Board Endorsed December 2011 (updated November 2015)
Furniture Construction
A/M/V Course
Type 2
Written under the:
Industrial Technology
Trades Framework 2010
Accredited from Jan 2015 – Dec 2016
Amended January 2015 to meet new Standards for RTOs
and Training Package Requirements
Supporting Qualifications
Certificate I in Furnishing MSF10113
1
Board Endorsed December 2011 (updated November 2015)
Student Capabilities
The Student Capabilities (Year 11-12), as shown below, can be mapped to the Curriculum Framework
for ACT schools Every Chance to Learn (P-10). A student continues study from informative years and
their capabilities are supported through course and unit content with current pedagogical and
assessment practices.
All programs of study for the ACT Year 12 Certificate should enable students to become:

creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members
and provide students with:

a comprehensive body of specific knowledge, principles and concepts

a basis for self-directed and lifelong learning

personal attributes enabling effective participation in society.
2
Board Endorsed December 2011 (version 7 January 2015)
Course Adoption Form for A Courses
Choose one of the following:
 adoption of units as per course document
 adoption of units with a different combination of units
B S S S
AUSTRALIAN CAPITAL TERRITORY
The college is entered on the National Register to award Certificates delivered by this course.
 Yes  No (V Adoption only)
College:
Course Title: Furniture Construction
Classification: A
 V Adoption
Framework: Industrial Technology Trades - 2010
Course Area: 821
Course Code:
Dates of Course Accreditation:
From
to
2015
2016
Identify units to be adopted by ticking the check boxes. The following 1.0 units are the approved
combinations of 0.5 units. Refer to page 8 for the 0.5 units combined for each.
Value
Unit Prefix
Unit Title
Length
(1.0/0.5)
 S1
Furniture & Timber: Fundamentals
1.0
S

Q1
Furniture & Timber: Introduction
0.5
Q

Q2
Furniture & Timber: Continuing
0.5
Q

S2
Furniture & Timber: Industrial Skills
1.0
S

S3
Furniture & Timber: Project
1.0
S

S4
Furniture & Timber: Timber Joints
1.0
S

Q7
Furniture & Timber: Basic Timber Joints
0.5
Q

Y2
Furniture & Timber: Major Project
2.0
Y

SL1
FC Structured Workplace Learning 1
0.5
Q

SL2
FC Structured Workplace Learning 2
0.5
Q

SL3
FC Structured Workplace Learning 3
0.5
Q

SL4
FC Structured Workplace Learning 4
0.5
Q
Adoption The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
BSSS Office Use
Entered into database:
/
/20
College Board Chair:
/
/20
3
Board Endorsed December 2011 (version 7 January 2015)
Course Adoption Form for M Courses
Choose one of the following:
 adoption of units as per course document
 adoption of units with a different combination of units
B S S S
AUSTRALIAN CAPITAL TERRITORY
The college is entered on the National Register to award Certificates delivered by this course.
 Yes  No (V Adoption only)
College:
Course Title: Furniture Construction
Classification: M
 V Adoption
Framework: Industrial Technology Trades - 2010
Course Area: 821
Course Code:
Dates of Course Accreditation:
From
to
2015
2016
Identify units to be adopted by ticking the check boxes. The following 1.0 units are the approved
combinations of 0.5 units. Refer to page 8 for the 0.5 units combined for each.
Value
Unit Prefix
Unit Title
Length
(1.0/0.5)

Furniture & Timber Fundamentals
1.0
S

Furniture & Timber Industrial Skills
1.0
S

Furniture & Timber: Project
1.0
S

Furniture & Timber: Timber Joints
1.0
S
Adoption The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
BSSS Office Use
Entered into database:
/
/20
College Board Chair:
/
/20
4
Board Endorsed December 2011 (version 7 January 2015)
Contents
Student Capabilities
.................................................................................. 2
Course Adoption Form for A Courses
.................................................................................. 3
Course Adoption Form for M Courses
.................................................................................. 4
VET Qualifications
.................................................................................. 6
Course Name
................................................................................ 10
Course Classification
................................................................................ 10
Course Framework
................................................................................ 10
Course Developers
................................................................................ 10
Evaluation of Previous Course
................................................................................ 10
Course Length and Composition
................................................................................ 11
Duplication of Content Rules
................................................................................ 12
Subject Rationale
................................................................................ 12
Goals
................................................................................ 12
Student Group
................................................................................ 13
Content
................................................................................ 13
Teaching and Learning Strategies
................................................................................ 13
Assessment
................................................................................ 14
Student Capabilities
................................................................................ 17
Unit Grades
................................................................................ 19
Moderation
................................................................................ 21
Standards for Registered Training Organisations 2015 ................................................................. 22
Physical Resources
................................................................................ 29
Recommended Course Evaluation Procedures ............................................................................. 32
Furniture & Timber: Fundamentals
Value 1.0 .................................................................. 33
Furniture & Timber: Fundamentals M
Value 1.0 .................................................................. 35
Furniture & Timber: Introduction
Value 0.5 .................................................................. 38
Furniture & Timber: Continuing
Value 0.5 .................................................................. 40
Furniture & Timber: Industrial Skills
Value 1.0 .................................................................. 42
Furniture & Timber: Industrial Skills M
Value 1.0 .................................................................. 44
Furniture & Timber: Project
Value 1.0 .................................................................. 47
Furniture & Timber: Project M
Value 1.0 .................................................................. 49
Furniture & Timber: Timber Joints
Value 1.0 .................................................................. 51
Furniture & Timber: Basic Timber Joints
Value 0.5 .................................................................. 53
Furniture & Timber: Timber Joints M
Value 1.0 .................................................................. 55
Furniture & Timber: Major Project
Value 2.0 .................................................................. 57
FC Structured Workplace Learning 1
Value 0.5 .................................................................. 59
FC Structured Workplace Learning 2
Value 0.5 .................................................................. 60
FC Structured Workplace Learning 3
Value 0.5 .................................................................. 61
FC Structured Workplace Learning 4
Value 0.5 .................................................................. 62
5
Board Endorsed December 2011 (version 7 January 2015)
VET Qualifications
MSF10113 Certificate I in Furnishing
See - http://training.gov.au/Training/Details/MSF10113
To be awarded the MSF10113 Certificate I in Furnishing, competency must be achieved in eight (8) units
of competency.


five (5) core units of competency
three (3) elective units of competency.
If the full requirements of a certificate are not met, students will be awarded a Statement of Attainment
for the units of competence achieved.
CORE UNITS
Complete all five (5) units from this list:
Unit code
Unit title
MSAENV272B
Participate in environmentally sustainable work practices
MSAPMOHS100A
Follow OHS procedures
MSAPMOPS101A
Make measurements
MSAPMSUP102A
Communicate in the workplace
MSAPMSUP106A
Work in a team
ELECTIVE UNITS
Select a maximum of three (3) elective units from Group A or B.
Group A
Unit code
Unit title
MSFFM1001
Construct a basic timber furnishing product
Group B
Two (2) units may be chosen from units available in this Training Package or from other endorsed Training
Packages and accredited courses. The units must be aligned at Certificate I or II level.
ELECTIVE UNITS FROM MSF TRAINING PACKAGE
Unit code
Unit title
MSFFM2001
Use furniture making sector hand and power tools
MSFFM2006
Hand make timber joints
6
Board Endorsed December 2011 (version 7 January 2015)
Structured Workplace Learning Units
It is a requirement to complete at least one Structured Workplace Learning (SWL) placement to
attain the Certificate 1 in Furniture Construction. It is highly recommended that students complete a
number of SWLs in a variety of workplaces to give exposure to different work environments such as:
small firm, large firm, kitchen & shopfitting.
Colleges are also encouraged to develop industry partnerships to provide access to computer aided
design and specialist production equipment.
Nominal Hours
Nominal hours are a guide for teachers to the depth and complexity of the units of competence in each
qualification. They are not actual hours, as delivery and assessment is holistic and is based on competency
not hours. The gaining of the competency may not be achieved in the semester it is first offered as it may
take the student a number of semesters to demonstrate competence.
For example, a number of elements of the competence ‘Follow OHS procedures’ will be assessed in the
first unit of work. The student however, would not be assessed as proficient until they have demonstrated
an ongoing application of the OHS competence, which could be in subsequent units.
A guide to nominal hours can be found in the Victorian Purchasing Guide:
http://trainingsupport.skills.vic.gov.au/p_trgpck.cfm
7
Board Endorsed December 2011 (version 7 January 2015)
Implementation Guide
The competency stream as outlined below is aimed at allowing students to achieve a Certificate 1 by the
end of Semester 3. By applying consistency through delivering the competencies as outlined, students will
be able to continue their studies uninterrupted when moving between education institutions.
Competencies can be delivered in a sequence that better suits individual educational institutions (due to
varying resources and expertise), however, the initial core competency must be ‘Follow OH&S
Procedures’.
Board Unit Title
Furniture & Timber: Fundamentals
Value 1.0
Competencies
MSAPMOHS1OOA
MSAPMOPS101A
Follow OHS procedures
Make measurements
Furniture & Timber: Introduction
Value 0.5
MSAPMOHS1OOA
Follow OHS procedures
Furniture & Timber: Continuing
Value 0.5
Furniture & Timber: Industrial
Skills
Value 1.0
MSAPMOPS101A
Make measurements
MSAPMOHS1OOA
MSAPMSUP102A
MSFFM2001
and power tools
Follow OHS procedures
Communicate in the workplace
Use furniture making sector hand
Furniture & Timber: Project
Value 1.0
MSAPMOHS1OOA
Follow OHS procedures
MSAENV272B
Participate in environmentally
sustainable work practices
MSAPMSUP106A
Work in a team
Furniture & Timber: Timber Joints
Value 1.0
MSAPMOHS100A
MSFFM2006
MSFFM1001
product
MSAPMOHS100A
MSFFM2006
MSFFM1001
Furniture & Timber: Basic Timber
Joints
Value 0.5
Follow OHS procedures
Hand make timber joints
Construct a basic timber furnishing
Follow OHS procedures
Hand make timber joints
Construct a basic timber furnishing
product
8
Board Endorsed December 2011 (version 7 January 2015)
Furniture & Timber: Major Project
Value 2.0
A year long unit to enable students
to undertake an advanced project
of a minimum of 110 hours.
MSAPMOHS1OOA
Follow OHS procedures
MSAENV272B
Participate in environmentally
sustainable work practices
MSAPMSUP106A
Work in a team
MSFFM2006
Hand make timber joints
Prerequisite for this unit
Students must have demonstrated a high level of technical
and project management skills in the following units:
‘Furniture & Timber: Fundamentals 1.0’ and Furniture &
Timber: Industrial Skills 1.0’.
FC Structured Workplace Learning 1
(0.5 Unit)
MSAPMOHS1OOA
Follow OHS procedures
FC Structured Workplace Learning 2
(0.5 Unit)
MSAPMOHS1OOA
MSAPMSUP106A
Follow OHS procedures
Work in a team
FC Structured Workplace Learning 3
(0.5 Unit)
MSAPMOHS1OOA
MSAPMSUP106A
Follow OHS procedures
Work in a team
FC Structured Workplace Learning 4
(0.5 Unit)
MSAPMOHS1OOA
MSAPMOPS101A
Follow OHS procedures
Make measurements
9
Board Endorsed December 2011 (version 7 January 2015)
Course Name
Furniture Construction
Course Classification
A/V
Course Framework
This course is presented under the Industrial Technology Trades 2010 Course Framework.
Course Developers
Name
College
Eddy Hoek
Erindale College
Adrian Lemcke
Hawker College
Shannon Dunn
Gunghalin College
David Kurthi
Daramalan College
Andrew Lofthouse
Marist College
This group gratefully acknowledges the work of previous developers.
Evaluation of Previous Course
Effective literacy and numeracy skills have economic, social and environmental consequences. Heather
Ridout highlights the cost of inadequate literacy and numeracy skills in her address to the Ai Group in May
2010:
“The consequences of inadequate literacy and numeracy are significant both in terms of the number and
depth. Poor completion of workplace documents and time wasting through repeated work are the most
reported impacts at over 40%. But there is a long list of other important consequences including ineffective
work teams, materials wastage, ineffective training, financial miscalculations, workplace injuries and
unsafe work practices and recruitment difficulties. It is clear that inadequate levels of workplace literacy
and numeracy are having negative impacts on productivity and workplace safety.”
The Australian Bureau of Statistics survey on Adult literacy reveals that much work needs to be done in
improving individual’s literacy and numeracy skills.
1

Over 45% of the manufacturing workforce have literacy skills at a level that are below the level
required to function effectively1 (i.e. skill level 3)

In the area of numeracy skills, over 50% of workers in manufacturing have inadequate
numeracy skills

Nearly 75% of workers in the manufacturing industry do not have adequate skills in problem
solving. This was more than double the national percentage.1
Australian Bureau of Statistics 2006, Adult Literacy and Life Skills Survey, Summary Results p. 5
10
Board Endorsed December 2011 (version 7 January 2015)
The redevelopment of this course consisted of ensuring that the training package underpinning this
qualification is current and emphasising the literacy and numeracy skills in unit goals and content.
Course Length and Composition
The following are the combinations of 0.5 units that have been approved by the Industrial Trades and
Technology panel as having coherence of purpose and clarity. No other combinations of 0.5 units have
been accredited.
Unit Title
Unit Value
Furniture & Timber: Fundamentals
1.0
Furniture & Timber: Introduction
0.5
Furniture & Timber: Continuing
0.5
Furniture & Timber: Industrial Skills
1.0
Furniture & Timber: Project
1.0
Furniture & Timber: Timber Joints
1.0
Furniture & Timber: Basic Timber Joints
Furniture & Timber: Major Project
(an alternative year-long unit)
FC Structured Workplace Learning 1
0.5
2.0
FC Structured Workplace Learning 2
0.5
FC Structured Workplace Learning 3
0.5
FC Structured Workplace Learning 4
0.5
0.5
Available course patterns
Course
Minor
Major
Major Minor
Double Major
Number of standard units to meet course requirements
Minimum of 2 units
Minimum of 3.5 units
Minimum of 5.5 units
Minimum of 7 units
Implementation Guidelines
It is highly recommended that students undertake additional units in a course that offers Computer Aided
Design (CAD). This will provide underpinning knowledge and skills for further training in furnishings.
Students must complete at least one SWL placement to attain Certificate 1 in Furniture Construction.
Prerequisites for the course or units within the course
Furniture & Timber: Fundamentals (part of Furniture & Timber: Fundamentals) is the beginning unit and
must be studied to achieve a minor course and in order to undertake Structured Workplace Learning
units. Other units may be delivered in any order.
Arrangements for students who are continuing to study a course in this subject
Teachers delivering this course must map the competencies of students who studied the previous course
in Year 11 so that they can complete the competencies in Year 12 to complete the MSF 10113 Certificate I
in Furnishing.
11
Board Endorsed December 2011 (version 7 January 2015)
Duplication of Content Rules
The responsibility for preventing undesirable overlap of content studied by a student rests with the
principal and the teacher delivering the course. While it is acceptable for a student to be given the
opportunity to demonstrate competence over more than one semester substantial overlap of content is
not permitted. Students will only be given credit for covering the content once.
Units from other courses
Nil.
Negotiated Units
Furniture & Timber: Project Management 2.0 is only available to students who have demonstrated a
high level of technical and project management skills in the following units: Furniture & Timber:
Fundamentals 1.0 and Furniture & Timber: Industrial Skills 1.0. Students can only enrol in this unit after
negotiation with the teacher, as it is a year long unit to enable students to undertake an advanced project
of a minimum of 110 hours.
Relationship with other courses
Students undertaking this course cannot also study Wood Technology A or complete an ASBA in
Cabinetmaking due to duplication of content. They can however complete an ASBA in Construction,
Carpentry or other areas.
Subject Rationale
This course promotes skills and knowledge for further training in the Furniture or Construction industry
trades. Further training may be in the areas of Cabinet Making, Carpentry, Formwork, Kitchen Renovation,
Upholstery, Antique Restoration, Picture Framing, Soft Furnishing, Wood Machining, Furniture Polishing,
Floor Covering and Finishing, Bed and Mattress Making, Glass and Glazing and Musical Instrument
construction.
Furnishing and Construction industry members, regardless of discipline, work in highly technical and
continually changing environments. Science and technology continues to influence existing products,
processes and equipment to meet global and local demands. This course provides students with an
opportunity to develop skills in communication, research, oral delivery, writing, control of technical
equipment, assessment and appraisal of situations and application of diagnostic and problem solving
techniques.
Goals
This course should enable students to:

understand the concepts, techniques, terminology and content appropriate to the industry
focus of the course

demonstrate employment related practical skills and workplace best practice

demonstrate problem solving ability incorporating evaluation techniques and skills

relate basic numeracy and scientific principles to practical applications

demonstrate oral, written and graphical communication skills

work independently and collaboratively in accordance with occupational health and safety
principles and industry standards

demonstrate an awareness of existing and emerging technologies and career pathways
12
Board Endorsed December 2011 (version 7 January 2015)
Student Group
This course is aimed at students who:

are seeking a career in the Furniture and Construction industries

wish to undertake a course in which they can gain recognition of prior learning when entering
appropriately related post or tertiary education/training

wish to develop practical furniture or construction industry skills
Content
Essential concepts

Furniture and Construction
Essential skills

ability to work safely

industry specific skills such as fine motor and physical

ability to work independently

planning and organising of their work in a defined range of activities

teamwork such as sharing, defining roles and responsibilities, recognising and responding to
individual’s strengths and weaknesses

literacy such as reading, comprehension, writing

communication including written, oral and visual

numeracy such as costing, quantities, measurement, time, mathematical techniques
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Industrial Trades Technology include:

in-class exercises and class discussions

quizzes

individual and group demonstrations

individual tutorials

regular and meaningful feedback

research assignments

awareness of materials and processes

use of information and communication technologies

questionnaires

practical projects

industry visits

guest speakers

work placements

establishing industry links with individuals or groups
13
Board Endorsed December 2011 (version 7 January 2015)
Assessment
Assessment Tasks Types A
Task Type
Examples
Practical
Theory












Practical test
Individual project
Group project
Continuous observation (eg
skills, OHS)
 Competency based assessment
Weightings A Units
Folio
Written test
Assignment
Research project
Cooperative tasks
Planning tasks
Risk assessments
Presentations
60 – 70%
30 – 40%
Assessment Tasks Types M
Task Type
Practical
Theory
Examples











Practical test
Individual project
Group project
Continuous observation (eg
skills, OHS)

Weightings M Units
50 – 60%
Folio
Written test
Assignment
Research project
Cooperative tasks
Planning tasks
Risk assessments
40 – 50%
Additional Assessment Advice
Assessments will involve aspects of problem solving and OHS.
The Board recommends 3 – 5 assessment items per standard unit (1.0) or 2 – 3 per half standard unit
(0.5).
Units of competency must be assessed in accordance with the rules for assessment within the relevant
Training Package.
Board requirements
Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to late
entry or early exit in a semester.
Where a 1.0 unit is delivered as a combination of two 0.5 units, the same percentage weighting for task
types should be used. If not, separate mark books must be maintained and the 0.5 units must be meshed
with the 1.0 standard unit following documented meshing procedures. These meshing procedures must
be provided to students as part of the Unit Outline.
14
Board Endorsed December 2011 (version 7 January 2015)
Course
Minimum number of hours
per course
Number of standard 1.0 value units to meet
course requirements
Minor
110 hours
2 units of 55 hours
Major
220 hours
4 units of 55 hours
Major
220 hours
3.5 units equivalent to 220 hours
Assessment Criteria
Students will be assessed on the degree to which they demonstrate:

Industry specific skills

Understanding and application of knowledge

Understanding and use of Occupation Health and Safety procedures

Communication skills
Competency-Based Assessment
The assessment of competence must focus on the competency standards and the associated elements as
identified in the Training Package. Assessors must develop assessment strategies that enable them to
obtain sufficient evidence to deem students competent. This evidence must be gathered over a number
of assessment items. Competence to industry standard requires a student to be able to demonstrate the
relevant skills and knowledge in a variety of industry contexts on repeated occasions.
The most appropriate method of assessing workplace competence is on-the-job in an industry setting
under normal working conditions. This includes using industry standard tools, equipment and job aids and
working with trade colleagues. Where this is not available, a simulated workplace environment that
mirrors the industry setting will be used. The following general principles and strategies apply:

assessment is competency based

assessment is criterion-referenced
Quality outcomes can only be assured through the assessment process. The strategy for assessment is
based on an integration of the workplace competencies for the learning modules into a holistic activity.
The awarding of vocational qualifications is dependent on successful demonstration of the learning
outcomes within the modules through the Integrated Competency Assessment that meets the Training
Package rules and requirements.
Structured Workplace Learning: Assessment
Structured Workplace Learning is the workplace component of a nationally recognised industry specific
VET in Schools program. It provides supervised learning activities contributing to an assessment of
competence, and achievement of outcomes and requirements of a particular Training Package. (Please
refer to BSSS Policies and Procedures Manual page 92 for Board policy on SWL)
Students must be able to demonstrate identified competencies in SWL units with direct reference to
elements of competence and required skills and knowledge from the relevant Training Package.
Assessment of SWL units is competency based and reliant on the gathering of sufficient evidence from a
student’s work placement. Students will be awarded a grade Pass or Participated in the SWL unit (refer
section 4.3.6.3 Unit Grades – BSSS Policies and Procedures Manual).
15
Board Endorsed December 2011 (version 7 January 2015)
Recognition of Prior Learning (RPL)
RPL is an assessment process that assesses an individual’s formal, non-formal and informal learning to
determine the extent to which that individual has achieved the required learning outcomes, competence
outcomes, or standards for entry to, and/or partial or total completion of, a VET qualification.
Recognition of competence through the RPL process should be granted to students through gathering
supplementary evidence against elements, skills and knowledge from the Training Package as well as
through established assessment criteria. RPL may be granted for individual Units of Competence where
the evidence is sufficient to do so.
A student having been granted RPL for one or more Units of Competence will still be required to fulfill the
time based component of units.
To cater for this requirement, curriculum designers should design the course to be flexible enough to
accommodate students who have gained some competencies through RPL.
16
Board Endorsed December 2011 (version 7 January 2015)
Four Dimensions of Competency Assessment
All assessments of competence must be designed to collect evidence against the four dimensions of
competency.

Task skills – undertaking a specific work place task(s)

Task management skills – managing a number of different tasks to complete a whole work
activity

Contingency management skills – responding to problems and irregularities when undertaking
a work activity, such as:

breakdowns

changes in routine

unexpected or atypical results or outcomes

difficult or dissatisfied clients.

Job/role environment skills – dealing with the responsibilities and expectations of the work
environment when undertaking a work activity, such as:

working with others

interacting with clients and suppliers

complying with standard operating procedures

observing enterprise policy and procedures.
Student Capabilities
Critical thinkers with problem solving skills
Students will be encouraged to develop thinking, problem solving and resource management skills as they
make a range of furniture projects. They will appraise, evaluate and justify their ideas and furniture
products.
Skilled and empathetic communicators
In this course, students will develop skills using workplace examples and simulations to provide
opportunities for them to deal with clients and work colleagues. The course will also focus students on
developing the metalanguage of the furnishings industry. Student work will receive oral and/or written
feedback in order to assist skill development.
Informed and ethical decision-makers
Students will be encouraged to consider the variety of ethical issues pertinent to the furnishings industry.
Students will critically examine their own values and beliefs in regard to making informed decisions in
relation to the furniture and manufacturing industry.
Environmentally and culturally aware citizens
In this course students will become aware of the effects of products and systems on the environment.
Students will show an awareness of sustainability in the selection and use of resources. Greater cultural
awareness will be developed through the exposure to a variety of workplace simulations.
Confident and capable users of technologies
Students will be exposed to and develop their confidence and competence in using a variety of
technologies relevant to their study in the classroom and through structured workplace learning. A range
of new technologies are impacting on the furnishings industry and these should be introduced to
students. ICT will be used as a tool for research and presentation of assessed work.
17
Board Endorsed December 2011 (version 7 January 2015)
Independent and self-managing learners
This course is designed to encourage and develop skills in independent learning and resource
management to achieve the desired outcomes of the course. Students will be given guidance and support
in how to manage time and outcomes to achieve the requirements of set tasks within industry acceptable
timeframes. Students will be provided with industry standard documentation such as specification and
costing sheets to simulate job roles and responsibilities within a furnishings context.
Collaborative team members
Students will have the opportunity to work within a variety of teams as they engage with industry through
structured work placements and complete a number of classroom based projects.
18
Board Endorsed December 2011 (version 7 September 2014)
Proficiently and effectively
performs all technical skills
to a very high standard
Effectively performs
technical skills to a high
standard.
Performs technical skills to
a satisfactory standard
Performs some technical
skills to a satisfactory
standard
Performs some basic skills
Demonstrates excellent
time management skills
Demonstrates good time
management skills
Demonstrates adequate
time management skills
Demonstrates some time
management skills
Demonstrates very few
time management skills
Demonstrates a thorough
understanding and
knowledge of workplace
best practice and all key
concepts
Demonstrates a good
understanding and
knowledge of workplace
best practice and key
concepts
Demonstrates an
understanding and
knowledge of workplace
best practice and some key
concepts
Demonstrates limited
understanding and
knowledge of workplace
best practice
Effectively applies the
knowledge throughout the
unit
Mostly applies the
knowledge throughout the
unit
Satisfactorily applies the
knowledge throughout the
unit
Sometimes applies the
knowledge throughout the
unit
Understanding and
use of OHS
procedures
Applies injury prevention
management strategies
and consistently identifies
risks
Applies injury prevention
management strategies
and sometimes identifies
risks
Applies injury prevention
management strategies
Usually demonstrates OHS
practices
May require support to
demonstrate OHS practices
Consistently demonstrates
OHS practices
Consistently demonstrates
OHS practices
Demonstrates OHS
practices
Consistently demonstrates
knowledge and
understanding clearly and
accurately through various
communication forms (e.g.
written, oral, visual)
Demonstrates knowledge
and understanding clearly
and accurately through
various communication
forms (e.g. written, oral,
visual)
Demonstrates knowledge
and understanding
satisfactorily through
various communication
forms (e.g. written, oral,
visual)
Demonstrates limited
knowledge and
understanding through
some communication
forms (e.g. written, oral,
visual)
Demonstrates very limited
knowledge and
understanding through
few communication forms
(e.g. written, oral, visual)
Understanding and
application of
knowledge
Industry
specific skills
A student who achieves an
A grade typically
UNIT GRADE DESCRIPTORS FOR A COURSES
A student who achieves a B A student who achieves an A student who achieves an
grade typical
C grade typically
D grade typically
Communication
skills
Unit Grades
A student who achieves an
E grade typically
Demonstrates very limited
understanding and
knowledge of workplace
best practice
19
Board Endorsed December 2011 (version 7 September 2014)
Unit Grade Descriptors for M Courses
Grade
Descriptor
A student who
achieves the grade
A typically
 demonstrates high level of ability in the modified assessment criteria
A student who
achieves the grade B
typically
 demonstrates sound ability in the modified assessment criteria
A student who
achieves the grade C
typically
 demonstrates satisfactory ability in the modified assessment criteria
A student who
achieves the grade
D typically
 demonstrates limited ability in the modified assessment criteria
A student who
achieves the grade E
typically
 has met the minimum requirements for attendance and assessment.
 achieves all of the assessable goals of the unit
 shows a consistent ability to transfer knowledge and apply skills in
familiar and unfamiliar situations
 achieves most of the assessable goals of the unit
 shows an ability to transfer knowledge and apply skills in familiar
situations
 achieves some of the assessable goals of the unit
 shows an awareness of the need to transfer knowledge and skills
 achieves few of the assessable goals of the unit
 shows limited awareness of the need to transfer knowledge and skills
20
Board Endorsed December 2011 (version 7 September 2014)
Moderation
Moderation is a system designed and implemented to:

provide comparability in the system of school-based assessment

form the basis for valid and reliable assessment in senior secondary schools

involve the ACT Board of Senior Secondary Studies and colleges in cooperation and
partnership

maintain the quality of school-based assessment and the credibility, validity and acceptability
of Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate marking
or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for all
accredited courses, as well as statistical moderation of course scores, including small group procedures,
for T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of Unit
Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment
portfolios that have been assessed in schools by teachers under accredited courses, are moderated by
peer review against system wide criteria and standards. This is done by matching student performance
with the criteria and standards outlined in the unit grade descriptors as stated in the Course Framework.
Advice is then given to colleges to assist teachers with, and/or reassure them on, their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or copies of
student work completed in Semester 1. Colleges not on a semester structure will negotiate with BSSS on
work required. Assessment and other documentation required by the Office of the BSSS should also be
kept. Year 11 work from Semester 2 of the previous year is presented for review at Moderation Day 1 in
March, and Year 12 work from Semester 1 is presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder and a
set of student portfolios) is prepared for each A and T course offered by the school, and is sent in to the
Office of the BSSS.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on moderation
days in each course area will comprise the following:

a folder containing supporting documentation as requested by the Office of the Board through
memoranda to colleges

a set of student portfolios containing marked and/or graded written and non-written
assessment responses and completed criteria and standards feedback forms. Evidence of all
assessment responses on which the unit grade decision has been made is to be included in the
student review portfolios. Specific requirements for subject areas and types of evidence to be
presented for each moderation day will be outlined by the Office of the BSSS through
memoranda and Information Papers.
21
Board Endorsed December 2011 (version 7 September 2014)
Standards for Registered Training Organisations 2015
These Standards form part of the VET Quality Framework, a system which ensures the integrity of
nationally recognised qualifications.
RTOs are required to comply with these Standards and with the:


National Vocational Education and Training Regulator Act 2011
VET Quality Framework
The purpose of these Standards is to:





set out the requirements that an organisation must meet in order to be an RTO;
ensure that training products delivered by RTOs meet the requirements of training packages or
VET accredited courses, and have integrity for employment and further study; and
ensure RTOs operate ethically with due consideration of learners’ and enterprises’ needs.
Standards 1 – 3 are included in this course document. To access all standards refer to:
http://www.comlaw.gov.au/Details/F2014L01377
Standard 1.
The RTO’s training and assessment strategies and practices are responsive to industry
and learner needs and meet the requirements of training packages and VET accredited
courses
To be compliant with Standard 1 the RTO must meet the following:
1.1. The RTO’s training and assessment strategies and practices, including the amount of training they
provide, are consistent with the requirements of training packages and VET accredited courses
and enable each learner to meet the requirements for each unit of competency or module in
which they are enrolled.
1.2. For the purposes of Clause 1.1, the RTO determines the amount of training they provide to each
learner with regard to:
a)
the existing skills, knowledge and the experience of the learner;
b)
the mode of delivery; and
c)
where a full qualification is not being delivered, the number of units and/or modules being
delivered as a proportion of the full qualification.
1.3. The RTO has, for all of its scope of registration, and consistent with its training and assessment
strategies, sufficient:
a)
trainers and assessors to deliver the training and assessment;
b)
educational and support services to meet the needs of the learner cohort/s undertaking the
training and assessment;
c)
learning resources to enable learners to meet the requirements for each unit of
competency, and which are accessible to the learner regardless of location or mode of
delivery; and
d)
facilities, whether physical or virtual, and equipment to accommodate and support the
number of learners undertaking the training and assessment.
1.4. The RTO meets all requirements specified in the relevant training package or VET accredited
course.
Industry relevance
1.5. The RTO’s training and assessment practices are relevant to the needs of industry and informed
by industry engagement.
22
Board Endorsed December 2011 (version 7 September 2014)
1.6. The RTO implements a range of strategies for industry engagement and systematically uses the
outcome of that industry engagement to ensure the industry relevance of:
a)
its training and assessment strategies, practices and resources; and
b)
the current industry skills of its trainers and assessors.
Learner support
1.7. The RTO determines the support needs of individual learners and provides access to the
educational and support services necessary for the individual learner to meet the requirements of
the training product as specified in training packages or VET accredited courses.
Assessment
1.8. The RTO implements an assessment system that ensures that assessment (including recognition
of prior learning):
a)
complies with the assessment requirements of the relevant training package or VET
accredited course; and
b)
is conducted in accordance with the Principles of Assessment contained in Table 1.8-1 and
the Rules of Evidence contained in Table 1.8-2.
Table 1.8-1: Principles of Assessment
Fairness
The individual learner’s needs are considered in the assessment process.
Where appropriate, reasonable adjustments are applied by the RTO to take into account
the individual learner’s needs.
The RTO informs the learner about the assessment process, and provides the learner with
the opportunity to challenge the result of the assessment and be reassessed if necessary.
Flexibility
Assessment is flexible to the individual learner by:
 reflecting the learner’s needs;
 assessing competencies held by the learner no matter how or where they have been
acquired; and
 drawing from a range of assessment methods and using those that are appropriate to
the context, the unit of competency and associated assessment requirements, and the
individual.
Validity
Any assessment decision of the RTO is justified, based on the evidence of
performance of the individual learner.
Validity requires:
 assessment against the unit/s of competency and the associated assessment
requirements covers the broad range of skills and knowledge that are essential to
competent performance;
 assessment of knowledge and skills is integrated with their practical application;
 assessment to be based on evidence that demonstrates that a learner could
demonstrate these skills and knowledge in other similar situations; and
 judgement of competence is based on evidence of learner performance that is aligned
to the unit/s of competency and associated assessment requirements.
Reliability
Evidence presented for assessment is consistently interpreted and assessment results are
comparable irrespective of the assessor conducting the assessment.
23
Board Endorsed December 2011 (version 7 September 2014)
Table 1.8-2: Rules of Evidence
Validity
The assessor is assured that the learner has the skills, knowledge and attributes
as described in the module or unit of competency and associated assessment
requirements.
Sufficiency
The assessor is assured that the quality, quantity and relevance of the
assessment evidence enables a judgement to be made of a learner’s
competency.
Authenticity
The assessor is assured that the evidence presented for assessment is the
learner’s own work.
Currency
The assessor is assured that the assessment evidence demonstrates current
competency. This requires the assessment evidence to be from the present or
the very recent past.
1.9. The RTO implements a plan for ongoing systematic validation of assessment practices and
judgements that includes for each training product on the RTO’s scope of registration:
a)
when assessment validation will occur;
b)
which training products will be the focus of the validation;
c)
who will lead and participate in validation activities; and
d)
how the outcomes of these activities will be documented and acted upon.
1.10. For the purposes of Clause 1.9, each training product is validated at least once every five years,
with at least 50% of products validated within the first three years of each five year cycle, taking
into account the relative risks of all of the training products on the RTO’s scope of registration,
including those risks identified by the VET Regulator.
1.11. For the purposes of Clause 1.9, systematic validation of an RTO’s assessment practices and
judgements is undertaken by one or more persons who are not directly involved in the particular
instance of delivery and assessment of the training product being validated, and who collectively
have:
a)
vocational competencies and current industry skills relevant to the assessment being
validated;
b)
current knowledge and skills in vocational teaching and learning; and
c)
the training and assessment qualification or assessor skill set referred to in Item 1 or 3 of
Schedule 1 in the Standards for RTOs 2015.
Industry experts may be involved in validation to ensure there is the combination of expertise set out
in (a) to (c) above.
1.12. The RTO offers recognition of prior learning to individual learners.
Trainers and assessors
1.13. In addition to the requirements specified in Clause 1.14 and Clause 1.15, the RTO’s training and
assessment is delivered only by persons who have:
a) vocational competencies at least to the level being delivered and assessed;
b) current industry skills directly relevant to the training and assessment being provided; and
c) current knowledge and skills in vocational training and learning that informs their training and
assessment.
Industry experts may also be involved in the assessment judgement, working alongside the trainer
and/or assessor to conduct the assessment.
24
Board Endorsed December 2011 (version 7 September 2014)
1.14. The RTO’s training and assessment is delivered only by persons who have:
a) prior to 1 January 2016, the training and assessment qualification specified in Item 1 or Item 2
of Schedule 1 in the Standards for RTOs 2015, or demonstrated equivalence of competencies;
and
b) from 1 January 2016, the training and assessment qualification specified in Item 1 or Item 2 of
Schedule 1 in the Standards for RTOs 2015.
1.15. Where a person conducts assessment only, the RTO ensures that the person has:
a) prior to 1 January 2016, the training and assessment qualification specified in Item 1 or Item 2
or Item 3 of Schedule 1 in the Standards for RTOs 2015, or demonstrated equivalence of
competencies; and
b) from 1 January 2016, Item 1 or Item 2 or Item 3 of Schedule 1 in the Standards for RTOs 2015.
1.16. The RTO ensures that all trainers and assessors undertake professional development in the fields
of the knowledge and practice of vocational training, learning and assessment including
competency based training and assessment.
Individuals working under the supervision of a trainer
1.17. Where the RTO, in delivering training and assessment, engages an individual who is not a trainer
or assessor, the individual works under the supervision of a trainer and does not determine
assessment outcomes.
1.18. The RTO ensures that any individual working under the supervision of a trainer under Clause
1.17:
a) holds the skill set defined in Item 4 of Schedule 1 in the Standards for RTOs 2015 or, prior to 1
January 2016, is able to demonstrate equivalence of competencies;
b) has vocational competencies at least to the level being delivered and assessed; and
c) has current industry skills directly relevant to the training and assessment being provided.
1.19. Where the RTO engages an individual under Clause 1.17, it ensures that the training and
assessment complies with Standard 1.
1.20. Without limiting Clauses 1.17 - 1.19, the RTO:
a) determines and puts in place:
i)
the level of the supervision required; and
ii) any requirements, conditions or restrictions considered necessary on the individual’s
involvement in the provision of training and collection of assessment evidence; and
b) ensures that trainers providing supervision monitor and are accountable for all training
provision and collection of assessment evidence by the individual under their supervision.
Delivery of the training and assessment qualifications for trainers and assessors
1.21. Prior to 1 January 2016, to deliver any AQF qualification or skill set from the Training and
Education Training Package (or its successor) the RTO must ensure all trainers and assessors
delivering the training and assessment:
a) hold the training and assessment qualification at least to the level being delivered; or
b) have demonstrated equivalence of competencies.
25
Board Endorsed December 2011 (version 7 September 2014)
1.22. From 1 January 2016, to deliver any AQF qualification or skill set from the Training and
Education Training Package (or its successor) the RTO must ensure all trainers and assessors
delivering the training and assessment hold the training and assessment qualification at least to
the level being delivered.
1.23. From 1 January 2017, to deliver the training and assessment qualification specified in Item 1 of
Schedule 1 in the standards for RTOs 2015, or any assessor skill set from the Training and
Education Training Package (or its successor), the RTO must ensure all trainers and assessors
delivering the training and assessment:
a)
hold the qualification specified in Item 5 of Schedule 1 in the Standards for RTOs 2015; or
b)
work under the supervision of a trainer that meets the requirement set out in (a) above.
1.24. The RTO must ensure that any individual working under supervision under Clause 1.23. (b) holds
the qualification specified in Item 1 of Schedule 1 in the Standards for RTOs 2015 and does not
determine assessment outcomes.
Note: from 1 January 2017, the requirements set out in Clause 1.22 continue to apply to any other AQF
qualification or skill set from the Training and Education Training Package (or its successor).
Independent validation of training and assessment qualifications
1.25. From 1 January 2016, to deliver any AQF qualification or assessor skill set from the Training and
Education Training Package (or its successor), the RTO must have undergone an independent
validation of its assessment system, tools, processes and outcomes in accordance with the
requirements contained in Schedule 2 in the Standards for RTOs 2015 (and the definitions of
independent validation and validation).
Transition of training products
1.26. Subject to Clause 1.27 and unless otherwise approved by the VET Regulator, the RTO ensures
that:
a) where a training product on its scope of registration is superseded, all learners’ training and
assessment is completed and the relevant AQF certification documentation is issued or
learners are transferred into its replacement, within a period of one year from the date the
replacement training product was released on the National Register;
b) where an AQF qualification is no longer current and has not been superseded, all learners’
training and assessment is completed and the relevant AQF certification documentation
issued within a period of two years from the date the AQF qualification was removed or
deleted from the National Register;
c) where a skill set, unit of competency, accredited short course or module is no longer current
and has not been superseded, all learners’ training and assessment is completed and the
relevant AQF certification documentation issued within a period of one year from the date
the skill set, unit of competency, accredited short course or module was removed or deleted
from the National Register; and
d) a new learner does not commence training and assessment in a training product that has
been removed or deleted from the National Register.
1.27. The requirements specified in Clause 1.26 (a) do not apply where a training package requires the
delivery of a superseded unit of competency.
Standard 2.
The operations of the RTO are quality assured.
To be compliant with Standard 2 the RTO must meet the following:
2.1. The RTO ensures it complies with these Standards at all times, including where services are being
delivered on its behalf. This applies to all operations of an RTO within its scope of registration.
26
Board Endorsed December 2011 (version 7 September 2014)
2.2. The RTO:
a) systematically monitors the RTO’s training and assessment strategies and practices to ensure
ongoing compliance with Standard 1; and
b) systematically evaluates and uses the outcomes of the evaluations to continually improve the
RTO’s training and assessment strategies and practices. Evaluation information includes but is
not limited to quality/performance indicator data collected under Clause 7.5 of the Standards
for RTOs 2015, validation outcomes, client, trainer and assessor feedback and complaints and
appeals.
2.3. The RTO ensures that where services are provided on its behalf by a third party the provision of
those services is the subject of a written agreement.
2.4. The RTO has sufficient strategies and resources to systematically monitor any services delivered
on its behalf, and uses these to ensure that the services delivered comply with these Standards at
all times.
Standard 3.
The RTO issues, maintains and accepts AQF certification documentation in accordance
with these Standards and provides access to learner records.
To be compliant with Standard 3 the RTO must meet the following:
3.1. The RTO issues AQF certification documentation only to a learner whom it has assessed as
meeting the requirements of the training product as specified in the relevant training package or
VET accredited course.
3.2. All AQF certification documentation issued by an RTO meets the requirements of Schedule 5 in
the Standards for RTOs 2015.
3.3. AQF certification documentation is issued to a learner within 30 calendar days of the learner
being assessed as meeting the requirements of the training product if the training program in
which the learner is enrolled is complete, and providing all agreed fees the learner owes to the
RTO have been paid.
3.4. Records of learner AQF certification documentation are maintained by the RTO in accordance
with the requirements of Schedule 5 in the Standards for RTOs 2015 and are accessible to current
and past learners.
3.5. The RTO accepts and provides credit to learners for units of competency and/or modules (unless
licensing or regulatory requirements prevent this) where these are evidenced by:
a) AQF certification documentation issued by any other RTO or AQF authorised issuing
organisation; or
b) authenticated VET transcripts issued by the Registrar.
27
Board Endorsed December 2011 (version 7 September 2014)
3.6. The RTO meets the requirements of the Student Identifier scheme, including:
a) verifying with the Registrar, a Student Identifier provided to it by an individual before using
that Student Identifier for any purpose;
b) ensuring that it will not issue AQF certification documentation to an individual without being
in receipt of a verified Student Identifier for that individual, unless an exemption applies
under the Student Identifiers Act 2014;
c) ensuring that where an exemption described in Clause 3.6 (b) applies, it will inform the
student prior to either the completion of the enrolment or commencement of training and
assessment, whichever occurs first, that the results of the training will not be accessible
through the Commonwealth and will not appear on any authenticated VET transcript
prepared by the Registrar; and
d) ensuring the security of Student Identifiers and all related documentation under its control,
including information stored in its student management systems.
28
Board Endorsed December 2011 (version 7 September 2014)
Physical Resources
List of minimum Physical Resources - Hand Tools
All to meet current OH&S standards
Tool
Marking knife 1x 3students
Suggested No.
As req.
Try Square
10
300 mm Steel Rule
10
600 mm Steel Rule
3
1m Steel Rule
1
3m Retractable Tape Measure
1
Marking Gauge 1x 3students
As req.
Mortice Gauge 1x 3students
As req.
Sliding Bevel 1x 3students
As req.
Coping Saw
5
Tenon Saw 1x 3students
As req.
Dovetail Saw 1x 3students
As req.
Panel Saw
1
Cross Cut Saw
1
Rip Saw
1
Keyhole Saw
1
Stanley Knife
1
Glass Cutter
1
Bevel Edge Wood Chisels 6 mm
5 of each
Mortise Wood Chisels 6 mm to 25 mm
5 of each
Oil or Diamond Stone
1
Trying Plane
1
Jack Plane
5
Smoothing Plane
5
Block Plane
2
Combination Plane
1
Flat Spokeshave
1
Rounded Spokeshave
1
Scraper
1
Cross Peen Hammer
10
Claw Hammer
1
Mallet
5
Nail Punch
2
Pincers
1
G Cramp Range of sizes
10
29
Board Endorsed December 2011 (version 7 September 2014)
Quick Acting Cramp
2
Mitre Cramp
2
Sash Cramp Range of Lengths
10
Bench Hook 1 x 2 students
As req.
Twist Drill Bits 1 mm to 13 mm
1
Speed Bore Bits. Range of sizes.
1
Expanding Bit or Set of Forstner Bits 6mm – 80mm
1
Hole Saw Kit (range of sizes)
1
Countersink
1
Screwdrivers Range of sizes and types.
1
Rasp
1
Files - range of grades and shapes
1
Adjustable Wrench
1
Multigrips
1
Vice Grips
1
Pliers
1
Spanners - as required for machinery
Face Masks. 1 per lathe.
As req.
3
Eye Protection. 1 x student.
As req.
Ear Muffs. 1 x student.
As req.
Dust Mask. 1 x student.
As req.
List of minimum Physical Resources - Portable Power Tools
(All to meet current OH&S standards)
PORTABLE POWER TOOL
Extension Cord
Air Line
Circular Saw
Corded Electric Drill
Cordless Drill
Jig Saw
Planer
Router 12.7mm chuck
Trimming Router
Belt Sander
Random Orbital Disc Sander
Biscuit Joiner
Steam Iron
Air Compressor
Pneumatic Stapler
30
Board Endorsed December 2011 (version 7 September 2014)
List of minimum Physical Resources - Machinery / Facilities
Facilities
Reasonable Workbench space and vice for each student
Storage space for Materials
Secure Storage space for Projects
It is highly recommended that students have access to a Theory/Drawing Room with Drawing Boards,
Equipment and access to Computers for CAD etc.
Machinery
Table Saw
Band Saw
Radial Arm or Mitre Saw or Compound Slide Saw
Thicknesser 20”
Jointer
Lathe
Bench Grinder
Linisher
Wet wheel
Drill Press
Router Table/ Spindle Moulder
Morticing Machine
Drum Sander 24”
MSF10113 Furnishing Training Package
National Furnishings. Broad Based Skills. ABC 1-13, ACTRAC. 1995
Furnishing – An Industry Study for Secondary Schools - D. Schlyder
SAA Handbook 1 Technical Drawing Practise for Students
Furnishing Toolboxes – designed for certificate III but they have great industry examples of plans and
specification sheets that teachers can use and modify.

Furniture Making and Design Toolbox - http://westone.wa.gov.au/toolbox8/furniture

Online ACT Safety Modules - http://www.actsafe.act.gov.au

Australian Flexible Learning Framework - http://lorn.flexiblelearning.net.au/
(There are many resources within the Lorn Toolboxes on OHS etc. Conduct a wide search for terms such
as OHS – not just for furniture units. The LORN toolboxes can be previewed online, downloaded and used
for free and even modified for your own use. These links were accurate at the time of publication)
Examples of assessment items as recommended through Moderation Day can be found on the BSSS
‘Connected Learning Communities’ cLc page.
Colleges are also encouraged to develop industry partnerships and a relationship with CIT to provide
access to computer aided design and production equipment.
31
Board Endorsed December 2011 (version 7 September 2014)
Recommended Course Evaluation Procedures
The evaluation will proceed through:

discussions with the BSSS, personnel from other colleges, colleagues in relevant professional
associations and employers in the industry

teacher, student and parent evaluation during the course, and

consultation with the relevant Industry representatives.
On-going monitoring/evaluation will be continued. This evaluation will consider:

implementation issues

curriculum issues (eg., relevance, scheduling, effectiveness of RPL processes, integration of
training, assessment procedures - both in the workplace and college situations

student outcomes (further education and training; employment - in the industry and outside
it)

the perceptions of both employed graduates and employers on the relevance and value of the
course to employment

retention rates to graduation, and reasons for early withdrawal

feedback from other training providers on articulation; and

level of certification gained - perceived relevance of the exit and entry points; perceived
relevance of the qualification gained.
32
Board Endorsed December 2011 (version 7 September 2014)
Furniture & Timber: Fundamentals
Value 1.0
Prerequisites
Nil
Duplication of Content Rules
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

make measurements using appropriate measuring equipment

construct and finish a basic timber project(s)

correctly identify and use basic tools and equipment

use and explain timber industry terms in a workshop/workplace environment

identify and use personal protective equipment (PPE)

demonstrate knowledge and understanding of OHS principles and requirements

use appropriate technical language when explaining OHS procedures
Units of Competency
Refer to Page 6 for Elective Requirements.
This is a guide to the units of competence that may be delivered and assessed concurrently in this unit.
Please note that competence must be demonstrated over time and in the full range of furnishing
contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Training
Package MSF10113 which provides performance criteria, range statements and assessment contexts.
Content
Code
Competency Title
Core/Elective
MSAPMOHS1OOA
Follow OHS procedures
Core
MSAPMOPS101A
Make measurements
Core
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 13.
Assessment Tasks Types
Refer to Assessment task Types table on page 14.
This is a 1.0 unit. Ensure that the correct weighting value is used for assessment.
Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to late
entry or early exit in a semester.
33
Board Endorsed December 2011 (version 7 September 2014)
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
and
Learning


Assessment
creative and critical thinkers
enterprising problem-solvers

skilled and empathetic communicators
informed and ethical decision-makers

environmentally and culturally aware citizens
confident and capable users of technologies




independent and self-managing learners
collaborative team members
Specific Unit Resources
See Resource section on page 25.
These were accurate at the time of publication.
34
Board Endorsed December 2011 (version 7 September 2014)
Furniture & Timber: Fundamentals M
Value 1.0
Student Profile
For students with a mild to moderate intellectual disability.
Prerequisites
Nil
Specific Unit Goals
A unit before Modification
M unit after Modification
This unit should enable students to:
This unit should enable students to:

make measurements using appropriate
measuring equipment

make measurements using basic measuring
equipment

construct and finish a basic timber
project(s)

construct and finish a simple timber
project(s)

correctly identify and use basic tools and
equipment

identify and use basic tools and equipment

use and explain timber industry terms in a
workshop/workplace environment

use and describe basic timber industry terms
in a workshop environment

identify and use personal protective
equipment (PPE)

use personal protective equipment (PPE)

demonstrate knowledge and understanding
of OHS principles and requirements

demonstrate OHS requirements

use appropriate technical language when
explaining OHS procedures

describe OHS procedures
Content
A unit before Modification
 Identify appropriate measurements.
M unit after Modification
 Selecting basic measuring equipment
 Using suitable measuring units
 Using simple measuring techniques

Perform measurements


Record measurements as required.
Respond to routine problems in
accordance with procedures

Recording measurements correctly

Recognise hazards.


Follow procedures for hazard control.

Identifying and checking for hazards in
the workshop
Following safety procedures in the
workshop
Using personal protective equipment
and other familiar equipment safely


Follow emergency procedures.


Report problems.

Following familiar emergency
procedures in the workshop
Reporting hazards in the workshop
35
Board Endorsed December 2011 (version 7 September 2014)
Teaching and Learning Strategies
Students with special educational needs will be provided with opportunities to engage in successful and
challenging learning experiences in all key learning areas. The outcomes for them will be appropriate to
their abilities and needs.
A unit before Modification














in-class exercises and class discussions
quizzes
individual and group demonstrations
individual tutorials
regular and meaningful feedback
research assignments
awareness of materials and processes
use of information and communication
technologies
questionnaires
practical projects
industry visits
guest speakers
work placements
establishing industry links with
individuals or groups
M unit after Modification
















individual and group demonstrations
Peer tutoring, assistance and/or
mediation
Relating topic to student’s personal
interests
practical projects
Cooperative group work
Short term goals to make activities
more achievable
Varying style and mode of presentation
Clarifying, shortening and repeating
instructions
Demonstrating and modelling
Using open-ended questions and/or
tasks
Frequent reviews and revision
Working with a teacher assistant, if
possible
regular and meaningful feedback
Planning a wide range of activities to
cater for different abilities
Providing assessment criteria for set
tasks and definite word limits
Amending printed material by:
o Simplifying language
o Pre-teaching vocabulary
o Improving legibility and layout
o Highlighting critical features
o Reducing unnecessary detail
o If necessary, providing a copy of the
material on studywiz
o Providing clear instructions and
diagrams
Assessment
Refer to page 14.
36
Board Endorsed December 2011 (version 7 September 2014)
Student Capabilities
As shown in the course unit
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
Evidence could be in:
Goals
Content




environmentally and culturally aware citizens
confident and capable users of technologies
Assessment




skilled and empathetic communicators
informed and ethical decision-makers
Teaching









independent and self-managing learners

collaborative team members

Specific Unit Resources
Refer to page 25.
Furnishing Toolboxes – designed for certificate III but they have great industry examples of plans and
specification sheets that teachers can use and modify.

Furniture Making and Design Toolbox - http://westone.wa.gov.au/toolbox8/furniture

Online ACT Safety Modules - http://www.actsafe.act.gov.au

Australian Flexible Learning Framework - http://lorn.flexiblelearning.net.au/
(There are many resources within the Lorn Toolboxes on OHS etc. Conduct a wide search for terms such
as OHS – not just for furniture units. The LORN toolboxes can be previewed online, downloaded and used
for free and even modified for your own use. These links were accurate at the time of publication)
Onguard safety modules http://www.1300acepro.com/
Examples of assessment items as recommended through Moderation Day can be found on the BSSS
‘Connected Learning Communities’ cLc page.
These were accurate at the time of publication.
37
Board Endorsed December 2011 (version 7 September 2014)
Furniture & Timber: Introduction
Value 0.5
This unit is an exit point for Timber Furniture Construction 1.0. It is a prerequisite for any student joining
the course.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

construct a basic timber project(s)

correctly identify and use basic tools and equipment

identify and use personal protective equipment (PPE)

demonstrate knowledge and understanding of OHS principles and requirements

use appropriate technical language when explaining OHS procedures
Units of Competency
Refer to Page 6 for Elective Requirements.
This is a guide to the units of competence that may be delivered and assessed concurrently in this unit.
Please note that competence must be demonstrated over time and in the full range of furnishing
contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Training
Package MSF10113 which provides performance criteria, range statements and assessment contexts.
Content
Code
Competency Title
Core/Elective
MSAPMOHS1OOA
Follow OHS procedures
Core
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 13.
Assessment Tasks Types
Refer to the Assessment Task Types table on page 14. This is a 0.5 unit. Ensure that the correct weighting
value is used for assessment.
Students are expected to study the accredited semester 1.0 units unless in a 0.5 unit due to late
enrolment or early exit in a semester.
38
Board Endorsed December 2011 (version 7 September 2014)
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning


Assessment
creative and critical thinkers
enterprising problem-solvers

skilled and empathetic communicators
informed and ethical decision-makers

environmentally and culturally aware citizens
confident and capable users of technologies




independent and self-managing learners
collaborative team members
Specific Unit Resources
See Resources on page 25.
These were accurate at the time of publication.
39
Board Endorsed December 2011 (version 7 September 2014)
Furniture & Timber: Continuing
Value 0.5
Prerequisites
This unit has been added to allow student entry to Furniture and Construction at Q2.
Duplication of Content Rules
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

make measurements using appropriate measuring equipment

construct a basic timber project(s)

correctly identify and use basic tools and equipment

use and explain timber industry terms in a workshop/workplace environment

identify and use personal protective equipment (PPE)

use appropriate technical language when explaining OHS procedures
Units of Competency
Refer to Page 6 for Elective Requirements.
This is a guide to the units of competence that may be delivered and assessed concurrently in this unit.
Please note that competence must be demonstrated over time and in the full range of furnishing
contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Training
Package MSF10113 which provides performance criteria, range statements and assessment contexts.
Content
Code
Competency Title
Core/Elective
MSAPMOPS101A
Make measurements
Core
NB: ‘Follow OHS procedures’. As students who enter in Q2 would use this as their first unit in Furniture
Construction, it is imperative that the teacher ensures that the students complete at a very minimum the
safety tests required for all machines used before starting work. They should then complete the rest of
the OH&S competency from the Q1 unit by the end of the term if possible or at least by the end of the
first year.
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 13.
Assessment Tasks Types
Refer to the Assessment Task Types table on page 13. This is a 0.5 unit. Ensure that the correct weighting
value is used for assessment.
Students are expected to study the accredited semester 1.0 units unless in a 0.5 unit due to late
enrolment or early exit in a semester.
40
Board Endorsed December 2011 (version 7 September 2014)
Student Capabilities
Student Capabilities
Evidence could be in:
Goals
Content
Teaching and
Learning
Assessment
creative and critical thinkers

enterprising problem-solvers


skilled and empathetic communicators
informed and ethical decision-makers

environmentally and culturally aware
citizens
confident and capable users of technologies




independent and self-managing learners
collaborative team members
Specific Unit Resources
See Resource section on page 25.
These were accurate at the time of publication.
41
Board Endorsed December 2011 (version 7 September 2014)
Furniture & Timber: Industrial Skills
Value 1.0
Prerequisites
Competencies can be delivered in a sequence that better suits individual colleges (due to varying
resources and expertise) however, the initial core competency must be ‘Follow OHS Procedures’ which is
delivered in Furniture & Timber Fundamentals.
Duplication of Content Rules
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

work effectively with others

demonstrate effective use of furniture making sector hand and power tools
Units of Competency
Refer to Page 6 for Elective Requirements.
This is a guide to the units of competence that may be delivered and assessed concurrently in this unit.
Please note that competence must be demonstrated over time and in the full range of furnishing
contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Training
Package MSF10113 which provides performance criteria, range statements and assessment contexts.
Content
Code
Competency Title
Core/Elective
MSAPMOHS1OOA
Follow OHS procedures
Core
MSAPMSUP102A
Communicate in the workplace
Core
MSFFM2001
Use furniture making sector hand and power tools
Elective
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 13.
Assessment Tasks Types
Refer to the Assessment Task Types table on page 14. This is a 1.0 unit. Ensure that the correct weighting
value is used for assessment.
Students are expected to study the accredited semester 1.0 units unless in a 0.5 unit due to late
enrolment or early exit in a semester.
42
Board Endorsed December 2011 (version 7 September 2014)
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning


Assessment
creative and critical thinkers
enterprising problem-solvers

skilled and empathetic communicators
informed and ethical decision-makers

environmentally and culturally aware
citizens

confident and capable users of technologies
independent and self-managing learners





collaborative team members
Specific Unit Resources
See Resources on page 25.
These were accurate at the time of publication.
43
Board Endorsed December 2011 (version 7 September 2014)
Furniture & Timber: Industrial Skills M
Value 1.0
Student Profile
For students with a mild to moderate intellectual disability.
Prerequisites
Nil
Specific Unit Goals
A unit before Modification
M unit after Modification
This unit should enable students to:
This unit should enable students to:
 Receive, record and convey messages
 Access workplace information and
complete workplace forms
 Select and use basic hand and power
tools for furniture making
 Apply safe work practices to the use and
care of hand and power tools in the
workshop

work effectively with others

demonstrate effective use of furniture
making sector hand and power tools
Content
A unit before Modification
M unit after Modification
 Communication in the workplace

Receive and relay messages

Interpret messages.


Respond to information.


Complete workplace forms.

Practices for completing workplace
forms
 Identify hand and power tools
 Select hand tools


Basic types of hand and power tools
Selecting correct hand tools for simple
tasks
 Use hand tools
 Select power tools


Safe use of familiar hand tools
Selecting correct power tools for simple
tasks
 Use power tools
 Clean up work area and tools


Safe use of familiar power tools
Cleaning tools, equipment and work
area
Basic procedures to receive and deliver
messages correctly
Types of workplace information
44
Board Endorsed December 2011 (version 7 September 2014)
Teaching and Learning Strategies
Students with special educational needs will be provided with opportunities to engage in successful and
challenging learning experiences in all key learning areas. The outcomes for them will be appropriate to
their abilities and needs.
A unit before Modification














in-class exercises and class discussions
quizzes
individual and group demonstrations
individual tutorials
regular and meaningful feedback
research assignments
awareness of materials and processes
use of information and communication
technologies
questionnaires
practical projects
industry visits
guest speakers
work placements
establishing industry links with
individuals or groups
M unit after Modification
















individual and group demonstrations
Peer tutoring, assistance and/or
mediation
Relating topic to student’s personal
interests
practical projects
Cooperative group work
Short term goals to make activities
more achievable
Varying style and mode of presentation
Clarifying, shortening and repeating
instructions
Demonstrating and modelling
Using open-ended questions and/or
tasks
Frequent reviews and revision
Working with a teacher assistant, if
possible
regular and meaningful feedback
Planning a wide range of activities to
cater for different abilities
Providing assessment criteria for set
tasks and definite word limits
Amending printed material by:
o Simplifying language
o Pre-teaching vocabulary
o Improving legibility and layout
o Highlighting critical features
o Reducing unnecessary detail
o If necessary, providing a copy of the
material on studywiz
o Providing clear instructions and
diagrams
Assessment
Refer to page 14.
45
Board Endorsed December 2011 (version 7 September 2014)
Student Capabilities
As shown in the course unit
Student Capabilities
creative and critical thinkers
Evidence could be in:
Goals
Content

enterprising problem-solvers
Assessment



skilled and empathetic communicators
informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies
Teaching



independent and self-managing learners

collaborative team members



Specific Unit Resources
Refer to page 25.
Furnishing Toolboxes – designed for certificate III but they have great industry examples of plans and
specification sheets that teachers can use and modify.

Furniture Making and Design Toolbox - http://westone.wa.gov.au/toolbox8/furniture

Online ACT Safety Modules - http://www.actsafe.act.gov.au

Australian Flexible Learning Framework - http://lorn.flexiblelearning.net.au/
(There are many resources within the Lorn Toolboxes on OHS etc. Conduct a wide search for terms such
as OHS – not just for furniture units. The LORN toolboxes can be previewed online, downloaded and used
for free and even modified for your own use. These links were accurate at the time of publication)
Onguard safety modules http://www.1300acepro.com/
Examples of assessment items as recommended through Moderation Day can be found on the BSSS
‘Connected Learning Communities’ cLc page.
These were accurate at the time of publication.
46
Board Endorsed December 2011 (version 7 September 2014)
Furniture & Timber: Project
Value 1.0
Prerequisites
Skills in previous units underpin the required knowledge to develop a major project. Students may work in
a team environment, as an individual or as a group on a major project relative to the College resources
and equipment the initial core competency must ‘Follow OH&S Procedures’ which is delivered in Furniture
& Timber Fundamentals.
Duplication of Content Rules
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

perform environmentally sustainable work practices

demonstrates how to work effectively in a team

demonstrate safe material handling

explain the impact of unsustainable work practices

uses technical knowledge to communicate

applies a range of communication techniques
Units of Competency
Refer to Page 6 for Elective Requirements.
This is a guide to the units of competence that may be delivered and assessed concurrently in this unit.
Please note that competence must be demonstrated over time and in the full range of furnishing
contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Training
Package MSF10113 which provides performance criteria, range statements and assessment contexts.
Content
Code
Competency Title
Core/Elective
MSAPMOHS1OOA
Follow OHS procedures
Core
MSAENV272B
Participate in environmentally sustainable work
practices
Core
MSAPMSUP106A
Work in a team
Core
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 13.
Assessment Tasks Types
Refer to the Assessment Task Types table on page 14. This is a 1.0 unit. Ensure that the correct weighting
value is used for assessment. Students are expected to study the accredited semester 1.0 units unless in a
0.5 unit due to late enrolment or early exit in a semester.
47
Board Endorsed December 2011 (version 7 September 2014)
Specific Unit Resources
See Resources on page 25. These were accurate at the time of publication.
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment












creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies


independent and self-managing learners
collaborative team members


48
Board Endorsed December 2011 (version 7 September 2014)
Furniture & Timber: Project M
Value 1.0
Student Profile
Student with a mild to moderate intellectual disability
Prerequisites:
Nil.
Specific Unit Goals
A unit before Modification
M unit after Modification
This unit should enable students to:
This unit should enable students to:
 perform environmentally sustainable work
practices
 perform environmentally sustainable work
practices
 demonstrates how to work effectively in a
team
 demonstrate safe material handling
 demonstrate safe material handling
 explain the impact of unsustainable work
practices
 uses technical knowledge to communicate
 uses a range of communication techniques
 applies a range of communication
techniques
Content
A unit before Modification
 Identify current resource use and
environmental issues
 Comply with environmental regulations
 Seek opportunities to improve
environmental practices and resource
efficiency
 Identify work activities
 Participate in a team
 Receive and relay messages
 Interpret messages
 Respond to information
 Complete workplace forms
 Recognise hazards
 Follow procedures for hazard control
M unit after Modification
 Identify environmental issues
 Identify resources used in own work
 Report environmental incidents to
appropriate personnel.
 Use interpersonal skills appropriate to the
effective teamwork of the class.
 Communication in the workplace
 Basic procedures to receive and deliver
messages correctly
 Types of workplace information
 Identifying and checking for hazards in
the workshop
 Following safety procedures in the
workshop
 Using personal protective equipment and
other familiar equipment safely
 Following familiar emergency procedures
in the workshop
 Reporting hazards in the workshop
 Follow emergency procedures
49
Board Endorsed December 2011 (version 7 September 2014)
 Report problems
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 14.
Student Capabilities
As shown in the course unit
Evidence could be in:
Student Capabilities
Goals
Content
Teaching

creative and critical thinkers

enterprising problem-solvers


skilled and empathetic communicators
informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies
Assessment



independent and self-managing learners

collaborative team members



Specific Unit Resources
Refer to page 25.
Furnishing Toolboxes – designed for certificate III but they have great industry examples of plans and
specification sheets that teachers can use and modify.
•
Furniture Making and Design Toolbox - http://westone.wa.gov.au/toolbox8/furniture
•
Online ACT Safety Modules - http://www.actsafe.act.gov.au
•
Australian Flexible Learning Framework - http://lorn.flexiblelearning.net.au/
(There are many resources within the Lorn Toolboxes on OHS etc. Conduct a wide search for terms such
as OHS – not just for furniture units. The LORN toolboxes can be previewed online, downloaded and used
for free and even modified for your own use. These links were accurate at the time of publication)
Onguard safety modules http://www.1300acepro.com/
Examples of assessment items as recommended through Moderation Day can be found on the BSSS
‘Connected Learning Communities’ cLc page.
These were accurate at the time of publication.
50
Board Endorsed December 2011 (version 7 September 2014)
Furniture & Timber: Timber Joints
Value 1.0
Prerequisites
Competencies can be delivered in a sequence that suits individual colleges, however, (due to varying
resources and expertise), the initial core competency must be ‘Follow OHS Procedures’ which is delivered
in Furniture & Timber Fundamentals.
Duplication of Content Rules
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

construct hand -made timber joints

identify, select and use appropriate tools for joint work

apply safe OHS procedures

identifies and explains industry standards used in a practical workshop

identify, select and use appropriate measuring tools

interpreting plans and developing a costing schedule

demonstrates the ability to sketch, produce and interpret drawings in the production of
projects

demonstrates appropriate technical principles in the production of projects

apply planning and time management skills

demonstrates the ability to solve problems

apply numerical calculations appropriate to the project
Units of Competency
*Refer to Page 6 for Elective Requirements.
This is a guide to the units of competence that may be delivered and assessed concurrently in this unit.
Please note that competence must be demonstrated over time and in the full range of furnishing
contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Training
Package MSF10113 which provides performance criteria, range statements and assessment contexts.
Content
Code
Competency Title
Core/Elective
MSAPMOHS1OOA
Follow OHS procedures
Core
MSFFM2006
Hand make timber joints
Elective *
MSFFM1001
Construct a basic timber furnishing product
Elective*
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 13.
51
Board Endorsed December 2011 (version 7 September 2014)
Assessment Tasks Types
Refer to the Assessment Task Types table on page 14. This is a 1.0 unit. Ensure that the correct weighting
value is used for assessment.
Students are expected to study the accredited semester 1.0 units unless in a 0.5 unit due to late
enrolment or early exit in a semester.
Student Capabilities
Evidence could be in:
creative and critical thinkers

Teaching
and
Learning

enterprising problem-solvers


Student Capabilities
Goals
Content
informed and ethical decision-makers

environmentally and culturally aware citizens



independent and self-managing learners
collaborative team members



skilled and empathetic communicators
confident and capable users of technologies
Assessment







Specific Unit Resources
See Resources on page 25.
These were accurate at the time of publication.
52
Board Endorsed December 2011 (version 7 September 2014)
Furniture & Timber: Basic Timber Joints
Value 0.5
Prerequisites
Nil.
Duplication of Content Rules
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

construct hand -made timber joints

identify, select and use appropriate tools for joint work

apply safe OHS procedures

interpreting plans and developing a costing schedule

demonstrates the ability to solve problems

apply numerical calculations appropriate to the project
Units of Competency
*Refer to Page 6 for Elective Requirements.
This is a guide to the units of competence that may be delivered and assessed concurrently in this unit.
Please note that competence must be demonstrated over time and in the full range of furnishing
contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Training
Package MSF10113 which provides performance criteria, range statements and assessment contexts.
Content
Code
Competency Title
Core/Elective
MSAPMOHS1OOA
Follow OHS procedures
Core
MSFFM2006
Hand make timber joints
Elective *
MSFFM1001
Construct a basic timber furnishing product
Elective*
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 13.
Assessment Tasks Types
Refer to the Assessment Task Types table on page 14. This is a 1.0 unit. Ensure that the correct weighting
value is used for assessment.
Students are expected to study the accredited semester 1.0 units unless in a 0.5 unit due to late
enrolment or early exit in a semester.
53
Board Endorsed December 2011 (version 7 September 2014)
Student Capabilities
Evidence could be in:
creative and critical thinkers

Teaching and
Learning

enterprising problem-solvers


Student Capabilities
Goals
Content
informed and ethical decision-makers

environmentally and culturally aware
citizens



independent and self-managing learners
collaborative team members



skilled and empathetic communicators
confident and capable users of technologies
Assessment







Specific Unit Resources
See Resources on page 25.
These were accurate at the time of publication.
54
Board Endorsed December 2011 (version 7 September 2014)
Furniture & Timber: Timber Joints M
Value 1.0
Student Profile
Students with a mild to moderate intellectual disability
Prerequisites: NIL
Specific Unit Goals
A unit before Modification
M unit after Modification
This unit should enable students to:
This unit should enable students to:
 construct handmade timber joints
 construct handmade timber joints
 identify, select and use appropriate tools
for joint work
 apply safe OHS procedures
 identify, select and use appropriate tools
for joint work
 apply safe OHS procedures
 identifies and explains industry
standards used in a practical workshop
 identify, select and use appropriate
measuring tools
 identify, select and use appropriate
measuring tools
 interpreting plans and developing a
costing schedule
 demonstrates the ability to sketch,
produce and interpret drawings in the
production of projects
 demonstrates appropriate technical
principles in the production of projects
 demonstrates the ability to sketch,
produce drawings in the production of
projects
 demonstrates appropriate technical
principles in the production of projects
 apply planning and time management
skills
 demonstrates the ability to solve
problems
 apply numerical calculations appropriate
to the project
Content
A unit before Modification

Follow OHS procedures

Hand make timber joints

Construct a basic timber furnishing
product
M unit after Modification
 Follow OHS procedures

Hand make timber joints

Construct a basic timber furnishing
product
55
Board Endorsed December 2011 (version 7 September 2014)
Teaching and Learning Strategies
Refer to page 13
Assessment
Refer to page 14.
Student Capabilities
As shown in the course unit
Evidence could be in:
Student Capabilities
Goals
Content
Teaching

creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators
informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies
Assessment






independent and self-managing learners
collaborative team members
Specific Unit Resources
Refer to page 25.
Furnishing Toolboxes – designed for certificate III but they have great industry examples of plans and
specification sheets that teachers can use and modify.
•
Furniture Making and Design Toolbox - http://westone.wa.gov.au/toolbox8/furniture
•
Online ACT Safety Modules - http://www.actsafe.act.gov.au
•
Australian Flexible Learning Framework - http://lorn.flexiblelearning.net.au/
(There are many resources within the Lorn Toolboxes on OHS etc. Conduct a wide search for terms such
as OHS – not just for furniture units. The LORN toolboxes can be previewed online, downloaded and used
for free and even modified for your own use. These links were accurate at the time of publication)
Onguard safety modules http://www.1300acepro.com/
Examples of assessment items as recommended through Moderation Day can be found on the BSSS
‘Connected Learning Communities’ cLc page.
These were accurate at the time of publication
56
Board Endorsed December 2011 (version 7 September 2014)
Furniture & Timber: Major Project
Value 2.0
Prerequisites
This unit is only available to students who have demonstrated a high level of technical and project
management skills in the following units: Furniture & Timber: Fundamentals 1.0 and Furniture & Timber:
Industrial Skills 1.0.
Students can only enrol in this unit after negotiation with the teacher, as it is a yearlong unit to enable
students to undertake an advanced project of 110 hours.
Duplication of Content Rules
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

perform and explain environmentally sustainable work practices

work in a team

demonstrates how to work effectively in a team

demonstrates safe material handling

understand the impact of unsustainable work practices

uses technical knowledge to communicate

applies a range of communication techniques

apply knowledge to construct hand- made timber joints

identify, select and use appropriate tools for joint work

apply safe OHS procedures

identifies and explains industry standards

identify, select and use appropriate measuring tools

interpreting plans and developing a costing schedule

demonstrates the ability to sketch, produce and interpret drawings in the production of
projects

demonstrates appropriate technical principles in the production of projects

apply planning and time management skills

demonstrates the ability to solve problems

apply numerical calculations appropriate to the project
Units of Competency
Refer to Page 6 for Elective Requirements.
This is a guide to the units of competence that may be delivered and assessed concurrently in this unit.
Please note that competence must be demonstrated over time and in the full range of furnishing
contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Training
Package MSF10113 which provides performance criteria, range statements and assessment contexts.
57
Board Endorsed December 2011 (version 7 September 2014)
Content
Code
Competency Title
Core/Elective
MSAPMOHS1OOA
Follow OHS procedures
Core
MSAENV272B
Participate in environmentally sustainable work
practices
Core
MSAPMSUP106A
Work in a team
Core
MSFFM2006
Hand make timber joints
Elective
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 13.
Assessment Tasks Types
Refer to the Assessment Task Types table on page 14. This is a 2.0 unit. Ensure that the correct weighting
value is used for assessment.
Students are expected to study the accredited semester 1.0 units unless in a 0.5 unit due to late
enrolment or early exit in a semester.
Evidence could be in:
Student Capabilities
creative and critical thinkers
Goals
Content


Teaching and
Learning
















enterprising problem-solvers
skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware
citizens

confident and capable users of technologies

independent and self-managing learners
collaborative team members

Assessment
Specific Unit Resources
See Resources on page 25.
These were accurate at the time of publication.
58
Board Endorsed December 2011 (version 7 September 2014)
FC Structured Workplace Learning 1
Value 0.5
Prerequisites
Nil.
Duplication of Content Rules
Refer to page 12.
Specific Unit Goals
These units should enable students to increase skills and knowledge pertaining to the Furniture and
Timber Industry and:

Follow OHS Procedures
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this unit.
Please note that competence must be demonstrated over time and in the full range of furnishing
contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Training
Package MSF10113 which provides performance criteria, range statements and assessment contexts.
Content
Code
Competency Title
Core/Elective
MSAPMOHS1OOA
Follow OHS procedures
Core
It is highly recommended that students complete a number of Structured Workplace Learning
environments in a variety of workplaces.
Assessment
Refer to Competency Based Assessment (page 15) and Structured Workplace Learning (page 15).
59
Board Endorsed December 2011 (version 7 September 2014)
FC Structured Workplace Learning 2
Value 0.5
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to increase skills and knowledge pertaining to the Furniture and Timber
Industry and:

Follow OHS Procedures

Work effectively with others
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this unit.
Please note that competence must be demonstrated over time and in the full range of furnishing
contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Training
Package MSF10113 which provides performance criteria, range statements and assessment contexts.
Content
It is highly recommended that students complete a number of Structured Workplace Learning
environments in a variety of workplaces.
Code
Competency Title
Core/Elective
MSAPMOHS1OOA
Follow OHS procedures
Core
MSAPMSUP106A
Work in a team
Core
Assessment
Refer to Competency Based Assessment (page 15) and Structured Workplace Learning (page 15).
60
Board Endorsed December 2011 (version 7 September 2014)
FC Structured Workplace Learning 3
Value 0.5
Prerequisites
Nil
Specific Unit Goals
These units should enable students to increase skills and knowledge pertaining to the Furniture and
Timber Industry and:

Follow OHS Procedures

Work in a team
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this unit.
Please note that competence must be demonstrated over time and in the full range of furnishing
contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Training
Package MSF10113 which provides performance criteria, range statements and assessment contexts.
Content
It is highly recommended that students complete a number of Structured Workplace Learning
environments in a variety of workplaces.
Code
Competency Title
Core/Elective
MSAPMOHS1OOA
Follow OHS procedures
Core
MSAPMSUP106A
Work in a team
Core
Assessment
Refer to Competency Based Assessment (page 15) and Structured Workplace Learning (page 15).
61
Board Endorsed December 2011 (version 7 September 2014)
FC Structured Workplace Learning 4
Value 0.5
Prerequisites
Nil.
Specific Unit Goals
These units should enable students to increase skills and knowledge pertaining to the Furniture and
Timber Industry and:

Follow OHS Procedures

Make Measurements.
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this unit.
Please note that competence must be demonstrated over time and in the full range of furnishing
contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Training
Package MSF10113 which provides performance criteria, range statements and assessment contexts.
Content
It is highly recommended that students complete a number of Structured Workplace Learning
environments in a variety of workplaces.
Code
MSAPMOHS1OOA
MSAPMOPS101A
Competency Title
Follow OHS procedures
Make Measurements
Core/Elective
Core
Core
Assessment
Refer to Competency Based Assessment (page 15) and Structured Workplace Learning (page 15).
62