installing lining, panelling and moulding (given in column 1 of the table).

Tools Uses (15-30 words each)
Power fastener driver
Circular saw:
Studs’ crimpers
string line
Magnetic spirit level
Steel rule
Satisfactory
response
Yes No

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Electric screw gun
Angle Trowel
Blister brush
Q5: Explain the following processes for the lining of framed walling or battened
surfaces to provide a finished surface in 100-200 words each:
junctions of surfaces, which may be at right angles or obtuse or
acute angles.
lining boards, which may be vertical, horizontal or raked.
all moulding applications where joining occurs at surface
intersections and involves change of levels and mouldings running
at a slope or rake.
Satisfactory
response
Yes No

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Q6: Explain the application of the lining materials given in column 1 of the
table.

Lining materials Application
Lining
Satisfactory
response
Yes No

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Panelling
Moulding
Nails
Screws
Adhesives
Gap fillers

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Q7: Explain the application of the lining materials to the different areas given
in column 1 of the table.

Areas Application (30-70 words each)
Floors
Walls
Ceilings
Windows
Door frames and
jambs
Satisfactory
response
Yes No

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Built-in cupboards
MDF and plywood
to Built-in robes
Apron lining to
fitments and stairs
Q8: Explain the application of lining and panelling sheet materials given in
column 1 of the table.

Materials Applications (Two applications each)
Lining boards
Veneer panelling
Plywood
Satisfactory
response
Yes No

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Hardboard
MDF Boards
(Medium density
fibre board)
Particle board
Q9: Explain the procedure for preparation of lining surface for the following
in 200-250 words.
fixing of battens to surface
trimming of frame members to line
fixing of additional noggings
packing of frame members
wedging of frame members
Satisfactory
response
Yes No

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Q10: Identify the types of moulding in column 1 and write there names in
column 2

Mage Name of the
moulding
Satisfactory
response
Yes No

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Q11: Explain the following types of edging commonly used in buildings in 50-
100 words each.
a) Architrave
b) Skirting
c) Raked moulds
Satisfactory
response
Yes No

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Q12: Explain the following types of joints in 50-100 words each.
Mitre joint
Scribed joint

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Assessment Results Sheet

 

Outcome
First attempt:

Outcome (make sure to tick the correct checkbox):
Satisfactory (S)
or Not Satisfactory (NS)
Date: _______(day)/ _______(month)/ _______(year)
Feedback:

Second attempt:

Outcome (please make sure to tick the correct checkbox):
Satisfactory (S)
or Not Satisfactory (NS)
Date: _______(day)/ _______(month)/ _______(year)
Feedback:

Student
Declaration
I declare that the answers I have provided are my own work. Where I
have accessed information from other sources, I have provided references
and/or links to my sources.
I have kept a copy of all relevant notes and reference material that I used
as part of my submission.
I have provided references for all sources where the information is not my
own. I understand the consequences of falsifying documentation and
plagiarism. I understand how the assessment is structured. I accept that
the work I submit may be subject to verification to establish that it is my
own.
I understand that if I disagree with the assessment outcome, I can appeal
the assessment process, and either re-submit additional evidence
undertake gap training and or have my submission re-assessed.
All appeal options have been explained to me.

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Student Signature
Date
Trainer/Assessor
Name
Trainer/Assessor
Declaration
I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission.
The assessment tasks were deemed current, sufficient, valid and reliable. I
declare that I have conducted a fair, valid, reliable, and flexible assessment.
I have provided feedback to the student.
Trainer/Assessor
Signature
Date
Office Use Only The outcome of this assessment has been entered into the Student
Management System
on _________________ (insert date)
by (insert Name) __________________________________

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Pre-Assessment Checklist: Task 2 – Skills Test

The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
Make sure you have completed the necessary prior learning before attempting this assessment.
Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
Make sure you understand what evidence is required to be collected and how.
Make sure you know your rights and the Complaints and Appeal process.
Make sure you discuss any special needs or reasonable adjustments to be considered during the
assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your
trainer/assessor).
Make sure that you have access to a computer and the internet (if you prefer to type the answers).
Make sure that you have all the required resources needed to complete this Assessment Task
(AT).
The due date of this assessment task is in accordance with your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate
circumstances must be provided together with your request for an extension to submit your
assessment work.
The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided
in Appendix A and attached relevant evidence as required and select the correct checkbox.
I do require reasonable adjustment
I do not require reasonable adjustment
Declaration (Student to complete)
I confirm that the purpose and procedures of this assessment task has been clearly explained to
me.
I confirm that I have been consulted about any special needs I might have in relation to the
assessment process.
I confirm that the criteria used for this assessment has been discussed with me, as have the
consequences and possible outcomes of this assessment.
I confirm I have accessed and understand the assessment information as provided in the Training
Organisation’s Student Handbook.
I confirm I have been given fair notice of the date, time, venue and/or other arrangements for
this assessment.
I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________

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Assessment method-based instructions and guidelines:
Skills Test

Assessment type
Skills Test – Install lining, panelling and moulding
Instructions provided to the student:
Assessment task description:
This is the second (2) assessment task you must successfully complete to be deemed
competent in this unit of competency.
This assessment task is a Skills Test.
This assessment task consists of eight (8) practical demonstration activities.
Activity 1: Safe Work Procedures (SWPs) Sign-Off
Activity 2: Job Hazard Analysis (JHA)
Activity 3: Records of Tool-Box Talk (TBT)
Activity 4: Plan and prepare for the installation of install lining and panelling.
Activity 5: Prepare the surface for lining/panelling
Activity 6: Install lining/panelling
Activity 7: Cut and fix profiled architrave mouldings
Activity 8: Conduct housekeeping activities
You will receive your feedback within two (2) weeks, and you will be notified by your
trainer/assessor when your results are available.
You must attempt all activities of the project for your trainer/assessor to assess your
competence in this assessment task.
Applicable conditions:
This skill test is untimed and is conducted as an open book assessment (this means you are
able to refer to your textbook or other learner materials during the test).
You will be assessed independently on this assessment task.
No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
As you complete this assessment task, you are predominately demonstrating your skills,
techniques and knowledge to your trainer/assessor.
Your trainer/assessor may ask you relevant questions during this assessment task
Resubmissions and reattempts:
Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
The student may speak to their trainer/assessor if they have any difficulty in completing this
task and require reasonable adjustments.
For more information, please refer to the Training Organisation’s Student Handbook.
Location:
This assessment task may be completed in:
a classroom
learning management system (i.e. Moodle),

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workplace,
or an independent learning environment.
Your Trainer/Assessor will provide you with further information regarding the location for
completing this assessment task.
Purpose of the assessment
The purpose of this assessment task is to assess the student’s knowledge and skills essential to
install lining, panelling and moulding in a range of contexts and industry settings.
Skill to plan all work to comply with laws and regulations, the National Construction Code
(NCC), Australian Standards, work health and safety (WHS) and environmental
requirements, manufacturers’ specifications, workplace requirements, drawings and
specifications.
Skill to choose tools and equipment, make sure they’re serviceable, and report any problems.
Personal protection equipment (PPE) should be selected and used as needed at each stage
of the task.
Skill to inspect the worksite, find services, assess hazards, and implement risk measures,
such as signage and barricades.
Skill to choose the items needed for the job, calculate quantities, handle them properly, and
prepare and place them in a ready-to-use position.
Skill to select fixing procedures for lining materials.
Skill to create a balanced panel or board effect in terms of width and height by laying out
the surface.
Skill to cut lining materials to length and/or shape, fit, and position after marking them.
Skill to secure and fix panelling and lining.
Skill to install the panelling/lining in plumb, level, and consistent plane.
Skill to cut standard architraves to length, position, and fit standard architraves for edging.
Skill to cut skirtings to length, location, and fit after marking them.
Skill to mark mitre joints, cut to length, place, and fit flush to face with no gaps.
Skill to cut to length, position, and fit scribed joints.
Skill to cut the scotia return end to the required lengths and profile.
Skill to mark the length of typical pelmet moulding and cut, fit, assemble and install mitres
true and without gaps.
Skill to set out raked moulding to position and shape mould to pattern for each position
Skill to perform clean up following all legal and workplace safety, waste disposal, and
materials handling standards.
Skill to examine, maintain, and store tools and equipment, as well as report any problems.

 

Task instructions
This is an individual assessment.
This assessment task requires the student to prepare, set out and install lining and panelling
to masonry and timber and/or metal framed walls.
The student is required to complete the following eight (8) activities in this assessment task:
o Activity 1: Safe Work Procedures (SWPs) Sign-Off
o Activity 2: Job Hazard Analysis (JHA)
o Activity 3: Records of Tool-Box Talk (TBT)
o Activity 4: Plan and prepare for the installation of install lining and panelling.
o Activity 5: Prepare the surface for lining/panelling
o Activity 6: Install lining/panelling
o Activity 7: Cut and fix profiled architrave mouldings
o Activity 8: Conduct housekeeping activities

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The trainer/assessor (Supervisor) will induct you to the worksite.
You will be required to complete all parts of this assessment task.
The student must comply with the written and verbal reporting requirements and procedures.
The student must wear appropriate PPE clothing when performing this task.
The student must comply with SWMS and JSA conducted in Activity 1 and Activity 2.
The trainer/assessor will provide the details regarding the timeframe to prepare, set out and
install lining and panelling.
The student must carefully analyse the documents provided before preparing, setting out
and installing lining and panelling.
The student must follow the instructions of the trainer/assessor (Supervisor).
The trainer/assessor must assess the performance of the student as per the performance
checklist provided and verbal questioning.

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Assessment Task 2 – Skills Test
Skills Test:
This assessment task requires the student to install lining, panelling and moulding. To do so, you will be
required to complete the following activities:
Activity 1: Safe Work Procedures (SWPs) Sign-Off
Activity 2: Job Hazard Analysis (JHA)
Activity 3: Records of Tool-Box Talk (TBT)
Activity 4: Plan and prepare for the installation of install lining and panelling.
Activity 5: Prepare the surface for lining/panelling
Activity 6: Install lining/panelling
Activity 7: Cut and fix profiled architrave mouldings
Activity 8: Conduct housekeeping activities
Workplace scenario and job specifications:
You are working as a carpenter in a construction company. You have received a project to install lining,
panelling and moulding. The following are the job specifications of the client related to the installation of
lining, panelling and moulding:
lining a continuous wall that includes one opening with lining boards to a minimum of 3.0 meters
by 2.4 meters
lining a continuous wall that includes one opening with sheet panelling to a minimum of 3.0 metres
by 2.4 meters
fitting profiled architraves to a minimum of one door or one window or a combination of both, with
specified margins and tight-fitting mitre joints
cutting and fixing a profiled skirting with a minimum of one internal scribed joint and one external
mitre joint with tight-fitting joints
scribing and mitring a Scotia, quad and colonial architrave with a minimum of one internal joint
and one external mitre joint with tight-fitting joints
constructing a raking mould using either an internal scribed or external mitre joint with tightfitting joints
Workplace requirements
The trainer/assessor or training organisation is required to provide a workplace or a close simulation of
the workplace environment to replicate construction workplace conditions and standards, materials,
activities, responsibilities, procedures, safety requirements and environmental considerations to each
student.
The training organisation will take you to the location of the construction worksite.

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Further, the training organisation must ensure the construction site must meet the requirements given
in the table below.

The training organisation must ensure that the construction site provides the
opportunity to the student to install the lining, panelling and moulding to the following
specifications:
lining a continuous wall that includes one opening with lining boards to a
minimum of 3.0 meters by 2.4 meters
lining a continuous wall that includes one opening with sheet panelling to a
minimum of 3.0 metres by 2.4 meters
fitting profiled architraves to a minimum of one door or one window or a
combination of both, with specified margins and tight-fitting mitre joints
cutting and fixing a profiled skirting with a minimum of one internal scribed
joint and one external mitre joint with tight-fitting joints
scribing and mitring a Scotia, quad and colonial architrave with a minimum of
one internal joint and one external mitre joint with tight-fitting joints
constructing a raking mould using either an internal scribed or external mitre
joint with tight-fitting joints
Arrangements are in place for the lining, panelling and moulding to the following
specifications.
Access to the equipment and materials specified in the assessment task.
The site and its surroundings are accessible and clear of hazards, so far as reasonably
practicable.
The site must have realistic workplace conditions and standards, materials, activities,
responsibilities, procedures, safety requirements and environmental considerations.
An experienced employee is available to provide adequate guidance and supervision
to less experienced employees.
The students understand the specific SWMS.
The students have the clothing and footwear required. The clothing and footwear are
in good condition and suitable for the task.
Appropriate supervision has been arranged to ensure adherence to the SWMS.

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Instructions for the trainer/assessor:
At the construction worksite, the student will prepare, set out and install lining and panelling to masonry
and timber and/or metal-framed walls based on the job specifications.
You must carefully analyse the information given in the ‘drawings and specifications’ before initiating the
work.
The trainer will supervise/observe the work by standing near the working location. The student will be
required to bring all necessary PPE’s required to complete this activity.
Tool and equipment required to install lining, panelling and moulding:
Air compressors and hoses
Bevels
Chisels coping saws
Corking guns
Cramps
Hammers
Hand planes
Hand saws
Marking equipment
Measuring tapes and rules
Moulding planes
Nail guns
Power drills
Power leads
Power planers
Power saws
Rebate planes
Routers
Saw stools
Spirit levels
Squares (combination/tri)
Straight edges
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String lines hammers
Hand saws
Levelling equipment
Marking equipment
Measuring tapes and rules
Nail guns
Power drills
Power saws
Power screwdrivers
Saw stools
Scaffolding
Spirit levels
Squares (combination/tri)
String lines
Material required to install lining, panelling and moulding.
Wooden plasterboard
Chamfer boards
Fibre cement sheet panels, sheets and planks
Metal panelling
Nails and screws
Patented metal fasteners, clips and joiners
Primer
Reconstituted timber products
Tempered hardboard strips
Timber weatherboards.
Tongue and grooved timber boards
Vinyl weatherboards and cladding.
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Roles and responsibilities (Student):
You will be evaluated for your skills to plan and schedule tasks, follow instructions, participate in toolbox meetings and contribute to workplace responsibilities. You will be required to use communication
skills to interpret and follow plans and specifications.
As part of your job role, you have the following job responsibilities:
Plan all work to comply with laws and regulations, the National Construction Code (NCC),
Australian Standards, work health and safety (WHS) and environmental requirements,
manufacturers’ specifications, workplace requirements, drawings and specifications.
Choose tools and equipment, make sure they’re serviceable, and report any problems.
Personal protection equipment (PPE) should be selected and used as needed at each stage of the
task.
Inspect the worksite, find services, assess hazards, and implement risk measures, such as signage
and barricades.
Choose the items needed for the job, calculate quantities, handle them properly, and prepare and
place them in a ready-to-use position.
Select fixing procedures for lining materials.
Create a balanced panel or board effect in terms of width and height by laying out the surface.
Cut lining materials to length and/or shape, fit, and position after marking them.
Secure and fix panelling and lining.
Install the panelling/lining in plumb, level, and consistent plane.
Cut standard architraves to length, position, and fit standard architraves for edging.
Cut skirtings to length, location, and fit after marking them.
Mark mitre joints, cut to length, place, and fit flush to face with no gaps.
Cut to length, position, and fit scribed joints.
Cut the scotia return end to the required lengths and profile.
Mark the length of typical pelmet moulding and cut, fit, assemble and install mitres true and
without gaps.
Set out raked moulding to position and shape mould to pattern for each position
Perform clean up following all legal and workplace safety, waste disposal, and materials handling
standards.
Examine, maintain, and store tools and equipment, as well as report any problems.
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Roles and responsibilities (Supervisor):
The Supervisor must:
Ensure that the student is clear about the job specifications.
Ensure that the student understands and sign-off the SWMS for high-risk construction work.
Assign a Supervisor or supervise the student performing each activity.
Observe the student performing each activity and assess them against the observation checklist
provided after each activity.

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Task:
This assessment task requires the student to prepare, set out and install lining and panelling to masonry
and timber and/or metal-framed walls.
To do so, you must successfully complete the following activities:
Activity 1: Safe Work Procedures (SWPs) Sign-Off
Activity 2: Job Hazard Analysis (JHA)
Activity 3: Records of Tool-Box Talk (TBT)
Activity 4: Plan and prepare for the installation of install lining and panelling.
Activity 5: Prepare the surface for lining/panelling
Activity 6: Install lining/panelling
Activity 7: Cut and fix profiled architrave mouldings
Activity 8: Conduct housekeeping activities
When carrying out the activities mentioned above, you must follow the instructions provided by your
trainer/assessor (Supervisor).

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Activity 1: Safe Work Procedures (SWPs) Sign-Off
Students are to check the tools and equipment, review the physical worksite, attend a tool-box meeting,
review the SWPs and complete and sign-off the SWPs form given as Appendix C. The trainer/assessor
must advise students of the practical worksite review and tool-box meeting timing and provide students
time to fill out the SWPs in the classroom after you complete the work site review and tool-box meeting.
Students may choose to take the SWPs with them while reviewing the worksite. Once students have
reviewed all relevant information, they are to sign off the SWPs form to confirm their understanding.
Note:
The SWPs are provided as Appendix C to this assessment.
The student must review the SWPs and complete and sign-off the SWPs form.
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Performance Criteria/Performance Checklist: Activity 1

This task must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this
assessment task, the participant needs to
demonstrate competency in the following
critical aspects of evidence
S N/S Trainer/Assessor to complete
(Comment and feedback to students)
a) Student checked the tools and
equipment and identified any faults, if
any.
b) Reviewed the physical worksite and
reviewed the SWPs.
c) Completed and signed-off the SWPs after
reviewing the worksite.

 

The student’s performance was: Not satisfactory
Satisfactory
Feedback to student:
Student signature
Observer signature

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Activity 2: Job Hazard Analysis (JHA)
To perform this activity, the trainer/assessor shall show the required tools and equipment and the work
location to each student so that they are able to identify potential hazards and consider adequate control
measures.
The purpose of conducting Job Hazard Analysis (JHA) is to inspect work site, locate services, assess
hazards and apply risk controls, including required signage and barricades.
The trainer/assessor must ensure that prior to commencing Activity 4-7, the hazards and faults have
been built into the assessment activities. The fault will be rectified in Activity 4; however, they need to
be set up for planning and review purposes.
Students are to review the physical worksite and tools and equipment, attend a tool-box meeting, review
the instructions manual and complete the Job Hazard Analysis (JHA) form/checklist on the following page.
The student must place a “√” in the checkbox if the hazard listed is relevant and leave it blank/empty if
it is not relevant. If the student identifies any hazards not on the checklist, they must add them to one
of the blank spaces available in the checklist. Students must write up the control measures they think
should be implemented. If the students think there are no control measures required, they must write
“not applicable” in the form as any blank boxes will be marked as unsatisfactory.
The trainer/assessor will advise students of the timing of the practical worksite review and tool-box
meeting.
The trainer/assessor must provide time for students to fill out the JHA form in the classroom after they
complete the work site review and tool-box meeting. Alternatively, students may choose to keep their
assessment package with them while you escort them through the work site review.
Note:
The Job Hazard Analysis (JHA) is provided as Appendix D to this assessment.
Assessors are to show students the work site so that they can identify potential hazards and
consider control measures.
The student must identify potential hazards and consider adequate control measures and complete
Job Hazard Analysis (JHA) provided as Appendix D to this assessment.

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Performance Criteria/Performance Checklist: Activity 2

This task must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this
assessment task, the participant needs to
demonstrate competency in the following
critical aspects of evidence
S N/S Trainer/Assessor to complete
(Comment and feedback to students)
a) Inspected required tools and equipment
and the work location.
b) Inspected work site, located services,
assessed hazards and applied risk
controls, including required signage and
barricades.
Physical site review was
conducted.
Located services.
Potential hazards identified took
general and work task hazards
into consideration.
Control measures had the ability
to address the potential hazards.
c) Completed the JSA form after the work
site review and tool-box meeting.

 

The student’s performance was: Not satisfactory
Satisfactory
Feedback to student:
Student signature
Observer signature

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Activity 3: Record of Tool-Box Meeting
The trainer/assessor, acting as the worksite supervisor, will run a toolbox meeting for students. The
students are to listen carefully to the information provided and then fill out the “Record Toolbox Meeting”
form below. The student must place a “√” against each item they think the supervisor has covered. The
student must place an “X” against any item that is not covered. If the supervisor (trainer) discusses an
item that is not included on the form, the student must add a comment in the “Comment/Discussion”
section at the bottom of the form to briefly identified what was discussed.
If the student thinks there were no additional items discussed, be sure to write “not applicable” in the
form as any blank boxes will be marked as unsatisfactory.
The student will be given time to fill out the “Record Toolbox Meeting” in the classroom after they
complete the toolbox meeting. Students are allowed to take the “Record Toolbox Meeting” form with
them to the tool-box meeting.
At the conclusion of the meeting, the trainer/assessor will ask each student to repeat or paraphrase one
item from the list of items. The student will need to respond verbally by summarising their understanding
of what was said about that specific item. This also provides the opportunity for the student to
demonstrate their verbal communication with the rest of the group.
The trainer/assessor will make a note on the assessment record of which question each student was
asked to paraphrase, in addition to comparing the student’s response to the exemplar answer contained
in the assessor guide.

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Exemplar responses

The trainer/assessor must run the tool-box meeting using the script attached at Appendix E
this Assessor Guide

Assessment 2 Activity 3 – RECORD TOOL-BOX MEETING
Date: Students must insert
the date that the meeting
occurred.
Name of supervisor running the meeting: Students must insert the
name of the supervisor (Trainer/Assessor) who presented the meeting
script
Items Discussed Please √ or X
1. Daily Work requirements
2. Project-specific details & site safety
3. Safety hazards & control strategies
4. Mobile phones & safety
5. PPE/water /fatigue
6. Weather conditions and impact on job
7. Fitness for work/alcohol/drugs /fatigue/illness
8. Worker conduct and behaviour
9. Incident & accident reporting
10.Risk assessments
11.Emergency procedures to be followed in case of
fire/accident/emergency
12.Breaks/conveniences/medical facility/first aid personnel
13.Select, and check for faults, equipment and/or attachments for work
activities

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14.Housekeeping activities
TOOL-BOX SIGN OFF
Student Signature

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Performance Criteria/Performance Checklist: Activity 3

This task must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this
assessment task, the participant needs to
demonstrate competency in the following
critical aspects of evidence
S N/S Trainer/Assessor to complete
(Comment and feedback to students)
a) Student was attentive during the tool
box meeting.
b) Added a comment in the “Comment /
Discussion” section at the bottom of the
form to briefly identify what was
discussed.
c) Correctly answered the questions asked
by the trainer/assessor.
d) Responded verbally by summarising
their understanding of what was said
about that specific item.

 

The student’s performance was: Not satisfactory
Satisfactory
Feedback to student:
Student signature
Observer signature

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Activity 4: Plan and prepare for the installation of install lining and panelling.
This activity requires you to plan and prepare to work safely to install lining and panelling.
This activity must be completed in accordance with the outcomes of Activity 1-Activity 3.
To complete this activity, you must complete the steps given in the ‘Checklist 1’ provided and complete
the template associated with it.
While completing each step, you must place a tick mark against each step given in the checklist once
completed.
Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist
after ensuring each step is completed.

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Checklist 1: Plan and prepare for the installation of lining and panelling

Steps Tick mark, when
completed
Obtain work instructions. Document the work instructions using Template 1.
Clarify the work instructions and operational details with the trainer/assessor
(Supervisor).
Use ‘Template 1’ to document the work instructions and operational details.
Plan the sequence of work for the installation of lining and panelling and document
using Template 1.
Further document the key requirements to be followed when installing lining and
panelling and document using Template 1.
WHS laws and regulations to be followed.
Australian standards for the following:
o Installation of lining and panelling.
o Selection of lining and panelling material
Performance requirement according to National Construction Code (NCC).
Environmental requirements according to site environmental plan.
Manufacturer specifications.
Select personal protective equipment (PPE) as required for each stage of the task
and document using Template 1.
Select plant, tools and equipment to carry out tasks and document the selected
plant, tools and equipment using Template 1.
Ensure they are consistent with the requirements of the job.
Check plant, tools and equipment for serviceability, and report any faults.
Complete Template 1.
Document signage and barricade requirements identified during the JSA (Activity
2).
Use ‘Template 1’ to document signage and barricade requirements.
Implement signage and barricade requirements.
Identify materials appropriate to the work operation. Ensure the materials are
selected based on the following:
Job specifications

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Fitness for purpose
Requirements of Australian standard (AS 4440)
Complete Template 1.
Follow the procedure below:
Step 1: Determine the overall size of the surface is lined.
Step 2: Determine the size of the sheet lining to be used.
Step 3: Determine the direction of sheet lining.
Step 4: Calculate the quantity of batten material where required.
Step 5: Calculate the total surface area (m2) of the wall to be lined.
Step 6: Calculate the area (m2) of openings in the wall.
Step 7: Determine by calculation the actual area of the surface to be
covered by the lining. Calculate the surface area (m2) or coverage of one
sheet of the lining.
Step 8: Using the results from steps 6 & 7, determine the number of sheets
required.
Step 9: Determine the cost per sheet of lining and calculate the total cost
of lining required to line the nominated surface
Calculate material quantity requirements. Ensure the calculations are in
accordance with the:
Site plans and specifications
Quality requirements.
Complete Template 1.
Handle material safely and prepare and position ready for use.
Further, document the following using Template 1.
Position of material on site
Safe material handling procedures followed.
Sign off:

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Date:

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Template 1: Plan and prepare for the installation of install lining and panelling

Plan and prepare for the installation of lining and panelling
Client Name: Student to fill
Address: Student to fill
Phone Number: Student to fill
Date(dd/mm/yyyy) Student to fill
Worker name:
Job Details:
Plan and prepare for the installation of lining and panelling
Worker signature:

 

Work instructions
and operational
details
Sequence of work

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WHS laws and
regulations to be
followed.
Australian
standards
Signage and
barricade
requirements
NCC performance
requirements

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Environmental
requirements
Personal protective equipment (PPE) for different stages of the task (As per planned
sequence)
Stages of work PPE required

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Tools and equipment selected
Tools and equipment Checked for serviceability Any faults (if any)
Faults reported to:

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Signage and
barricade
requirements.
Material quantity requirements
Step 1: Determine the overall size of the surface to be lined.
Step 2: Determine the size of the sheet lining to be used.
Step 3: Determine the direction of sheet lining.
Step 4: Calculate the quantity of batten material where required.
Step 5: Calculate the total surface area (m2) of the wall to be lined.
Step 6: Calculate the area (m2) of openings in the wall.
Step 7: Determine by calculation the actual area of the surface to be covered by the
lining. Calculate the surface area (m2) or coverage of one sheet of the lining.
Step 8: Using the results from steps 6 & 7, determine the number of sheets required.
Step 9: Determine the cost per sheet of lining and calculate the total cost of lining
required to line the nominated surface
Materials Quantity

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Position of material on site:
Safe material handling procedures followed:
Sign off:

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Date:

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Performance Criteria/Performance Checklist: Activity 4

This task must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this
assessment task, the participant needs to
demonstrate competency in the following
critical aspects of evidence
S N/S Trainer/Assessor to complete
(Comment and feedback to students)
a) Obtain work instructions and clarified the
work instructions and operational
details.
b) Plan the sequence of work for the
installation of lining and panelling in
accordance with the following
requirements:
WHS laws and regulations to be
followed.
Australian standards for the
following:
o Installation of lining and
panelling.
o Selection of lining and
panelling material
Performance requirement according
to National Construction Code (NCC).
Environmental requirements
according to site environmental plan.
Manufacturer specifications.
c) Selected personal protective equipment
(PPE) as required for each stage of the
task.
d) Checked plant, tools and equipment for
serviceability, and report any faults.
e) Documented signage and barricade
requirements identified during the JSA.
f) Implemented signage and barricade
requirements.

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g) Selected materials based on the
following:
Job specifications
Fitness for purpose
h) Calculated material quantity
requirements for lining in accordance
with the following:
Site plans and specifications
Quality requirements.
Followed the procedure below:
Step 1: Determine the overall size of
the surface is lined.
Step 2: Determine the size of the
sheet lining to be used.
Step 3: Determine the direction of
sheet lining.
Step 4: Calculate the quantity of
batten material where required.
Step 5: Calculate the total surface
area (m2) of the wall to be lined.
Step 6: Calculate the area (m2) of
openings in the wall.
Step 7: Determine by calculation the
actual area of the surface to be
covered by the lining. Calculate the
surface area (m2) or coverage of one
sheet of the lining.
Step 8: Using the results from steps
6 & 7, determine the number of
sheets required.
Step 9: Determine the cost per sheet
of lining and calculate the total cost
of lining required to line the
nominated surface
i) Handled material safely and prepared
and positioned ready for use.

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Student Pack

The student’s performance was: Not satisfactory
Satisfactory
Feedback to student:
Student signature
Observer signature

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Activity 5: Prepare the surface for lining/panelling
This activity requires you to prepare the surface for lining/panelling. The work must be completed as per
the site plans and specifications.
To complete this activity, you are required to complete the steps given in the ‘Checklist 2’ provided and
follow the safety (OHS requirements).
While completing each step, you must place a tick mark against each step given in the checklist once
completed.
Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist
after ensuring each step is completed.

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Checklist 2: Prepare the surface for lining/panelling

Steps Tick mark, when
completed
Step 1: Select fixing procedures for lining materials and document them using
Template 2.
Instructions:
Ensure they are in accordance with drawings and specifications
Mark out the starting line
Install top track
Install bottom track
Install starter stud and intermediate studs
Install bracing
Step 2: Set out surface to provide a balanced panel or board effect to width
and height.
Instructions:
1. Determine the area and configuration of the board be mounted.
The sequence of horizontal board installation
Install panels, so the panel joints do not line up with the edge of the
frame
Stagger joints between layers and on opposite sides of partitions by
using multi-layered boards
2. Securing of board
Ensure that the method of securing the board to the vertical stud does
not cause the flange to tilt.
Both screws in the butt joint must be spaced
3. Sequence of screwing the board onto the vertical stud.
Apply the screws from the top and bottom runners’ legs to the vertical
studs for the panel’s connection
Further, document the procedure you followed to set out the surface using
Template 2.

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Sign off:
Date:

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Template 2: Prepare the surface for lining/panelling

Prepare the surface for lining/panelling
Client Name: Student to fill
Address: Student to fill
Phone Number: Student to fill
Date(dd/mm/yyyy) Student to fill
Worker name:
Job Details:
Prepare the surface for lining/panelling
Worker signature:
Fixing procedures for lining materials (50-100 words)
Procedure followed to set out the surface (50-100 words)

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Sign off:
Date:

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Student Pack
Performance Criteria/Performance Checklist: Activity 5

This task must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this
assessment task, the participant needs to
demonstrate competency in the following
critical aspects of evidence
S N/S Trainer/Assessor to complete
(Comment and feedback to students)
a) Selected fixing procedures for lining
materials.
Ensured they are in accordance with
drawings and specifications.
Marked out the starting line.
Installed top track.
Installed bottom track.
Installed starter stud and
intermediate studs.
Installed bracing.
b) Set out surface to provide a balanced
panel or board effect to width and height.
Determined the area and
configuration of the board be
mounted.
Secured the boards.
Sequenced the screwing the board
onto the vertical stud.

 

The student’s performance was: Not satisfactory
Satisfactory
Feedback to student:

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Student Pack

Student signature
Observer signature

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Student Pack
Activity 6: Install lining/panelling
This activity requires you to install lining/panelling. The work must be completed as per the site plans
and job specifications.
To complete this activity, you are required to complete the steps given in the ‘Checklist 3’ provided and
follow the safety (OHS requirements).
While completing each step, you must place a tick mark against each step given in the checklist once
completed.
Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist
after ensuring each step is completed

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Checklist 3: Install lining/panelling

Steps Tick mark, when
completed
Step 1: Mark lining materials and cut to length and/or shape, fit and
position.
Instructions:
Ensure that Solid wood lining boards is according to architectural
requirement’s and installed at the correct angle
All Australian standards and regulations followed while using the
power tools
Further, document the following details using Template 3:
Lining materials used.
Measurements of the lining material
Procedures followed to:
o Mark lining material
o Perform cutting of lining material
o Fitting and positioning of the lining material
Step 2: Secure and fix panelling/lining
Instructions:
The first step in installing panelling is to take out all of the wall
plates, sockets, and nails. Remove any crown moulding,
baseboards, and trim that you want to reuse gently.
Install sheet panelling properly
Use levelling instrument to mark the straight line for plastering
Trimming of each panel
Locate the studs with a stud finder and nail them into them to
protect your panel.
Further, document the following details using Template 3:
Procedures followed to:
o Secure panelling/lining

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o Fixing panelling/lining

 

Step 3: Install panelling/lining to plumb, level and uniform plane.
Instructions:
Using proper levelling instrument such as sprit level, storey rod
level, the surface properly
Fixing of battens to the surface
Trimming of frame members to the line
Fixing of additional noggins
Further, document the following details using Template 3:
Equipment used to install panelling/lining to plumb, level and
uniform plane.
Procedures followed to panelling/lining to plumb, level and uniform
plane.
Sign off:
Date:

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Template 3: Install lining/panelling

Install lining/panelling
Client Name: Student to fill
Address: Student to fill
Phone Number: Student to fill
Date(dd/mm/yyyy) Student to fill
Worker name:
Job Details:
Install lining/panelling
Worker signature:
Lining materials used
Measurements of the total lining

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Procedures followed to:
Mark lining material
Perform cutting of lining material
Fitting and positioning of the lining material
(100-150 words)
Procedures followed to:
Secure panelling/lining
Fixing panelling/lining
(100-150 words)

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Equipment used to install panelling/lining to plumb, level and uniform plane.
Procedures followed to panelling/lining to plumb, level and uniform plane. (50-100 words)

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Student Pack

Sign off:
Date:

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Student Pack
Performance Criteria/Performance Checklist: Activity 6

This task must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this
assessment task, the participant needs to
demonstrate competency in the following
critical aspects of evidence
S N/S Trainer/Assessor to complete
(Comment and feedback to students)
a) Marked lining materials and cut to length
and/or shape, fit and position.
Ensured that solid wood lining boards
is according to architectural
requirement’s and installed at the
correct angle.
All Australian standards and
regulations followed while using the
power tools.
b) Secured and fixed panelling/lining.
The first step in installing panelling is
to take out all of the wall plates,
sockets, and nails. Remove any
crown moulding, baseboards, and
trim that you want to reuse gently.
Installed sheet panelling properly
Used levelling instrument to mark the
straight line for plastering
Trimmed of each panel
Located the studs with a stud finder
and nail them into them to protect
your panel.
c) Installed panelling/lining to plumb, level
and uniform plane.
Used proper levelling instrument
such as sprit level, storey rod level,
the surface properly
Fixed of battens to the surface

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Trimmed of frame members to the
line.
Fixed of additional noggins.

 

The student’s performance was: Not satisfactory
Satisfactory
Feedback to student:
Student signature
Observer signature

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Activity 7: Cut and fix profiled architrave mouldings
This activity requires you to Cut and fix profiled architrave mouldings activities at the worksite after the
installation of lining, panelling and moulding.
To complete this activity, you are required to complete the steps given in the ‘Checklist 4’ provided.
While completing each step, you must place a tick mark against each step given in the checklist once
completed.
Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist
after ensuring each step is completed.

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Checklist 4: Cut and fix profiled architrave moulding

Steps Tick mark, when
completed
Step 1: Mark standard architraves for edging and cut to length, position and fit.
Instructions:
Set out the margins
Measure and select timber
Mark, cut, and fix the first leg, cut the timber at a 45 degree
Trim the head and make any necessary adjustments
Cut and fix the last leg
Further, document the following using Template 4:
Angle of cutting
Positioning and fitting procedures
Step 2: Mark skirtings and cut to length, position and fit
Instructions:
Marking and cutting of scribed joints at internal corners
Install skirting
Layout and cut the scribe on the adjacent skirting.
Trim adjoining skirting to length and install to specified tolerances, scribe
to ensure a snug fit.
Complete the remaining skirting, including the scribe and mitre joints, by
cutting and installing them. The alignment of both joints must be correct.
Punch nails to the specified tolerance below the skirting surface
Further, document the following using Template 4:
Marking and cutting procedures for skirtings
Proceudre to position and fit skirtings

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Step 3: Mark mitre joints, cut to length, position and fit flush to the face and true
without gaps
Instructions:
Use the mitre box to cut the mitre angle at a 45 degree
Cut the material
Join the material with clamps, glue, nails
Burnish the corners
Further, document the following using Template 4:
Angle of cutting
Marking and cutting procedures for mitre joints
Step 4: Mark scribed joints and cut to length, position and fit.
Further, document the following using Template 4:
Angle of cutting
Marking and cutting procedures for mitre joints
Procedure to position mitre joints and fit flush to face and true without
gaps.
Step 5: Cut scotia return end to profile shape and length
Instructions:
Cut the internal scotia to the appropriate length and 45degree angle
Cut the external scotia with mitre block
Further, document the following using Template 4:
Angle of cutting
Cutting procedures for scotia
Step 6: Mark standard pelmet moulding to length and cut, fit, assemble and fix
with mitres true without gaps.
Instructions:

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Install brackets about 100mm from the edge of the architrave. The two
outside brackets should be installed first, and they should be level.
Fit the pelmet to the brackets
Fitting the blind inside the pelmet
Further, document the following using Template 4:
Cutting, fitting and assembling procedures for standard pelmet mouldings.
Step 7: Set out raked moulding to position and shape mould to pattern for each
position.
Instructions:
Measure your walls
Set up your saw
Make scarf cuts
cut the inside corners
cope the joints
cut the outside corners
attach the moulding to the wall
Further, document the following using Template 4:
Procedures to set out raked moulding
Procedures followed to shape mould to pattern
Sign off:
Date:

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Template 4: Cut and fix profiled architrave moulding

Cut and fix profiled architrave moulding
Client Name: Student to fill
Address: Student to fill
Phone Number: Student to fill
Date(dd/mm/yyyy) Student to fill
Worker name:
Job Details:
Cut and fix profiled architrave moulding
Worker signature:
Standard architraves (50-100 words)
Angle of cutting
Positioning and fitting procedures
Angle of cutting
Positioning and fitting procedures

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Skirting
Marking and cutting procedures for skirtings (30-50 words)
Proceudre to position and fit skirtings (30-50 words)
Marking and cutting procedures for skirtings (30-50 words)
Proceudre to position and fit skirtings (30-50 words)
Mitre joints
Angle of cutting
Marking and cutting procedures for mitre joints
Procedure to position mitre joints and fit flush to face and true without gaps.
(50-100 words)
Angle of cutting
Marking and cutting procedures for mitre joints

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Procedure to position mitre joints and fit flush to face and true without gaps
Scribd joints:
Angle of cutting
Marking, cutting and fitting procedures scribed joints
(50-100 words)

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Scotia (50-100 words)
Angle of cutting
Cutting procedures for scotia
Cutting, fitting and assembling procedures for standard pelmet mouldings. (50-100 words)

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Raked moulding (50-100 words)
Procedures to set out raked moulding
Procedures followed to shape mould to pattern
Sign off:
Date:

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Performance Criteria/Performance Checklist: Activity 7

This task must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this
assessment task, the participant needs to
demonstrate competency in the following
critical aspects of evidence
S N/S Trainer/Assessor to complete
(Comment and feedback to students)
a) Marked standard architraves for edging
and cut to length, position and fit.
Set out the margins.
Measured and selected timber.
Marked, cut, and fixed the first leg,
cut the timber at a 45 degree.
Trimmed the head and made any
necessary adjustments.
Cut and fixed the last leg.
b) Marked skirtings and cut to length,
position and fit.
Marked and cut scribed joints at
internal corners.
Installed skirting.
Layout and cut the scribe on the
adjacent skirting.
Trimmed adjoining skirting to length
and install to specified tolerances,
scribe to ensure a snug fit.
Completed the remaining skirting,
including the scribe and mitre joints,
by cutting and installing them.
The alignment of both joints was
correct. Punched nails to the
specified tolerance below the skirting
surface.

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c) Marked mitre joints, cut to length,
positioned and fitted flush to the face and
true without gaps.
Used the mitre box to cut the mitre
angle at a 45 degree.
Cut the material.
Joined the material with clamps,
glue, nails.
Burnished the corners.
d) Marked scribed joints and cut to length,
position and fit.
e) Cut scotia return end to profile shape and
length.
Cut the internal scotia to the
appropriate length and 45-degree
angle.
Cut the external scotia with mitre
block.
f) Marked standard pelmet moulding to
length and cut, fit, assemble and fix with
mitres true without gaps.
Installed brackets about 100mm
from the edge of the architrave. The
two outside brackets should be
installed first, and they should be
level.
Fitted the pelmet to the brackets.
Fitted the blind inside the pelmet
g) Set out raked moulding to position and
shape mould to pattern for each position.
Measured your walls.
Set up your saw.
Marked scarf cuts.
cut the inside corners.
Coped the joints.
Cut the outside corners.

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Attached the moulding to the wall.

 

The student’s performance was: Not satisfactory
Satisfactory
Feedback to student:
Student signature
Observer signature

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Activity 8: Conduct housekeeping activities
This activity requires you to clean up activities at the worksite after installing lining, panelling and
moulding.
To complete this activity, you are required to complete the steps given in the ‘Checklist 5’ provided.
While completing each step, you must place a tick mark against each step given in the checklist once
completed.
Your trainer/assessor (Supervisor) will observe you performing this activity and sign off the checklist
after ensuring each step is completed.

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Checklist 5: Conduct housekeeping activities

Steps Tick mark,
when
completed
Step 1: Clean up meeting all legislative and workplace requirements for
safety, waste disposal and materials handling.
Instructions:
Worksite should be cleared, and waste material should be disposed of
according to the site environmental plan.
Clear the work area and dispose of any reused or recycle materials.
Step 2: Check, maintain and store tools and equipment and report any faults.
Instructions:
Follow “Operations manual”.
Report any issues with the plant tools or equipment to the
trainer/assessor (Supervisor).
Step 3: Complete Template 5.

 

Sign off:
Date:

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Template 5: Clean up

Clean up after installation of lining, panelling and moulding
Client Name: Student to fill
Address: Student to fill
Phone Number: Student to fill
Date(dd/mm/yyyy): Student to fill
Worker name:
Job Details:
Clean up after installation of lining, panelling and
moulding
Worker Signature:
Work Area cleaned: