ERECT AND DISMANTLE

RESTRICTED HEIGHT SCAFFOLDING

CERTIFICATE II IN BUILDING AND CONSTRUCTION
(PATHWAY – TRADES)
CPCCCM2008B
LEARNER’S GUIDE

BUILDING AND CONSTRUCTION

BC2200
Erect and dismantle restricted
height scaffolding

CPCCCM2008B

Learner’s guide
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First published 2014

ISBN 978‑1‑74205‑940‑2

© VET (WA) Ministerial Corporation 2014

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This resource contains the unit of competency from the CPC08 Construction, Plumbing
and Services Training Package – CPCCCM2008B Erect and dismantle restricted height
scaffolding © Commonwealth of Australia, used under Creative Commons Attribution‑No
Derivative Works 3.0 Australia licence <www.creativecommons.org.au>.

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 Contents

Welcome.................................................................................................................. 5
Qualification overview.............................................................................................. 5
Unit overview............................................................................................................ 6
Skills recognition and recognition of prior learning (RPL)........................................ 9
Resources................................................................................................................ 9
Self‑checklist.......................................................................................................... 10
About the icons....................................................................................................... 12

Section 1 – Scaffolding rules and requirements............................................... 13

Introduction............................................................................................................. 13
Rules, Regulations and requirements.................................................................... 14
Work health and safety........................................................................................... 23

Section 2 – Types of scaffolding and their components.................................. 31

Introduction............................................................................................................. 31
Modular scaffolding................................................................................................ 32
Tube‑and‑coupler scaffold...................................................................................... 35
Suspended scaffold................................................................................................ 35
Classes of scaffold................................................................................................. 36
Scaffold components.............................................................................................. 38

Section 3 – Planning and preparing for scaffolding work................................ 49

Introduction............................................................................................................. 49
Design considerations............................................................................................ 50
Planning and designing a scaffold.......................................................................... 57

Section 4 – Erecting scaffold.............................................................................. 65

Introduction............................................................................................................. 65
Selecting materials, tools and equipment............................................................... 66
Erecting procedure................................................................................................. 70
Inspection log and handover.................................................................................. 79

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Section 5 – Inspecting, repairing and altering scaffolding............................... 81

Introduction............................................................................................................. 81
Compliant use of scaffold....................................................................................... 82
Inspecting scaffold.................................................................................................. 82
Repairing scaffolding.............................................................................................. 84
Scheduled alterations............................................................................................. 85

Section 6 – Closing procedures.......................................................................... 87

Introduction............................................................................................................. 87
Dismantling scaffolding........................................................................................... 88
Clean‑up................................................................................................................. 90
Maintenance and storage....................................................................................... 92

Annex A – Unit details

Annex B – Assessments

Annex C – Workshop activities

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 Welcome
Welcome to the learner’s guide for CPCCCM2008A Erect and dismantle restricted
height scaffolding.
This guide will take you through the process of learning how to erect, inspect, alter and
dismantle restricted height scaffolding.
Areas of explanation include:
• planning and preparing for work tasks
• identifying scaffolding quantity and material requirements
• erecting scaffolding to required safety standards
• inspecting, repairing and altering scaffolding
• dismantling scaffolding and cleaning up work area.

Skills and knowledge will also be developed in teamwork and communication.

Qualification overview
This unit of competency, CPCCCM2008B Erect and dismantle restricted height
scaffolding, forms part of Certificate II in Building and Construction (Pathway – Trades),
a pre‑vocational course for learners seeking to gain an apprenticeship in the
building and construction industry. The focus of this course is on developing relevant
technical, vocational and interpersonal competencies as well as skills, knowledge
and experiences that may be transferable to other industry areas. You will also gain
employability skills relevant to an entry level employee of the industry.
The first component of the course consists of seven core units of competency (common
to 11 construction trades) and a period of work placement. This component, which
would typically be delivered over a one‑year period, is designed to provide learners
with a tradesperson’s introduction to the building and construction industry.
In the second component of the course, typically undertaken in the second year of
study, you will choose from 10 trade‑specific streams of units of competency that
enable you to focus your learning on a particular trade such as bricklaying, painting or
carpentry.
To progress further in the industry, beyond this introductory level, you will then need to
gain an apprenticeship in your chosen trades area, or pursue further training within the
building and construction field.

Note: If you are completing this unit as part of a different qualification, your lecturer
will give you the relevant information.

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 Erect and dismantle restricted height scaffolding
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Unit overview
This unit describes the performance outcomes, skills and knowledge required to erect
and dismantle restricted height scaffolding.
Some basic information for this unit of competency is provided here. You can find the
full unit details at Annex A at the back of this guide.

Unit title Erect and dismantle restricted height scaffolding

Descriptor This unit of competency specifies the outcomes required to

erect and dismantle restricted height scaffolding to provide
work platforms for various occupational applications. It includes
placement of safety barriers and only involves modular scaffolding
restricted to a height of 4 metres.

National code CPCCCM2008B

Employability skills This unit contains employability skills.

Prerequisite unit CPCCOHS2001A Apply OHS requirements, policies and

procedures in the construction industry

Application This unit of competency supports achievement of skills to handle,

erect and dismantle a range of restricted height scaffolding
systems, which may include working with others and as a member
of a team.

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 Welcome

Element 1 Plan and prepare

1.1 Work instructions, including plans, specifications, quality requirements and operational
details, are obtained from relevant sources of information, confirmed and applied for
planning and preparation purposes.

1.2 Workplace health and safety (WHS) requirements are followed in accordance with
safety plans and policies.

1.3 Signage and barricade requirements are identified and implemented.

1.4 Plant, tools and equipment are selected to carry out tasks consistent with job
requirements, are checked for serviceability, and any faults are rectified or reported
prior to commencement.

1.5 Scaffolding quantity requirements are calculated in accordance with plans,

specifications and quality requirements.

1.6 Materials appropriate to the work application are identified, obtained, prepared, safely
handled and located ready for use.

1.7 Environmental requirements are identified for the project in accordance with
environmental plans and statutory and regulatory authority obligations, and are
applied.

Element 2 Erect scaffolding

2.1 Purpose for scaffolding is confirmed and associated work tasks are identified.

2.2 Expected loading on scaffold and supporting structure is determined using load tables.

2.3 Site access and egress routes are identified.

2.4 Scaffolding and components are selected and inspected with damaged components
labelled and rejected or repaired.

2.5 Adequate footing is established in accordance with Australian standard for scaffolding.

2.6 Scaffolding is erected in accordance with regulations, planned hazard prevention and
control measures, acceptable safe work practices and manufacturer requirements.

Element 3 Inspect, repair and alter scaffolding

3.1 Critical structural and safety areas of scaffolding are inspected for damage, corrosion
and wear.

3.2 Current use of scaffolding is checked for compliance with type of scaffolding
equipment.

3.3 Inspection log and handover are completed.

3.4 Scaffolding is reviewed to determine if changes or modifications were scheduled as per

original planning.

3.5 Alteration or repair is carried out where specified.

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Element 4 Dismantle scaffolding

4.1 Scaffolding is dismantled using reverse procedure as for erection.

Element 5 Clean up

5.1 Work area is cleared and materials disposed of, reused or recycled in accordance with
legislation, regulations, codes of practice and job specification.

5.2 Plant, tools and equipment are cleaned, checked, maintained and stored in accordance
with manufacturer recommendations and standard work practices.

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 Welcome

Skills recognition and recognition of prior

learning (RPL)
You are encouraged to discuss with your lecturer any previous courses or work
experience in which you have participated so that it can be recognised. Evidence must
be provided.

Resources
Your lecturer will provide you with:
• personal protective equipment (PPE), as required.

Required
You will need to provide:
• steel cap/safety boots
• an A4 notepad
• an A4 file for notes, handouts and printed documents
• pens, pencils, eraser and highlighters.

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Self‑checklist
As you work through this guide you should return to this checklist and record your
progress. Where you understand something and think that you can perform it ‘easily’,
congratulations. Where your response is ‘with help’ – revise the material in that section.

CPCCCM2008B Erect and dismantle

I understand
restricted height scaffolding
Element 1 Plan and prepare Easily With help

1.1 Work instructions, including plans, specifications,

quality requirements and operational details, are
obtained from relevant sources of information,
confirmed and applied for planning and preparation
purposes.

1.2 Workplace health and safety (WHS) requirements

are followed in accordance with safety plans and
policies.

1.3 Signage and barricade requirements are identified and

implemented.

1.4 Plant, tools and equipment are selected to carry out

tasks consistent with job requirements, are checked for
serviceability, and any faults are rectified or reported
prior to commencement.

1.5 Scaffolding quantity requirements are calculated in

accordance with plans, specifications and quality
requirements.

1.6 Materials appropriate to the work application are

identified, obtained, prepared, safely handled and
located ready for use.

1.7 Environmental requirements are identified for the

project in accordance with environmental plans and
statutory and regulatory authority obligations, and
are applied.

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 Welcome

Element 2 Erect scaffolding Easily With help

2.1 Purpose for scaffolding is confirmed and associated

work tasks are identified.

2.2 Expected loading on scaffold and supporting structure

is determined using load tables.

2.3 Site access and egress routes are identified.

2.4 Scaffolding and components are selected and

inspected with damaged components labelled and
rejected or repaired.

2.5 Adequate footing is established in accordance with

Australian standard for scaffolding.

2.6 Scaffolding is erected in accordance with regulations,

planned hazard prevention and control measures,
acceptable safe work practices and manufacturer
requirements.

Element 3 Easily With help

3.1 Critical structural and safety areas of scaffolding are

inspected for damage, corrosion and wear.

3.2 Current use of scaffolding is checked for compliance

with type of scaffolding equipment.

3.3 Inspection log and handover are completed.

3.4 Scaffolding is reviewed to determine if changes or

modifications were scheduled as per original planning.

3.5 Alteration or repair is carried out where specified.

Element 4 Dismantle scaffolding Easily With help

4.1 Scaffolding is dismantled using reverse procedure as

for erection.

Element 5 Clean up Easily With help

5.1 Work area is cleared and materials disposed of,

reused or recycled in accordance with legislation,
regulations, codes of practice and job specification.

5.2 Plant, tools and equipment are cleaned, checked,

maintained and stored in accordance with
manufacturer recommendations and standard work
practices.

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About the icons

Note that not all icons may appear in this guide.

Performance criteria
This icon indicates the performance criteria covered in a section.
The performance criteria contribute to the elements of competency
that you must demonstrate in your assessment.

Activity
This icon indicates that there is an activity for you to do.

Group activity
This icon indicates that there is an activity for you to do with a partner or in
a group.

Workshop activity
This icon indicates that there is a practical activity for you to do in a workshop,
outside location or on a worksite.

Discussion
This icon indicates that there will be a discussion, which could be with
a partner, a group or the whole class.

Research
This icon indicates that you are to do a research activity using the internet,
texts, journals or other relevant sources to find out about something.

Think
This icon indicates that you should stop and think for a moment about the point
being made or the question being asked.

You will also see the following characters used throughout this guide, where there’s
a case study or activity that’s specific to a particular trade.

Dave Emma Liam Katherine

A carpenter A painter A tiler A carpenter

Jim Christine Jeremy Dave

A supervisor An apprentice An apprentice A bricklayer

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 Section 1 – Scaffolding rules and
requirements

Introduction
Scaffolding is used in the construction industry
in many different ways by a wide range of
trades. It provides a temporary and stable
above‑ground platform for workers and their tools
and materials, so that construction tasks can be
carried out safely and effectively.
As a tradesperson on a construction site, you
may be required to erect and dismantle restricted
height scaffolding to complete some of your work
tasks.
Restricted height means scaffolding with a working platform up to four metres high,
which is usually sufficient for building a single‑storey house. This restricted height
scaffolding can be set up by anyone – as long as they have been trained to do the
job properly and safely; no licence or ticket is required.

This unit covers restricted height scaffolding only.

Scaffolding more than four metres high must be erected, altered and dismantled
by a person with a licence or certificate of the appropriate class. There are also
specialist scaffolding licences that can be obtained for work on more complex or
higher risk scaffolding, such as that used on multistorey buildings or on mine sites.

Performance criteria
1.1 Work instructions, including plans, specifications, quality requirements and operational
details, are obtained from relevant sources of information, confirmed and applied for
planning and preparation purposes.
1.2 Workplace health and safety (WHS) requirements are followed in accordance with safety
plans and policies.
1.3 Signage and barricade requirements are identified and implemented.
1.7 Environmental requirements are identified for the project in accordance with
environmental plans and statutory and regulatory authority obligations, and are applied.

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Rules, Regulations and requirements

Every job on a construction site requires a strong understanding of the rules,
Regulations and requirements. Failure to follow these can lead to serious
consequences for employers and/or workers.
Scaffolding work can present many hazards, not only with erecting and working on the
scaffold itself, but also from the site or area where the scaffold is located. Before you
pick up your first piece of scaffold, you need to be familiar with:
• the Australian Standards® for
scaffolding
• work health and safety (WHS)
Regulations
• codes of practice
• environmental requirements
• company policies and procedures
• manufacturers’ instructions
• site‑specific rules and
requirements.

All these can change over time, and new rules can be created; so you’ll need to make
sure you keep up‑to‑date.

Australian Standards®
Several Australian Standards® apply to restricted height scaffolding, including:
• AS 1576.3:1995 Scaffolding – Prefabricated and tube‑and‑coupler scaffolding
• AS 1576.1:2010 Scaffolding – General requirements
• AS 4576:1995 Guidelines for scaffolding
• AS 1577 Scaffold decking components.

Together these Standards provide guidance on different aspects of scaffolding,

including their design and manufacture, and how scaffolding installations should be
designed, erected, managed and used. Many other scaffolding guidelines, such as
manufacturers’ instructions, are based on or refer to these Standards. While you don’t
need to know them by heart, it’s important that you know they exist and consult them
when you need them.

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Work health and safety Regulations

There are both national (whole country) and state and
territory WHS Regulations in place currently, although
we are moving towards a universal ‘harmonised’ way of
managing WHS in Australia.
WorkSafe WA, part of the Western Australian
Department of Commerce, is the agency responsible
for the administration of the Occupational Safety and
Health Act 1984, which promotes the safety and health
of people in the workplace. Their WorkSafe website
<www.commerce.wa.gov.au/worksafe> is a good
source of educational resources on WHS and includes
podcasts and videos.

Scaffolding codes of practice

Codes of practice are created by states, territories and industry bodies. They set out
industry standards of conduct and give detailed practical guidance on how to comply
with the requirements of legislation, including things like the preferred method or course
of action to be taken to manage hazards. They are not law, but should be followed.
Safe Work Australia – a Commonwealth Government agency responsible for the
development of national policy to improve WHS across Australia – is developing a code
of practice for scaffolding and scaffolding work, which will have a specific focus on the
WHS Regulations relating to scaffolding.

Environmental requirements
Construction projects often have an impact on the environment – from the clearing of
land through to the materials that are used and the waste created. There are rules and
Regulations covering environmental requirements. Some of these are laws; others are
local government or council requirements.
You have a responsibility to minimise the
impact you make on the environment as you
go about your work tasks. Although erecting
and using scaffolding does not consume
materials, scaffolding can affect the
environment by damaging the area where it
is set up, eg ground and plants, through dust
and debris generated by work done on the
scaffold, and through waste left by workers
using the scaffold.
The scaffolding you erect is your responsibility, so make sure you check the area
around the scaffold for damage and waste on a regular basis.

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Company policies and procedures

Most companies, especially larger ones, have company policies and procedures that
set out how the company expects certain tasks to be carried out. They cover aspects of
work such as the use of company vehicles as well as quality of work and safety.

Job safety analysis

A job safety analysis (JSA) involves looking at a work task and figuring out the safest
way to do it. It’s a way of making sure that you’ve thought about the hazards involved in
doing particular tasks and that you act to prevent injury, and considered areas such as
what personal protective equipment (PPE) you should use.
A JSA should be completed before the erection of scaffolding during the planning
stage. The JSA needs to include:
• an assessment of the site, including identification of any potential hazards or
safety issues
• the steps required to complete the erection
• the possible hazards for each step
• the safety controls to be applied to manage the hazard.

Both you, as the person erecting the scaffolding, and your supervisor must sign off the
JSA. Many companies and worksites will have existing JSAs for specific work or tasks.
You must follow these when erecting scaffolding.
An example JSA is presented on the following page.

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 Job safety analysis

JSA number: 3

Location of work: 16 Newberry Dr, Edgewater Date:17/01/2015

Activity: Erecting single‑lift, single‑bay, framed Approved by (Supervisor): Rob Jones

scaffold

Completed by: Bruce Wayne

Signed: Bruce Wayne Date: 17/01/2015 Signed: Rob Jones Date: 17/01/2015

© VET (WA) Ministerial Corporation 2014

Activity Hazards Risk control measures Who is
responsible

List the tasks in the order List the hazards associated List the control measures required to minimise the Name the person
they will be carried out. with each task. hazard. responsible for
minimising the

BC2200
hazard.

Preparation Electrocution Person responsible for erecting the scaffold must Bruce
hold a basic scaffolding ticket.
Collisions with other workers,
vehicles and machinery Check for obvious hazards in the vicinity, including
other work, overhead tree branches and powerlines.
Falling/tripping
Set up any required signs and/or barricades and use
a flagman and/or spotter if needed.
Ensure location for erection and access to it is clear
and clean.

Erection Strains Wear PPE. Bruce

Section 1 – Scaffolding rules and requirements

Falling Bend knees when lifting.

Falling tools/scaffold Use shared lifting.

17
 Activity Hazards Risk control measures Who is

18
responsible

Carrying scaffold to the Potential to hurt back Bend knees when lifting. Bruce
set‑up area

Levelling ground using a Rolling ankle, trip hazards Wear high top boots with appropriate ankle support. Bruce
shovel

Placing the sole boards on Potential for splinters or Wear gloves and bend knees. Bruce
the ground spaced roughly at hurting back
the width of the frames

Placing base plates on sole – – –

boards

Sliding frames over the base

plates
Erect and dismantle restricted height scaffolding

Fitting braces to frames Hurting back, cuts to hands. Bend knees and wear gloves. Bruce

BC2200
Dropping frame Have someone help to hold the frames upright.

Placing boards on top of the Hurting back Use correct lifting techniques. Bruce
frame ensuring there is no
Dropping boards on head Use shared lifting to lift the boards. Wear a hard hat.
gap between the boards

Conduct a pre‑work inspection of the scaffold to Bruce

ensure adequate access, work platforms and hand
railing is in place. If in doubt, do not use the scaffold.

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CPCCCM2008B
 Section 1 – Scaffolding rules and requirements

Safe work method statement

A safe work method statement (SWMS) is similar to
a JSA, but is specifically for high‑risk construction
work. Working at heights of more than two metres is
considered high risk, so an SWMS would be required
for the erection of, and working on, most scaffolding.
It is a document that:
• lists the type(s) of high‑risk work being done
• lists the safety and health risks of that work
• describes how the risks will be controlled
• describes how the risk control measures will be
implemented.

An SWMS should be developed by a supervisor with

input from relevant employees and the contractors
involved in the work. Before work begins, each team
member should be briefed on the SWMS and what to
do if it’s not being followed. All work must be done in
accordance with the SWMS.

Manufacturers’ instructions
There’s a huge variety of scaffolding equipment available from a range of
manufacturers. This can result in differences in areas such as how the scaffolding is
put together or the load that it can support, so it’s important that you’re familiar with the
manufacturer’s instructions for the particular scaffolding you’re erecting, especially if
you’ve not used it before.
Manufacturers’ instructions can be found on the
company’s website or may be delivered to site with the
scaffold. These instructions will cover aspects such as
identifying the parts, planning and preparation, and the
scaffold construction sequence. They also cover the
safe use of the scaffold. All manufacturers’ instructions
are based on Australian Standards®.

Safety data sheets

Previously known as a material safety data sheet (MSDS), the safety data sheet (SDS)
is a document that provides information on the properties of hazardous chemicals
and/or dangerous goods and how they affect health and safety in the workplace. For
example, an SDS for a material containing chemicals could include information such
as:
• the identity of the chemical
• the health and physicochemical hazards

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• safe handling and storage procedures

• emergency procedures
• disposal considerations.

Always read the SDS if one is available for any tools, plant, materials or equipment
you’re using.

Site‑specific rules and requirements

Different worksites have their own rules and requirements and these vary depending
on things like the location, size and type of project, and company/employer policies.
For example, a project on a small residential site in a busy inner city area is likely to
have to manage site traffic and deliveries
very carefully and this could have significant
impact on scaffolding management.
Waste management, noise rules and
signage are examples of other
requirements that will vary from site to site.
There will often also be work practices –
the way things are done – which aren’t
necessarily a specific policy or procedure,
but expected ways of working.

Site‑specific environmental requirements

Some projects may have an environmental plan that you’ll need to follow when
designing and erecting scaffolding. This could include things like protection of the site,
including the flora and fauna within it, as well as noise, dust and water monitoring and
management.
You’ll generally be expected to inspect your work and storage areas daily to ensure that
they comply with site environmental requirements; you may have to record this in a log.

Communication and teamwork

It takes a lot of individuals working together
as a team to complete a construction
project.
A good team knows how to communicate
well with each other, whether it’s giving
instructions or asking questions.
The following tips will help make sure
that you communicate effectively and
professionally with your team mates and
colleagues.

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• When you’re giving instructions, always check that the person receiving them has
got all the information they need. You can check this by asking, ‘Is there anything
else you need to know?’
• When you’re receiving instructions, take notes if you can; this will help you to
remember things. If something isn’t clear, or you need more information, always
ask.
• In today’s multicultural society, some people on your worksite may come from a
different country, or may have grown up with different ethnic or cultural beliefs
and values from you. There are some simple things you can do to improve
communication with them.

◦◦ Speak a little more slowly and clearly than usual.

◦◦ Don’t speak more loudly; they aren’t hard of hearing.
◦◦ Use hand gestures or symbols or even do a drawing to help explain things.
◦◦ Be patient. It may take them a bit longer to understand you. You may need to
repeat yourself a couple of times.
◦◦ Be respectful. They’re no less intelligent or capable than you are; they’re
simply fluent in another language.

Other sources of information

Becoming familiar with the rules is important, but there
will also be situations where you’ll have to find out a
particular piece of information exactly when you need it.
No‑one can memorise everything in the rule books!
On‑site sources of information include:
• safety signs, site notices or bulletins
• plans, drawings and specifications
• fellow workers
• your supervisor.

This kind of information should be covered during

your site induction or WHS induction, when you first
start work on a new site; however, if you’re given a
task you’re not clear about, or you’re unsure about
something, always ask your supervisor.

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Interpreting information
When you receive information, make sure you’ve understood and interpreted it
correctly, as misunderstandings can lead to serious problems on a building site.
The same applies to any instructions you’re given.

Before undertaking any construction project or task, you need to know exactly what you are to
do and how to do it effectively and safely, so don’t be scared to ask.

Activity 1.1 Finding information

List the source(s) where information about the following rules and Regulations can be found.
Make sure they are relevant to your location and/or worksite.
If you can’t find a website, suggest another source for the information or check with your
lecturer.

Regulation/rule Website address

Australian Standards®

WHS Regulations

Environmental requirements

Company policies and procedures

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Work health and safety

It’s the responsibility of every worker to take every
possible measure to keep themselves and their fellow
workers safe in the workplace.
There are a range of rules to be followed and actions
to be taken to support this.

Hazards and risks

There are hazards and risks in any workplace, but
construction sites are among the most dangerous.
Knowing some of the things to watch out for, ways to
minimise risk and what to do if something goes wrong
are important things to learn as soon as you can, if
you want a long, successful and accident‑free career.
If you have an accident, a near‑miss or see any
potential hazards on site, you should let your
employer or supervisor know immediately.

Activity 1.2 Hazard reporting procedures

What is the procedure for reporting a hazard on your worksite? Write your answer below.

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The hierarchy of hazard control

The hierarchy of hazard control is a systematic approach to managing safety and is
standard practice in many workplaces. It provides a structure to help workers select the
most effective ways to eliminate or reduce the risk of hazards.
The most effective measure – elimination, ie removal of the hazard completely – is at
the top of the hierarchy. The least effective measure is at the bottom. The idea is you
choose a measure from as close to the top as possible to control the hazard you’re
dealing with.
Take a look at the following diagram, which shows the hierarchy of hazard control.

Type of control Effectiveness

Elimination of the hazard altogether, for example: Most effective

• use lifting devices for heavy items
• remove noisy machinery from an otherwise quiet area.

Substitution of the hazard or hazardous work procedure for

something safer, for example:
• use a non‑flammable solvent in place of a flammable one
• use pneumatic instead of electric tools.

Isolation of the hazard or hazardous work procedure from

workers, for example:
• install screens, barriers and guards to fence off
hazardous areas.

Engineering control, for example:

• modify tools, equipment or machinery
• install exhaust equipment or cooling fans.

Administration control, for example:

• make adjustments to work practices
• create shorter shifts to reduce periods of exposure to
hazards such as noise or sun
• put up signs.

PPE
• use personal protective equipment, eg gloves, earmuffs,
dust mask and eye protection. Least effective

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Site hazard assessment

You need to assess a site for hazards before the erection of scaffolding, as well as
continuously monitor the area while the scaffold is in use to ensure that nothing has
changed to make the site unsafe.
When you conduct an initial site assessment, you should look for the following:
• surfaces that may be affected by weather,
eg asphalt may become soft in hot weather;
ground may become boggy in wet weather
• soft or uneven ground surfaces
• the possibility of scaffolders or tradespeople
falling or dropping equipment on others below
• the proximity of powerlines to the intended
scaffold location
• the movement of vehicles, forklifts, cranes and
other plant or equipment; open trenches or
areas that have been trenched and backfilled
• areas likely to be excavated while the scaffold
is still in place.

You can include the information you gain from this

site assessment in your JSA.

In WA, the minimum distance required between scaffolding and powerlines is three
metres for a powerline less than 33 kv; six metres for over 33 kv and eight metres
for over 133 kv. These requirements differ across Australia.

Activity 1.3 Hazards

Think about your worksite or places where you have seen scaffolding erected. Discuss any
hazards you have seen or can think of that might impact on workers erecting scaffolding.
Write three hazards below, then compare your list with others in the class.

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Signs and barricades

Signs and barricades should be used on or near scaffolding to
help keep everyone in the vicinity safe. They provide warning
of any potential danger, give direction as to what to do and
direct both pedestrians and vehicles safely around scaffolding
work areas. Signs should be positioned at eye level so they’re
easily seen.
When you’re planning to erect scaffolding, you need to
determine which signs to use and whether barricades will be
required – both during erection of the scaffold and while it’s in
use.
You can get this information from a site inspection, by looking at the project plans
(particularly site and location plans) and talking with supervisors.
If you’re erecting scaffolding near roads or any other area where vehicles are moving
close by, you may need a spotter or flagman to control the traffic and keep people in
the area safe during the erection process.
• A spotter’s job is to be the eyes and ears of the workers. They will direct them,
eg to stop or wait if a vehicle’s approaching.
• A flagman directs traffic, eg stops traffic so that scaffolding can be carried safely
across a road.
Spotters and flagmen may use mobile phones, two‑way radios and hand signals
to communicate with workers.

Activity 1.4 Using safety signs and barricades

Which sign is needed in which situation? Read each of the scenarios and match the sign(s) that
should be used next to each work situation.
Note whether barricades are required.

DANGER PEDESTRIANS DANGER

WORKERS USE OTHER SCAFFOLD INCOMPLETE

ABOVE FOOTPATH DO NOT USE

Jeremy’s erecting a scaffold for the brickies, but discovers
he’s missing a few pieces. He has to wait for the pieces to be
delivered, so he goes off site to have lunch.
Katherine and Dave are erecting a scaffold alongside a
footpath. Katherine needs to stand on the footpath to pass the
scaffold up to Jim.
Jim and Christine are erecting a scaffold against the façade of
a building near the entrance where office workers walk in and
out each day.

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Personal protective equipment

You must wear PPE at all times when you’re erecting
and dismantling scaffold. This includes:
• steel cap boots
• hard hat
• safety glasses
• gloves.

As scaffolding is predominantly an outside job, it’s also

a good idea to wear a long‑sleeved, collared shirt and
sunscreen.
On noisy worksites, remember to use hearing
protection. If site conditions are dusty, wear a dust
mask.

Activity 1.5 PPE

Jeremy, an apprentice, wears the following items of PPE when he’s erecting or dismantling
scaffolding. What hazard(s) do you think the different pieces of PPE protect him from during
these tasks?
Discuss with a partner then note your answers here.

PPE Hazard(s)

Steel cap
boots

Hard hat

Safety
glasses

Gloves

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Manual handling
Erecting and dismantling scaffolding is a physically
demanding job which requires a lot of lifting, reaching
and climbing. It’s a really good idea to do a bit of
stretching and warming up before you start, just like
you would with other physical or sporting activity.
Some components are long and heavy, which makes
them awkward to lift and carry safely. Remember to
use correct lifting techniques and always ask for help
when you need it. Scaffolding is one of those tasks
that is much easier with two people or a team.
The following are some points to consider before you
attempt any lifting or handling operation.
• Be mindful of your own strength and limitations;
know your limits.
• Decide if it’s a one‑person job or whether you
need help from your workmates to lift and carry
the load.
• Always use mechanical equipment or aids if
they’re available.
• Check the weight of the item before you try to
lift it.
• Wear gloves to protect your hands, and safety
boots to protect your feet.
• Check that the surrounding area is clear and safe.
• Be aware of where you have to put the load down, and the distance you’ll have to
carry it.
Let’s look at two of the key elements of correct manual handling – lifting and carrying.

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Lifting
When you’re lifting, you want to use the
strength in your legs – not your back, which
is at far more risk of injury.
• Before you do anything:
◦◦ check the weight of the load
◦◦ check where you’re going; look out
for obstacles or hazards.

• Once you’ve decided that it’s safe to lift

manually, squat in front of the load with
your feet apart.
• Get a firm grip with both hands. Lift with
your leg muscles – not your back.
• Keep your back straight at all times.
• Keep your neck straight and your head
up.

Carrying
Never carry a load that’s so big that it blocks your
view of what’s in front of you and where you’re
going; this is how injuries happen – through tripping,
falling or walking into things.
• Keep your arms close to your body.
• Maintain a firm, stable hold of the load.
• When you’re putting the load back down, keep
your back straight and crouch down using your
leg muscles.
• Avoid trapping your fingers when you put the
load down.

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Carrying a load on your back or shoulder

This isn’t really a preferred method of carrying, as it
can put strain on your neck, back and shoulders, but
it can be a safe manual handling method for lighter
loads.
• Use the strength in your arms to hoist the load
up on to your shoulder or back.
• If the load feels uncomfortable or unstable, stop
right away and find another way to lift it.
• Always keep your back straight.

Team lifting
If a load is too heavy or awkward for you to
lift on your own, team lifting – also called
shared lifting or buddy lifting – with one
other person, can be a good way to deal
with it.
• Follow the same basic manual lifting
techniques, but make sure that each
person is putting in the same effort
when they lift, otherwise the weight
load won’t be distributed evenly and
one of you could be injured.
• Appoint a team leader and follow their
instructions.

Objects or loads that are heavy and/or awkwardly shaped should be moved or
carried with specialist lifting gear. It’s simply not worth the risk to your health and
safety trying to handle it manually.

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Introduction
There are several types or systems of scaffolding used in Australia. Some are pictured
here and explained in this section.
This guide focuses on modular scaffolding, as this is the type most often used for
restricted height work.

Modular Mobile

Tube‑and‑coupler Suspended

Performance criteria
2.1 Purpose for scaffolding is confirmed and associated work tasks are identified.
2.2 Expected loading on scaffold and supporting structure is determined using load tables.

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Modular scaffolding
Modular scaffolds are lightweight systems assembled from prefabricated components,
including frames, braces and accessories. They include A‑frame and H‑frame systems,
mobile scaffold and a range of proprietary systems. Scaffolding components are
described in more detail later in this section.
Modular systems are simpler and faster to set up
than other types of scaffold, which is why they’re the
most common scaffolds used on residential building
sites. They’re used by many trades, including:
• bricklayers and carpenters constructing walls
• plasterers applying render to external walls
• roof tilers requiring a safe structure and path
around the edge of a roof
• painters painting gables or eaves.

Modular scaffolding components are most often

made from aluminium, which makes them light and
easy to lift. It can be erected up to a height equal to
three times the width of the base. So, for example, if
the width of the base is 1.5 m, the maximum height
the scaffold can be is 4.5 m.
Let’s look at some types of modular scaffold you may use.

Framed scaffolding
A framed scaffold is by far the quickest system to set up but it does have limitations; the
main ones being that it’s a set shape and size and can be used only on sites that are
fairly level.
There are two main types of framed scaffold.

A‑frame H‑frame
A-frames are in the shape of an A. Taller H‑frames are in the shape of an H.
A-frames are often called ‘walkthroughs’,
because there is room to walk through
them.

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Handrail

Mid-rail

Guardrail post
Toe board/kickboard
Platform

Frame

Brace

Base plate/screw jack

Sole board

Framed scaffolding

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Mobile scaffolding
Mobile scaffolding is another type of modular scaffolding. It’s built using frames,
lockable wheels (casters) and platforms rather than planks. The wheels mean that this
scaffold can be used safely only on level, firm ground, so it’s not often used outdoors
on construction sites.
A mobile scaffold might be used by:
• ceiling fixers fixing ceiling sheets
• painters painting cornices and ceilings
• plasterers plastering upper walls and ceilings
• sign‑writers installing signs or applying artwork to walls.

Ladders on mobile scaffolding should be inside the scaffolding and not touch the
ground, so that the scaffold can be moved without the ladder being dragged along the
ground or dislodged. They may be built into the platform or have hooks at the top and
bottom that attach to the frame.

Frame Horizontal
brace

Working
platform
Internal
ladder

Frame

Diagonal
brace

Lockable
caster

Mobile scaffolding

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Proprietary modular scaffold

There are a lot of different modular scaffold systems
available from a range of manufacturers. They generally
have similar components; the main differences are in the
connections and how the parts join together.
All prefabricated scaffolding systems must
be design‑registered with a state, territory or
Commonwealth regulatory authority.

Tube‑and‑coupler scaffold
Tube‑and‑coupler, as its name suggests, is scaffolding
that is made up of tubes and couplers (connectors).
The main advantage of the tube‑and‑coupler over other
types of scaffold is that it’s very flexible; you can join
pieces together in a limitless range of configurations
to suit any size or shape of job. But this is also its
weakness – the strength and stability of the scaffold are
only as good as the skill of the person putting it together.
Modular systems can only be put together in specific
ways and it’s easy to see if any connections haven’t
been made properly; this is not the case with the
tube‑and‑coupler.
Small amounts of tube‑and‑coupler are often used
in conjunction with modular systems, eg to provide a
location for ladders to be attached to.

Suspended scaffold
A suspended scaffold is a platform suspended by
ropes that can be raised or lowered when in use.
A swing‑stage scaffold is an example of a suspended
scaffold.
Suspended scaffold is fixed or anchored at the top
and a scaffolding hoist is used to raise and lower it.
Suspended scaffolds are often used for construction or
maintenance of high‑rise buildings, bridges and other
large structures.

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Classes of scaffold
Scaffolding is classified by the amount of weight or load each working platform or bay
can support. Rather than the workers using the scaffold, it’s actually the materials, plant
and equipment, plus the weight of the scaffold itself, which contribute the greatest load
on a scaffold.
The three classes of scaffold are light duty, medium duty and heavy duty.

Light‑duty scaffold
Light‑duty scaffold can support only lightweight
tools and materials. It’s used by trades such as
electricians, painters and sign-writers.

Medium‑duty scaffold
Medium‑duty scaffold is used by trades such
as carpenters, tilers and roof tilers who have a
range of tasks, equipment and materials. It is
wider than light‑duty scaffold and can support a
greater load.

Heavy‑duty scaffold
Heavy‑duty scaffold (pictured here) is most often
used by trades such as bricklayers, concreters
and plasterers who use heavy materials, or those
whose work generates impact forces, such as
demolition workers.
There are rules regarding the maximum size and spacing of the bays or platforms in
each class as well as the load they can carry. These are listed in the following load
table.

Duty Load limit Minimum bay width Maximum bay width Maximum Maximum
per bay length lift height

Light duty 225 kg 450 mm (2 boards) 2400 mm (10 boards) 3m 2.0 m

Medium duty 450 kg 675 mm (3 boards) 1800 mm (8 boards) 2.4 m 2.0 m

Heavy duty 675 kg 900 mm (4 boards) 1275 mm (5 boards) 1.8 m 2.0 m

Materials are not permitted on platforms 450 mm wide or less. All other scaffolds
must have a clear platform width of at least 450 mm.

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The following diagram shows you what the terms used in the load table refer to.

Bay
width Bay length

Lift
height

Activity 2.1 Choosing scaffold

Which type and class of scaffold would you choose for the following tasks and why? Discuss
with a partner then write your responses below.

Task Type of scaffold Class of scaffold Reason for

choice

Sign‑writing on the front of

a building

Installing a timber gable

Installing a ceiling rose

Rendering an external wall

Painting a cathedral ceiling

Building a brick arch above

a doorway

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Scaffold components
The information that follows details the most common scaffold components you’re likely
to use when constructing restricted height scaffolding.
You need to be able to recognise each component, know what it’s used for and how the
parts go together, if you want to design and build effective and safe scaffold structures.

Framing components

Frame
Frames are the main components of framed
and mobile scaffolding. They form the ends
of the bays and hold the scaffold parallel
to help create a stable structure. They may
have a toggle on them so that you can
connect a brace.
Frames come in different widths to suit the
different classes of scaffolding.

Standard
Standards are the metal tubes that create
the vertical height of the scaffold in some
modular systems.
Other components then connect to
the standards to make up the scaffold.
Proprietary modular systems have varied
connections, such as a wedge connector, to
enable this.

Brace
In mobile scaffolding, a brace is an
aluminium pole with clips on each end that
fix onto the frames to stabilise the scaffold.
Different length braces are used to brace
vertically and horizontally (plan brace).
The lengths are often indicated by different
coloured clips.

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Face brace

The face brace consists of two metal poles

joined in the centre which move at that point
like a pair of scissors. It’s sometimes called a
scissor brace for this reason.
Face braces are fixed across the long side or
vertical face of framed and tube‑and‑coupler
scaffold to link pairs of standards or frames.

Tube
Tubes, generally made of galvanised
metal, come in varying lengths and are
usually 48 mm in diameter. They’re used in
tube‑and‑coupler scaffold for vertical and
horizontal applications.
Tubes are also used with couplers in framed
scaffold to tie bays together and as a fixing
location for ladders.

Coupler
Couplers are used to clamp down on the
tubes and join the scaffold together in
tube‑and‑coupler systems. The main types
you’ll use are either right angle or swivel.
They’re also used with tubes in framed
scaffold to tie bays together and as a fixing
location for ladders.

Ledger

Ledgers are horizontal tubes used in

tube‑and‑coupler scaffolding to connect
standards along their length.

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Transom

A horizontal member used to connect standards across

their width.

Joining pin

Joining pins are used to join two frames or two

standards together in tube‑and‑coupler or framed
scaffold systems to increase the height of the
scaffolding.
They are square or round elongated pins with a ridge
around the centre.

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Footing components
The lowest section of a scaffolding structure, ie the part in contact with the ground,
is called the footing.
Footings support the standards or frames and help spread the load of the scaffold.
They’re made up of several components, depending on the design and location of
the scaffold.

Sole board

Sole boards are part of the footing. They

distribute the weight of the scaffold and can
be used with all types of scaffold.
A sole board is usually a piece of hardwood
timber or metal plank at least 220 mm wide.

Screw jack

A screw jack is a square metal base plate

with an adjustable metal threaded rod
attached to the top. The frame or standard
then fits over the metal rod.
Sometimes base plates and jacks are
supplied as two separate components,
rather than combined into one.

Caster

Heavy‑duty wheels or casters are fitted

onto the bottom of a mobile scaffold frame,
allowing it to be moved.
They have a brake that can be applied to
stop the scaffolding from moving about when
in use, and an adjustable threaded rod at
the top that allows the mobile scaffold to be
levelled.

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Working platforms
The working platform (usually referred to as simply the platform) is the surface created
to support workers, their tools and materials.

Plank/board

Planks can be used to form a working

platform. They should be aluminium or
hardwood, between 225–300 mm wide, and
of a length to suit the bay width. They’re
used in all types of scaffold except mobile.
Planks should only be lapped (overlapped
on top of each other) where scaffold goes
around corners, not on straight runs.

Platform

Platforms are a prefabricated component,

most often an aluminium board with a
non‑slip cover. They’re used mainly in
mobile scaffolding.
They come in various sizes and have hooks
on each end to fit over the scaffold. They
may have a built‑in ladder and/or a built‑in
trapdoor to provide access to the platform.

There are specific requirements for working platforms in the Australian Standards®;
however, some general guidelines are that they should:
• have a slip‑resistant surface
• not be cracked or split
• be of uniform thickness
• not be able to be kicked off, uplifted or displaced during normal use
• be positioned so that no single gap between them exceeds 25 mm.

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Edge protection
Edge protection prevents workers and their tools or materials from falling off
the scaffold. As per clause 1.3.13 of Part 1 of Australian Standard® 1576.1:2010
Scaffolding – General Requirements, edge protection is required whenever the working
platform is two or more metres above the ground.
The following components together form edge protection.

Guardrail post

Guardrail posts are vertical posts that provide fixing

points for all the other edge protection components.
They may have a toggle on them for a brace to be
connected to.

Handrail

Handrails are attached to standards or frames

at a height of between 900–1000 mm above
the working platform to prevent people or
materials from falling over the edge.
They’re made of rigid (non‑flexible) material
such as metal.

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Mid‑rail

Mid‑rails are attached to standards or frames

at no more than 500 mm below the handrail,
between the handrail and the working
platform. They prevent people or materials
from falling through below the handrail.
They are made of rigid (non‑flexible) material
such as metal.

Toe board/kickboard

Toe boards (also known as kickboards) are

made from aluminium or timber. They can be
either purpose made or the same planks as
for the working platform.
The boards are attached to the standards
and must extend at least 150 mm above the
working platform.

Mesh guardrail
This is a prefabricated mesh guard that has
a built‑in toe board and handrail. It’s used
in framed scaffold and some proprietary
modular scaffold systems to prevent
materials, tools or people from falling from the
scaffold onto others below.
The mesh guardrail is like an all‑in‑one
handrail, mid‑rail and toe board.

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Ladder
Ladders used to access scaffold should
be:
• industrial duty
• made of metal
• in good order
• not painted.

Ladders should be secured to the scaffold

at the base and at the top using rope.
Ropes used to secure ladders must be
steel wire or fibre with a minimum diameter
of 12 mm.
The pitch or slope of the ladder must be no
less than one in four (1 in 4). This means
that for every four metres of height, the
ladder must be no less than one metre
away from the base of the scaffold it’s
attached to.
The top of the ladder must extend at least
one metre past the working platform height
to make accessing it safe and easy. The
ground or base under the feet of the ladder
must be firm and stable.
Ladders used within a mobile scaffold
structure must be attached inside the
scaffold structure. They have hooks on
the top so they can easily be hooked over
the frame, and folding arms at the bottom
so they can be hooked onto the scaffold
frame rather than resting on the ground.

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Tools for erecting scaffolding

Tools used to erect scaffolding need to be small, light and able to be carried easily.
They can be kept in a special scaffolder’s belt to keep them handy when moving
around and working above the ground. As with all tools, the tools used for scaffolding
need to be well maintained and checked for damage before and after use.
The following provides some information about the basic tools used for erecting
scaffolding.

Tape measure

You use a tape measure to measure

distances when you’re setting up the base
and constructing the scaffold.

Claw hammer

You use a claw hammer to hammer down

joining pins to make sure they’re fixed
securely.

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Adjustable wrench

Also referred to as a shifter or an adjustable

spanner, you use a wrench to loosen and
tighten the nuts of couplers.
The head of the wrench is adjustable to suit
different size nuts.

Scaffold belt with frogs

This is a scaffolder’s belt worn around the

waist to keep tools in order and at hand
while the scaffolder’s climbing and building
the scaffold at height.
Frogs are the leather pouches the tools
sit in.

Spirit level
You use the spirit level during scaffold erection to check that the frames and standards
are level and plumb (vertically straight).
A small (300 mm) level that fits into the scaffolder’s tool belt is the easiest size to use
when you’re climbing about on scaffolding.

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scaffolding work

Introduction
We’ve already looked at rules and
Regulations, some different types and
classes of scaffold, and the components of
modular scaffold.
Now it’s time to look at the other factors
you have to think about when you’re
planning and preparing to erect modular
scaffold.
Planning and preparing before you start
scaffolding work will not only ensure that
your scaffold meets the requirements of the job, but also help to eliminate or minimise
health and safety risks when you’re erecting, dismantling, maintaining and altering the
scaffold and protect those who are:
• using the scaffolding
• near the scaffolding, eg other workers and members of the public.

Whenever scaffolding is required, a scaffolding plan should be prepared by a

competent person who has the required training, or someone under the direct
supervision of a trained person.

Performance criteria
1.5 Scaffolding quantity requirements are calculated in accordance with plans, specifications
and quality requirements.
2.1 Purpose for scaffolding is confirmed and associated work tasks are identified.
2.2 Expected loading on scaffold and supporting structure is determined using load tables.
2.3 Site access and egress routes are identified.
2.5 Adequate footing is established in accordance with Australian standard for scaffolding.

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Design considerations
The most important considerations when
you’re designing a scaffold are:
• what the scaffold will be used for
• the loads it needs to support.
You’ll need to ask the following questions.
• What tasks will be carried out on the
scaffold?
• Who will be working on the scaffold?
• What materials and equipment will be needed on the scaffold?
You also need to take into account the location and conditions where the scaffold will
be set up and anything else that may affect the design of your scaffold, such as:
• limited site access
• proximity of powerlines
• site conditions.
The safety of the workers involved in erecting the scaffold and those in the vicinity of
the scaffold are also essential elements to cover in the scaffolding plan.
All these factors will have a bearing on the type, class and size of scaffold selected, as
well as its placement and the detailed design of its structure.

The design of the scaffold should comply with Parts 2 and 4 of AS 1576 Scaffolding
and Parts 1, 2 and 3 of AS/NZS 1576 Scaffolding – General requirements.

Site access and egress

Site access and egress (getting in and getting out)
are important considerations when you’re designing
scaffolding to be used on a site. Some of the factors
you’ll need to consider include the following:
• vehicle access – How will the scaffold arrive at
site? Where and how will it be unloaded?
• storage – Where will the scaffold be stored until
it’s ready to be erected?
• safety – Does the management of other vehicles need to be considered? Are there
trees or powerlines that could be dangerous if a crane is used to unload scaffold?
• job site – Is there room to get the scaffold to where it’s needed? (This is
particularly important for inside work where door openings may limit access.)

Always check the site plan as well as any site‑specific rules and requirements during
the planning stage to make yourself familiar with all these factors.

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Activity 3.1 Site access

Discuss with a partner then list three possible challenges related to site access for scaffold on a
small, inner urban job site.

Challenge 1

Challenge 2

Challenge 3

Loads
A load is a force that is applied to a structure.
When we talk about loads in scaffolding, we mean
anything the scaffolding has to support or withstand.
There are different types of loads which must all be
calculated and included in your decision‑making
when you’re designing a safe scaffold.

Load tables
The load table you saw in Section 2 shows what
load can be supported by a platform or bay within
a scaffold structure. For example, a platform that
can support a 225 kg load is classed as lightweight
scaffold. The width and length of the working
platforms also regulate what load they can support.
You should always refer to the load tables when
you’re designing scaffold.

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Live loads
Live loads vary from moment to moment while the scaffold is being used. They include:
• the weight of people on the scaffold
• the weight of materials, tools and equipment
• impact forces.

Dead loads
Dead loads are the weight of the scaffold structure itself and components such as
access platforms and ladders. This is often called the self‑weight of the scaffold; that is,
what the scaffold weighs on its own, ie with nothing or no‑one on it. A scaffold’s dead
load remains constant throughout the lifetime of its structure.

Environmental loads
Environmental loads include the effects of
wind and rain, which can vary from day to
day or even minute to minute. Environmental
loads can be increased if screens or signs are
attached to the scaffold.

Why do you think signs and screens such as shadecloth increase environmental load?

Case study – Loads

Christine has a job coming up, installing fretwork on a gable with her
supervisor, Dave. Because of the height they’ll be working at, Christine and
Dave will need to set up a scaffold for this job. The gable is on the protected
side of the house alongside a garden bed.
To get things organised, Dave has asked Christine to start planning the
scaffolding design.

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Activity 3.2 Loads

What items or forces will contribute to the load on the scaffold that Christine is going to start
planning? What type of load is each of these?
Write the items or forces next to the type of load they are.

Load type Items/forces contributing to load

Dead

Live

Environmental

Footings
The term ‘footings’ is used for the base of scaffolding. Effective footings are a crucial
component of a safe scaffolding system, as they spread the load of the scaffold by
providing a strong, stable foundation for the standards or frames.
Heavier loads require larger footings to provide a greater area for the load to be
distributed over.
Specific requirements for the foundation of the scaffold, which includes the footings, are
covered in Australian Standards® such as AS/NZS 4576:1995 Guidelines for scaffolding
and AS/NZS 1576.1:2010 Scaffolding – General requirements.
Depending on the ground conditions or surface the scaffold is being erected on,
footings comprise some or all of the following.

Sole boards
Sole boards are usually used outdoors as part of
the footing system. They should be set up level;
some digging may be required to achieve a level
surface.
Unstable or soft ground requires longer sole
boards than firm, stable ground. Sole boards are
not required on concrete.

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Base plates
The base plate sits on the centre of the sole board to ensure that the loads are
distributed evenly. Adjustable base plates are used on uneven surfaces to enable the
scaffold to be levelled. Casters used for mobile scaffold require a firm, level surface
with a slope of no more than 5°.

Screw jacks
Screw jacks are adjustable threaded legs that are either part of the base plate or
inserted into a sleeve on the base plate. They’re adjusted up or down to level the
scaffold.

Casters
Casters are used instead of base plates in mobile scaffolding. They usually have an
integral screw jack to level the scaffold. Sole boards can be used under casters if
required.
The following diagram shows footings with screw jacks adjusted for uneven ground.

Screw jack

Base plate

Sole board

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Load‑bearing capacity
Scaffold can be erected inside or outside and on a range of surfaces from soft, uneven
sand through to solid, flat concrete. This presents a challenge for your scaffold design,
because different ground conditions have different load‑bearing capacities, ie the kind
of load the ground can bear safely.
You can find out about the ground conditions, including the terrain of the site and the
soil type from the site plan or engineer’s report. Ideally, you should also carry out an
inspection of the site as part of your own design planning process.
Ground conditions ranging from minimum to maximum load‑bearing capacity are
shown in the following table. As you can see, the softer (less solid) the ground, the less
its load‑bearing capacity.

Ground type Load‑bearing capacity

Gravel (road base) Greatest

Shale (sedimentary rock)

Granite

Dry sand

Stiff clay

Soft clay Least

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Activity 3.3 Sole boards

Match each of the different sized sole boards with the ground conditions they would be used on
by drawing a line to join them together.

Sole board Ground conditions

Dry, uneven sand

Gravel

Soft clay

Quantity requirements
Once you’ve calculated the load the scaffold has to be able to support, where it will
be located and any site limitations, then it’s time to work out the design in detail. This
includes its size and shape, and the type and quantity of components required to
construct it.

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Planning and designing a scaffold

To see the planning and design process in action, let’s take a look at the steps
involved.

Case study – Jeremy plans a scaffold

Dave and his apprentice, Jeremy, are cladding the exterior of a house.
They’ve done as much as they can from the ground, and they will need to
set up a scaffold tomorrow so they can continue working higher up the wall.
Dave has asked Jeremy to plan and design the scaffold and get all the
components ready to load on to the truck.

In the following table, you can see the process in six specific steps. Breaking it up like
this makes it easier to focus on each step and make sure everything’s covered.

Jeremy first thinks about the type of scaffold needed.

Step 1 – Type of scaffold

• The work they will be doing is in just the one area, so they won’t need a mobile
scaffold.
• The scaffold will need to be long enough to allow them to complete the entire
wall.
• There will be two workers on the scaffold, plus their tools, equipment and
cladding materials, so it will need to be a medium‑duty scaffold.
• A framed scaffold will be simplest and quickest to erect.

Next, Jeremy checks out the ground the scaffold will be set up on and discovers that
it’s soft sand. He will need to use sole plates to provide a stable footing, and screw
Footings
Step 2 –

jacks to adjust the scaffold to level.

To provide access to the scaffold, he’ll need a ladder that’s tied up to the scaffold
and enough space near the bottom of the ladder to use it easily.

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Jeremy runs a tape measure over the area where they’ll be working to see how
long and how high the scaffold needs to be. It must allow them to easily reach to fix
the cladding to the wall frame and to check how much room they have to erect the
scaffold in – it’s no good if the scaffold he designs won’t fit into the space available.
Width
He consults the plans to double‑check his measurements. The wall will be 5.4 m
long and 3.0 m high. Medium‑duty scaffold bays are at least 675 mm wide and no
more than 2.4 m long, so to allow enough room for two workers and their gear,
Jeremy decides that 1.2 m wide would be a better width.
Step 3 – Size

Length
The scaffold must extend past each end of the wall, enough to allow the chippies to
finish the ends of the wall safely. So the total scaffold length will be 5.4 m + 0.9 m +
0.9 m = 7.2 m.
Bays
To work out how many bays that requires, Jeremy divides the total length required
(7.2 m) by the length of a bay (2.4 m), which gives him a total of 3. This means that
three bays of scaffold will be needed.
Height
Frames are about 1.5 m high, depending on the brand, so the scaffold will need to
be one frame or lift high. To reach the top of the wall frame comfortably and safely to
do the cladding, a working platform height of about 1.5 m will be enough.

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To work out the design, Jeremy uses all the measurements and other information he
has to draw a quick sketch. So he can see the design clearly, he does a perspective
sketch (3D) and a simple elevation (front view).

Gate
Work
Guardrail post platform
Mesh guardrail
Joining pin
Kickboard /
Step 4 – Design

toe board
Ladder
Frame
Base plate Sole board
Screw Face
jack brace

Kickboard / toe board Mesh guardrail Work platform Gate

frame
Joining pin Guardrail
post
Screw
jack Base
plate Sole board Face
brace Ladder

To work out how many individual pieces are needed to build this scaffold, Jeremy
uses his sketch to identify each component, make a list and count them.

Component Quantity Component Quantity

Step 5 – Components

Frames 4 Mid‑rail 4
Braces 6 Base plates 8
Mesh guardrail 4 Handrail/guardrail 4
Kickboards/toe 5 Boards/working 12
boards platform
Ladder 1 Sole boards 8
Joining pins 8 Access mesh 1
guardrail
Guardrail posts 8
Checking

Jeremy takes his sketch and component list to Dave for checking.
Step 6 –

Dave’s happy with the calculations and quantities, but reminds Jeremy he still has
some other things to think about before he can complete his plan.

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Activity 3.4 Jeremy’s plan

What has Jeremy missed out of his planning? Review the steps he’s completed so far, then
discuss in a small group and list three more important elements that need to be considered.
Next to each element, suggest what Jeremy should include in his plan. One has been done for
you. See if you can work out the other three.

Missing elements Jeremy should include the following information

Site access Check that there’s enough room to get the scaffold to where
it’s needed, and maybe somewhere to store it if it doesn’t
get erected straight away.

Jeremy’s scaffold was for outside use but you can follow a very similar process when
you’re designing scaffolding for inside tasks.

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Activity 3.5 Scaffolding plan for ceiling fixing

Your task is to design a scaffold to be used by ceiling fixers who are installing plasterboard
throughout a living area.
It’s a pretty big room – 10 m long, 5 m wide and 3 m high, so it will be much easier for them to
do their work from a scaffold but they can’t fill the whole room with scaffold as they need space
for their materials. Plasterboard sheets can be pretty large!
With a partner or in a small group, work through the planning process to produce a scaffolding
plan including a sketch, list of components with quantities, and a completed JSA for the ceiling
fixers.

Step 1 – Type of
scaffold

Step 2 – Footings

Step 3 – Size

Step 4 – Design,
including sketch

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Step 5 – Component Quantity Component Quantity

Components

Step 6 – Access

Step 7 – Safety
requirements

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Date: JSA number:

Location of work:

Activity:

Name: Approved by (name):

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Activity Hazards Risk control measures Who is responsible

List the tasks in the order List the hazards List the control measures required to minimise the Name the person
they will be carried out. associated with each task. hazard. responsible for
minimising the hazard.

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 Activity Hazards Risk control measures Who is responsible

64

List the tasks in the order List the hazards List the control measures required to minimise the Name the person
they will be carried out. associated with each task. hazard. responsible for
minimising the hazard.
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 Section 4 – Erecting scaffold

Introduction
Once you’ve completed your design plan
and had it checked by your supervisor,
you’ll be able to get on with selecting the
components, tools and equipment you
need to start erecting the scaffold.
In this section, we’ll look at the materials,
tools and equipment required, and the
process involved for erecting different
types of scaffold.

Performance criteria
1.4 Plant, tools and equipment are selected to carry out tasks consistent with job
requirements, are checked for serviceability, and any faults are rectified or reported prior to
commencement.
1.6 Materials appropriate to the work application are identified, obtained, prepared, safely
handled and located ready for use.
2.4 Scaffolding and components are selected and inspected with damaged components
labelled and rejected or repaired.
2.6 Scaffolding is erected in accordance with regulations, planned hazard prevention and
control measures, acceptable safe work practices and manufacturer requirements.
3.3 Inspection log and handover are completed.

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Selecting materials, tools and equipment

Different projects and tasks have different scaffolding
requirements. Depending on the type and size of the
scaffolding you need, there can be quite a lot of pieces to
collect. This is where your sketch and plan come in really
handy – you can use them as a reference for all the items you
need, and then as a checklist to mark off items as you collect
them. You’ll also need different tools depending on the type
and design of scaffolding you’re erecting.
As you gain more experience in the industry, you’ll start to
recognise where particular types of scaffold will work better
and be able to make decisions more easily about what’s
required.

Obtaining the scaffold

Scaffolding components are quite bulky and take up a lot of storage space. Your
company or work team may have a scaffold set sufficient for smaller scaffolding tasks,
but on bigger projects scaffolding will probably need to be obtained from a third party
such as a construction hire company or specialised scaffolding hire business.
Any scaffolding supplied by a third party, such as a hire company, should come with
a set of instructions for the safe erection and use of the scaffold. On larger jobs, the
scaffold design will be planned and constructed by qualified workers with the correct
licences.

Selecting and inspecting components

Once you have a stock of scaffold available
to work with, you need to carefully select the
pieces you require.
Make sure that:
• the components match those on your list
• you have the correct quantity of each
• you inspect each piece to make sure it’s
fully functional.

You can’t mix and match pieces from different types of modular scaffold without
approval from the manufacturer, an engineer or other qualified designer.

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Inspecting components
Scaffolding components and tools need to be in good working order or they won’t
operate the way they should and could be dangerous, so you need to inspect each
component carefully before you use it. If anything appears to be in poor condition, stop
using it immediately.
Defects or damage to look for include:
• rust or cracking around weld areas of
frames
• dented tubes
• bent standards or frames
• bent or twisted ladders
• split or warped planks or sole boards
• seized couplers
• broken toggles
• loose parts, eg heads of hammers.

Out‑of‑service tags
You need to tag then report tools or components that
are damaged or in any way not fit or safe for use, so
that other workers know not to use them. This is often
called ‘tagging out’.
This process involves the following steps:
1. identifying items that have faults or are damaged
2. completing an out‑of‑service tag, including a
description of what’s wrong with the item, the
date and a signature
3. removing the item from service
4. reporting the item to your supervisor or the
person in charge of maintenance.

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Case study – Checking carefully

Liam and Christine were loading the ute ready to go and start a
job tiling the front of a balcony. Liam went to organise the tiles,
leaving Christine to collect the scaffolding they needed.
‘Get it loaded quickly Chris. We’re running late already. Just
get what we need, or there won’t be enough room for the tiles,’
called Liam as he walked off to get the tiles.
Christine quickly counted up enough of each piece of scaffold
that they needed and loaded it all into the ute, finishing just as
Liam got back with the tiles. Then they headed off to the job
site.
On site they started to set up the scaffold and discovered that one of the
frames was dented and had a broken toggle, and one of the couplers was seized and couldn’t
be adjusted.

Activity 4.1 Consequences

Discuss with a partner what could happen next and write your ideas below.

What might the consequences for the job be if this is what Christine and Liam do?

What should Christine and Liam have done to avoid this situation before they set off to start the
job?

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Scaffold located ready for use

Scaffold needs to be delivered to (or
stored on) site in a location where it can
be accessed easily when it’s needed.
It shouldn’t take up valuable space that’s
necessary for access or for tradespeople
to work in.
Suitable locations will vary from site to
site; however, scaffolding should be kept
sorted and stacked neatly so that it’s easy
for workers to lay their hands on pieces as
they’re needed.

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Erecting procedure
Now it’s time to erect the scaffold. Remember to follow your plan, as well as the rules
and Regulations that apply in your location.
Pay particular attention to the hazard prevention and safety elements of all these
documents throughout the entire erection process, and always check with your
supervisor if there’s anything you’re not sure of.

Activity 4.2 Rules, Regulations and documents

Think back to Section 1. Which rules, Regulations and documents do you need to follow or
refer to?
List them below.

Safe handling
Don’t forget your manual handling technique to ensure
you’re lifting safely.
• When you’re carrying scaffold, it’s a good idea to
distribute the weight evenly on both sides of your
body.
• Carry frames so that the centre of the frame is in line
with the centre of your body.
• When you’re carrying a piece of scaffold in one hand,
carry another piece in the other.
When you’re erecting and handling scaffold, there’s a high possibility of you pinching
your hands or fingers between the parts. Care, gloves and good communication with
your workmates can help to prevent this.
Remember to set up barricades if you need to carry scaffold through potentially
hazardous areas, eg along vehicle access ways.

Frames and standards can get filled with mortar or plaster when they’re used by the
wet trades. Check their weight before you lift them up; they may be heavier than
you expect.

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Erecting framed scaffold

Let’s look at this process step‑by‑step.

Step 1 Step 2 Step 3

Check that you have all Put the first sole board Place a screw jack on
the parts and equipment down no more than the centre of each sole
as per your scaffolding 200 mm away from the board.
plan, and that nothing working surface and
has changed on site make sure it’s level.
since you drew up your Dig the ground out if
plan that might affect it. required.
Place the next sole
boards on the ground,
ensuring they are the
correct distance apart
(width and length) to
support the frame or
standards.

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Step 4 Step 5 Step 6

If you’re working on Measure the distance Place the frames on the

a firm, stable surface between the screw jacks screw jacks.
that doesn’t require to ensure the frames can
sole boards, such be placed on top of them
as concrete, the first easily.
components to be
positioned are the base
plates, which often
come with screw jacks
attached.

Step 7 Step 8 Step 9

Attach braces to both Check that the base is Use a spirit level to level
frames, making sure that square by measuring the frames by adjusting
they lock over the pins the diagonals. Adjust if the screw jacks up or
correctly. necessary. down until the bubble
rests in the centre of the
lines.

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Step 10 Step 11 Step 12

Place the first boards Add the remaining Fit edge protection to
that will form the working boards to complete the the exposed sides of the
platform on top of the working platform, making platform (those that won’t
frames. Check that the sure that the maximum be connected to the next
platform is level. gap between the boards bay).
is 10 mm.
The rest of the platforms
will follow the first one,
so if the first one is not
level, the others won’t be
either.

Step 13 Step 14 Step 15

A gate panel will be At the best position for Securely lash the ladder
needed at the ladder. access, and according to to the tubes.
the plan, attach tubes to
If space is tight, the
the frame at the top and
ladder can be positioned
the bottom for the ladder
against the end of the
to be tied to.
scaffold and tied off to
The slope or pitch of the one of the standards.
ladder needs to be not
less than 1:4.The slope
must be no more than
1:6.

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Step 16 Step 17 Step 18

Erect the second bay Continue the same When the erection
in the same way as the process for the remaining process is complete,
first. bays. carry out a full inspection
of the scaffold, paying
Check and adjust for
particular attention to
level across both bays.
connections between
components.

If erection isn’t complete by the end of the day, which means that the scaffolding will
be left unsafe and unattended, remove the ladder to prevent access and attach a tag
stating that the scaffold is incomplete.

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Erecting mobile scaffold

The erection of mobile scaffold is very similar to that of framed scaffold. The same
principles apply. Start at the bottom and work up using a spirit level to check that
everything is level as you go.
Before you begin to erect the mobile scaffold, make sure that the supporting surface is
level and stable.

Safety rules for mobile scaffold

• Be very careful when moving mobile scaffold. Look up and watch for overhead
hazards; look down for obstructions or potholes.
• Don’t move the scaffold if there are tools, materials or workers on it.
• Keep the trapdoor closed at all times unless someone’s coming through it.
• Brakes must be applied at all times when the scaffold is in use.

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Let’s look at the erection process step‑by‑step.

Step 1 Step 2 Step 3

Check that the casters Attach a horizontal brace Attach the other end of
are locked so the to the vertical tube of the the brace to the end of
scaffold doesn’t move base frame. This helps the second base frame.
unexpectedly as it’s hold the frame up while
being erected. you work.

Step 4 Step 5 Step 6

Attach the plan braces Attach diagonal braces Fit the plain platform first,
diagonally to the vertical to the base of the unit then the walk-through
tube as low down as between the frames. platform, making sure the
possible. hinges on the trapdoor
Use the adjustable legs
are on the outside edge.
to level the base.

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Step 7 Step 8 Step 9

Install the two end Attach guardrails and Attach the ladder through
frames for the second lift. toe boards, making sure the access platform to
the trapdoor still works. the frame and attach the
Fit diagonal braces to stand‑off hooks on the
give rigidity to the edge lower part of the ladder
protection. to a suitable rung on the
frame.
Do a completion check
of the scaffold. Pay
particular attention to the
connections and make
sure that all casters are
locked and the ladder is
secure.

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Erecting proprietary modular scaffold

Proprietary modular scaffold refers to the wide
range of modular scaffolding systems designed and
produced by a range of manufacturers. It includes
systems like Kwikstage, RapidStageTM, Layher
Allround Scaffolding® and QuickAlly among others.
Each system has its own erection procedure and
instructions for use. However, the same basic
principles, such as creating a stable footing, checking
for level, and working safely at all times still apply.
Remember that parts from different systems should
not be used together unless this has been approved
in writing by someone authorised to do so, such as a
certified scaffold designer, engineer or manufacturer.

If you’re unsure about how to erect or use a proprietary scaffold system, check with
the supplier or manufacturer for instructions and advice.

Erecting tube‑and‑coupler scaffold

Because it has no prefabricated components, tube‑and‑coupler scaffold is a little
more complex to erect than other systems, and is covered in detail in another unit
CPCCSC3001A Erect and dismantle intermediate scaffolding. However, pieces of
tube‑and‑coupler scaffold are sometimes used with modular systems, so it’s important
that you know some of the basics.
Footings for tube‑and‑coupler scaffolding are created the same way as for modular
scaffold. From there on, the scaffold is created by connecting tubes that are assembled
in a grid system and connected by brackets called couplers which are tightened using
a wrench.

Two pairs of hands are often needed to Hand‑tighten fixings first and then use a
hold the tubes and connect the couplers. wrench to finish off.

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Inspection log and handover

The worker who builds the scaffold will do what’s called a ‘handover’ to the work or site
supervisor once it’s complete. In simple terms, this means advising the supervisor that
the scaffold’s ready for use.
Sometimes a scaffolding inspection log needs to be completed as part of the handover.
This log is a record showing:
• who built the scaffold
• any changes made to the scaffold
• when the scaffold was last inspected
• who carried out the inspection(s).

The log is usually filled in and signed by the person

who builds the scaffold; it’s sometimes also signed
by a second worker, such as a supervisor.
A scaffolding log is more likely to be found on larger,
commercial sites than small residential projects. A log
is a requirement for scaffolding above four metres
high. This is not covered by this unit.
There isn’t a standard document used for an
inspection log; your supervisor will provide you with
one if you’re required to complete one.

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altering scaffolding

Introduction
Once scaffolding has been erected
and is in use, there are still important
procedures to follow to ensure it
remains in a safe condition and is used
correctly. The inspection of scaffolding
on site is particularly important when
the scaffold is in place for a prolonged
period of time.
Erected scaffolding must:
• be checked for compliant use
• be inspected regularly (at least
every 30 days)
• have any scheduled changes made according to the scaffolding plan
• have all repairs carried out safely.

There will also be repairs and alterations required during the life of the scaffold on the
worksite.

Performance criteria
3.1 Critical structural and safety areas of scaffolding are inspected for damage, corrosion and
wear.
3.2 Current use of scaffolding is checked for compliance with type of scaffolding equipment.
3.4 Scaffolding is reviewed to determine if changes or modifications were scheduled as per
original planning.
3.5 Alteration or repair is carried out where specified.

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Compliant use of scaffold

When the scaffolding was originally
designed, it was to suit particular
purposes or work tasks. It’s important to
check that this is still how the scaffold is
being used, as non‑compliant use could
prove dangerous.
If the use has changed, it’s up to the
person responsible for the scaffold (this
will usually be the job or site supervisor)
to check that it’s suitable for the new use.
Reasons for changes of use could be that additional work has to be carried out or
different materials or additional workers are needed to complete the scheduled task.
If the scaffold is no longer suitable for the new use, a plan needs to be drawn up
detailing the alterations required to suit the new use.

If an inspection log exists for the scaffolding, it should be filled in when an

inspection is carried out or when any changes, including repairs, are made.

Inspecting scaffold
When scaffolding is in use, it’s essential to inspect it regularly to make sure that nothing
has changed since it was erected that could make it unsafe.
The frequency of inspections may vary
depending on:
• weather and site conditions
• the type and size of the scaffold
• the risks associated with scaffold collapse.

The person inspecting the scaffold must be

capable of determining areas that have been
incorrectly altered and identifying faults in the
scaffolding.

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There are many issues or events that can affect the integrity and safety of scaffolding.
The main ones are listed here.
• Knocked – Although the scaffold should have been designed and erected in such
a way that the day‑to‑day knocks it will receive on a construction site won’t affect
it, damage can still occur. Knocks are a particular issue if the scaffold’s located
close to vehicle access points or loading bays where it gets knocked and bumped
regularly. To avoid knocks, try to erect the scaffold in areas where this can’t
happen, or manage the risk by using barricades and signs to restrict traffic.

• Damaged – Although scaffolding is pretty tough, heavy equipment, materials and

vehicles on construction sites can damage it.

• Wear – Scaffold components can corrode over time and some parts wear away
faster than others. Particular areas to examine for corrosion and wear include all
connections and areas where water or debris collects. This is even more important
for scaffold that has been in place for long periods.

• Worked loose – Over time and use, connections can work loose and the scaffold
will become unstable. It’s important to check all connections regularly.

• Out of level – If the ground conditions have

changed, eg there’s been heavy rain and
the ground’s turned to mud, the scaffold may
become out of level and therefore unsafe.
It’s important to check regularly for level, and
adjust the footings if required.

• Removed/changed by users – Sometimes a

tradesperson might decide to remove part of
the scaffold to make their task easier, eg to
remove a frame so that a large item can get
through.

While it might seem to make sense at

the time, the scaffold is designed and
constructed with safety in mind first and
foremost, and each component works
with the others to keep the structure of the
scaffold safe, so it’s important that it remains
complete and intact.
If the inspection reveals any safety issues with the scaffolding, these should be rectified
before the scaffolding is used. If the issues can’t be rectified, an ‘out‑of‑service’ tag
should be attached, so that other workers know not to use it. You would then report the
scaffolding to your supervisor.

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Repairing scaffolding
Sometimes the scaffold will need to be repaired.
In most cases, you’ll need to safely remove the
damaged part and either fix or replace it. If this
requires the scaffold to be partially dismantled, follow
safe dismantling procedures which are covered in the
next section of this guide.
If you have to leave the scaffold area to repair
a component or find a replacement, hang an
‘out‑of‑service’ or ‘scaffolding incomplete’ tag so that
no‑one uses the scaffold until it’s been repaired.

Repairs other than very basic ones, like straightening a bent tube, should be carried
out only by someone with the appropriate training.

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Scheduled alterations
Sometimes a scaffolding plan may include a requirement for changes to be made to
the scaffolding at a particular point in time, to suit a different trade, task or stage in
the project. It’s the responsibility of the scaffold erector or supervisor to review the
scaffolding plan, carry out the required change(s) and reinspect the scaffold.
The following pictures show the steps taken for an alteration. In this example, an extra
lift is being added, which means some components need to be removed from the
scaffold.

Step 1 Step 2 Step 3

Remove the components Insert joining pins to Carefully place a frame

and carefully pass them support the frames ready on to the joining pins to
down to a worker on the for the next lift. form the ends of the new
ground. bay.

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Step 4 Step 5 Step 6

Add a brace to each face Pass up planks and With the platform in
of the scaffold to join the form the new working place, add the edge
two new frames together. platform. protection.
As the platform is now
above 2 m, all sides –
except the one against
the building – require
handrails, mid‑rails and
toe boards.

Step 7 Step 8

Add a ladder in a suitable position to Perform another full check of the

access the new platform, ensuring that it: structure before you hand the scaffold
over to the supervisor for checking.
• is securely attached
• extends at least a metre beyond the
platform
• is the correct slope.

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Introduction
When the scaffold is no longer required, it can be
dismantled and packed up. This often needs to happen
quite quickly to allow access for trades and materials for
the next stage of construction.
Proper procedures should be followed to ensure that the
scaffold is dismantled safely and readied for its next use,
and the location is left as you found it.
You will need to dismantle, clean, inspect and organise
the scaffolding then clean up the area, according to
requirements of the worksite, your employer or supervisor
and the Regulations applicable in your area.

Performance criteria
4.1 Scaffolding is dismantled using reverse procedure as for erection.
5.1 Work area is cleared and materials disposed of, reused or recycled in accordance with
legislation, regulations, codes of practice and job specification.
5.2 Plant, tools and equipment are cleaned, checked, maintained and stored in accordance
with manufacturer recommendations and standard work practices.

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Dismantling scaffolding
Scaffold is dismantled in the reverse order to how it was erected, so the last component
attached is the first one removed. The most important things to remember when
dismantling scaffold are to loosen or remove pieces only one at a time; don’t get ahead
of yourself; pass components down carefully and don’t throw them.
Begin by clearing everything from the working platform(s) and making sure that there’s
space close by to stack the pieces as they’re being removed. Ensure all braces are still
in their original positions – the scaffold needs to be safe to work on for the dismantling
process.
• Watch out for any parts or sections that have been damaged or removed during
work or any changes from the original design.
• Leave any safety signs and barricades in place until the dismantling process is
finished.

Step 1 Step 2 Step 3

Remove the parts one Create a platform to work Remove the frames
level at a time, starting from at least two planks from the upper lift and
with the edge protection wide at the next level carefully pass them down
from the highest platform. down, while removing the to the person on the
planks from the upper ground.
platform.

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Step 4 Step 5 Step 6

Remove the tubes and Remove the edge Working from the ground,
untie the ladder. protection from the upper remove all the planks.
lift and pass it down
to the person on the
ground.

Step 7 Step 8 Step 9

Starting from one end, Collect all screw jacks, When you have
progressively remove the base plates and sole finished dismantling, all
braces and frames, so boards. scaffolding should be in a
that the remaining bays tidy stack.
Check the area for any
remain stable as you
dropped parts.
work.

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Clean‑up
Because scaffolding is reused over and
over again, it’s important that it’s looked
after properly.
As with all aspects of building and
construction, clean‑up procedures apply
to scaffold components and tools, and the
work area.
Your company or the site you’re working on will have clean‑up procedures to follow,
so make sure you’re familiar with them. There are also local, state and national
Regulations that must be followed. For example, the approving authority, such as the
local council, will include clean‑up requirements in the building licence for the project.
Try to minimise water use and suppress dust as much as possible during clean‑up to
protect the environment.
These are some of the ways you can do this.
• Use fittings such as spray nozzles on hoses to direct water accurately.
• Don’t leave hoses running when they’re not being used.
• Sweep dust, dirt and rubbish into containers nearby so that they’re disposed
of quickly.
• If dust needs to be swept up on a windy day, wet the area lightly before you sweep
to prevent the dust from becoming airborne.
• Cover bins or skips or put heavier items on top of lighter items to prevent rubbish
from blowing out.

Erecting and dismantling scaffolding doesn’t usually involve any hazardous materials or
produce any hazardous waste that needs specific handling or clean-up procedures.
A load of well‑used scaffolding like this (pictured left)
may look like rubbish that needs to go in the skip, but
pieces of scaffold that are too damaged or worn out to
be repaired and/or reused may be able to be recycled.
All waste from on or near the scaffolding needs to
put in the correct collection area, skip or bin. Check
recycling practices in your local area.

Remember that throwing out into the skip should always be the last resort, and only
when something can’t be recycled or reused.

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Clean‑up procedure
1. Clean down all pieces of plant and equipment, and
all tools. This might involve brushing, scraping or
hosing.
2. Check all parts for any damage. Place any
damaged parts aside to be repaired or tagged and
reported.
3. Sort and stack all parts neatly so they’re easy to
find when needed next.
4. Look over the entire area for any remaining parts,
materials, tools, equipment or rubbish.
The area where the scaffolding has been must be
left in the same condition it was in before the work
began. Requirements related to this are part of various
rules and Regulations, including local council building and development policies and
environmental controls. Some of these vary depending on location. Check with a
supervisor to find out what clean‑up rules you need to follow on your worksite.

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Maintenance and storage

All plant, tools and equipment need to be cleaned, inspected and stored neatly so that
they’re easy to identify when the next person needs them. Your supervisor is likely to
have a set of standard work practices you can follow for this stage of work.

Scaffold
All scaffolding needs to be stacked in neat, separate piles to make their next use or
transport easier. Any damaged pieces of scaffold need to be tagged, reported and put
aside for repair.

Sort components into piles Some components come in Stacks or piles need to be
according to their type, more than one size. even and stable to minimise
eg all planks go together; the chance of them falling
Stack those that are the
all braces go together. over – not like this one.
same size together.
Avoid leaving sharp edges
sticking out that could hurt
someone or be tripped over.

Tools
Look after your tools so that they’re ready for use the next
time you need them. They need to be cleaned then stored
correctly. Check the manufacturer’s instructions for specific
information regarding the cleaning requirements for each
tool you use.
Once tools are clean, remove any moisture by wiping them
over with a clean, dry cloth then store them in a dry, secure
place. This extends their working life and ensures that they’ll
work properly the next time you need them.

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 Annex A – Unit details

Unit title Erect and dismantle restricted height scaffolding

Descriptor This unit of competency specifies the outcomes required to

erect and dismantle restricted height scaffolding to provide
work platforms for various occupational applications. It includes
placement of safety barriers and only involves modular scaffolding
restricted to a height of 4 metres.

National code CPCCCM2008B

Employability skills This unit contains employability skills.

Prerequisite unit CPCCOHS2001A Apply OHS requirements, policies and

procedures in the construction industry

Application This unit of competency supports achievement of skills to handle,

erect and dismantle a range of restricted height scaffolding
systems, which may include working with others and as a member
of a team.

Element 1 Plan and prepare

1.1 Work instructions, including plans, specifications, quality requirements and operational
details, are obtained from relevant sources of information, confirmed and applied for
planning and preparation purposes.

1.2 Workplace health and safety (WHS) requirements are followed in accordance with
safety plans and policies.

1.3 Signage and barricade requirements are identified and implemented.

1.4 Plant, tools and equipment are selected to carry out tasks consistent with job
requirements, are checked for serviceability, and any faults are rectified or reported
prior to commencement.

1.5 Scaffolding quantity requirements are calculated in accordance with plans,

specifications and quality requirements.

1.6 Materials appropriate to the work application are identified, obtained, prepared, safely
handled and located ready for use.

1.7 Environmental requirements are identified for the project in accordance with
environmental plans and statutory and regulatory authority obligations, and are
applied.

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Element 2 Erect scaffolding

2.1 Purpose for scaffolding is confirmed and associated work tasks are identified.

2.2 Expected loading on scaffold and supporting structure is determined using load tables.

2.3 Site access and egress routes are identified.

2.4 Scaffolding and components are selected and inspected with damaged components
labelled and rejected or repaired.

2.5 Adequate footing is established in accordance with Australian standard for scaffolding.

2.6 Scaffolding is erected in accordance with regulations, planned hazard prevention and
control measures, acceptable safe work practices and manufacturer requirements.

Element 3 Inspect, repair and alter scaffolding

3.1 Critical structural and safety areas of scaffolding are inspected for damage, corrosion
and wear.

3.2 Current use of scaffolding is checked for compliance with type of scaffolding
equipment.

3.3 Inspection log and handover are completed.

3.4 Scaffolding is reviewed to determine if changes or modifications were scheduled as per

original planning.

3.5 Alteration or repair is carried out where specified.

Element 4 Dismantle scaffolding

4.1 Scaffolding is dismantled using reverse procedure as for erection.

Element 5 Clean up

5.1 Work area is cleared and materials disposed of, reused or recycled in accordance with
legislation, regulations, codes of practice and job specification.

5.2 Plant, tools and equipment are cleaned, checked, maintained and stored in accordance
with manufacturer recommendations and standard work practices.

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Required skills and knowledge

Required skills
• communication skills to:
◦◦ determine requirements
◦◦ enable clear and direct communication, using questioning to identify and
confirm requirements, share information, listen and understand
◦◦ follow instructions
◦◦ read and interpret:
▪▪ documentation from a variety of sources
▪▪ drawings and specifications
◦◦ report faults
◦◦ use language and concepts appropriate to cultural differences
◦◦ use and interpret non‑verbal communication, such as hand signals
◦◦ written skills to record maintenance in logbooks
• identifying and accurately reporting to appropriate personnel any faults in tools,
equipment or materials
• numeracy skills to apply measurements and make calculations
• organisational skills, including the ability to plan and set out work
• teamwork skills to work with others to action tasks and relate to people from a
range of cultural and ethnic backgrounds and with varying physical and mental
abilities
• technological skills to use:
◦◦ a range of mobile technology, such as two‑way radio and mobile phones
◦◦ voice and hand signals to access and understand site‑specific instructions.

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Required knowledge
• general construction terminology
• job safety analysis (JSA) and safe work method statements
• material safety data sheets (MSDS)
• materials storage and environmentally friendly waste management
• plans, specifications and drawings
• processes for the calculation of material requirements
• quality requirements
• relevant Acts, regulations and codes of practice
• scaffolding equipment
• scaffolding techniques
• shifting devices
• types, characteristics, uses and limitations of plant, tools and equipment
• workplace and equipment safety requirements.

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Evidence guide
The evidence guide provides advice on assessment and must be read in conjunction
with the performance criteria, required skills and knowledge, range statement and the
Assessment Guidelines for the Training Package.

Overview of This unit of competency could be assessed in the workplace

assessment or a close simulation of the workplace environment, provided
that simulated or project‑based assessment techniques fully
replicate construction workplace conditions, materials, activities,
responsibilities and procedures.

Critical aspects for A person who demonstrates competency in this unit must be able
assessment and to provide evidence of the ability to:
evidence required
• locate, interpret and apply relevant information, standards
to demonstrate
and specifications
competency in this
unit • comply with site safety plan and OHS legislation, regulations
and codes of practice applicable to workplace operations
• comply with organisational policies and procedures, including
quality requirements
• safely and effectively use tools, plant and equipment
• communicate and work effectively and safely with others
• complete planning, erection and dismantling of a modular
scaffolding system, in accordance with JSA and safe work
method statements and regulations, including a minimum of:
◦◦ three bays (one with a return)
◦◦ one lift with ladder
◦◦ fall and edge protection.

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Context of and This competency is to be assessed using standard and

specific resources authorised work practices, safety requirements and environmental
for assessment constraints.
Assessment of essential underpinning knowledge will usually be
conducted in an off‑site context.
Assessment is to comply with relevant regulatory or Australian
standards’ requirements.
Resource implications for assessment include:
• an induction procedure and requirement
• realistic tasks or simulated tasks covering the mandatory task
requirements
• relevant specifications and work instructions
• tools and equipment appropriate to applying safe work
practices
• support materials appropriate to activity
• workplace instructions relating to safe work practices and
addressing hazards and emergencies
• material safety data sheets
• research resources, including industry‑related systems
information.

Reasonable adjustments for people with disabilities must be made

to assessment processes where required. This could include
access to modified equipment and other physical resources, and
the provision of appropriate assessment support.

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Method of Assessment methods must:

assessment
• satisfy the endorsed Assessment Guidelines of the
Construction, Plumbing and Services Training Package
• include direct observation of tasks in real or simulated
work conditions, with questioning to confirm the ability to
consistently identify and correctly interpret the essential
underpinning knowledge required for practical application
• reinforce the integration of employability skills with workplace
tasks and job roles
• confirm that competency is verified and able to be transferred
to other circumstances and environments.

Validity and sufficiency of evidence requires that:

• competency will need to be demonstrated over a period
of time reflecting the scope of the role and the practical
requirements of the workplace
• where the assessment is part of a structured learning
experience the evidence collected must relate to a number
of performances assessed at different points in time and
separated by further learning and practice, with a decision on
competency only taken at the point when the assessor has
complete confidence in the person’s demonstrated ability and
applied knowledge
• all assessment that is part of a structured learning
experience must include a combination of direct, indirect and
supplementary evidence.

Assessment processes and techniques should as far as is

practical take into account the language, literacy and numeracy
capacity of the candidate in relation to the competency being
assessed.
Supplementary evidence of competency may be obtained from
relevant authenticated documentation from third parties, such as
existing supervisors, team leaders or specialist training staff.

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Range statement
The range statement relates to the unit of competency as a whole. It allows for different
work environments and situations that may affect performance. Bold italicised wording,
if used in the performance criteria, is detailed below. Essential operating conditions that
may be present with training and assessment (depending on the work situation, needs
of the candidate, accessibility of the item, and local industry and regional contexts) may
also be included.

Information • diagrams or sketches

includes:
• engineers’ design specifications and manufacturer
specifications and instructions, where specified
• instructions issued by authorised organisational or external
personnel
• memos
• MSDS
• regulatory and legislative requirements pertaining to erecting
and dismantling restricted height scaffolding
• relevant Australian standards
• safe work procedures related to erecting and dismantling
restricted height scaffolding
• signage
• verbal or written and graphical instructions
• work bulletins
• work schedules, plans and specifications.

Planning and • work site inspection, equipment defect identification,

preparation include: assessment of conditions and hazards, and determination of
work requirements
• erection of scaffolding to a maximum height of 4 metres,
including placement, sequencing, squaring, levelling and the
reverse for dismantling
• establishment of footings, including review of JSAs to
determine bearing capacity of ground or working surfaces
• alteration and repair, which may be required due to storm
damage, accidents, misuse and process changes.

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Workplace health • emergency procedures, including extinguishing fires,

and safety is to organisational first aid requirements and evacuation
be in accordance
• handling of materials
with legislation,
regulations, • hazard control
codes of practice,
• hazardous materials and substances
organisational
safety policies and • safe operating procedures, including the conduct of
procedures, and operational risk assessment and treatments associated with:
project safety plan ◦◦ earth leakage boxes
and may include:
◦◦ lighting
◦◦ photovoltaic (solar) panels
◦◦ power cables, including overhead service trays, cables
and conduits
◦◦ restricted access barriers
◦◦ surrounding structures
◦◦ traffic control
◦◦ trip hazards
◦◦ work site visitors and the public
◦◦ working at heights
◦◦ working in confined spaces
◦◦ working in proximity to others
◦◦ working with dangerous materials
• organisational first aid
• personal protective clothing and equipment prescribed under
legislation, regulations and workplace policies and practices
• use of firefighting equipment
• use of tools and equipment
• workplace environment and safety.

Tools and • aluminium modular scaffolding equipment

equipment include:
• hammers
• ladders
• scaffolding planks
• shovels and spanners
• spirit levels
• steel box spanners
• tape measures.

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Scaffolding type • types of restricted height scaffolding may include systems

and quantity scaffolding, A frame, H frame, tube and coupler, and
requirements: aluminium (and modular to a maximum height of 4 metres).

Quality • Australian standards

requirements
• internal company quality policy and standards
include relevant
regulations, including: • manufacturer specifications, where specified
• workplace operations and procedures.

Environmental • clean‑up protection

requirements
• noise and dust
include:
• waste management.

Statutory and • federal, state and local authorities administering applicable

regulatory Acts, regulations and codes of practice.
authorities include:

Purpose for • work platforms for various occupational applications.

scaffolding includes:

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 Annex B – Assessments

Assessment plan
The assessments suggested here for this unit are designed to assess your competency
in the elements as listed in the unit details at Annex A to this guide. There are three
components to the assessment.

Assessment Elements

Assessment 1 – Scaffolding rules, requirements, types, classes and 1, 2, 3, 5

components
This is a written, open‑book assessment. You will answer a range of
questions which will constitute evidence for assessment.

Assessment 2 – Working with scaffold 1, 2, 3, 4

This is a written, open‑book assessment. You will answer a range of
written questions which will constitute evidence for assessment.

Assessment 3 – Planning, erecting, inspecting, altering and All

dismantling scaffolding
This contains five discrete activities to be completed in a simulated work
environment, on the job or during work placement.
It is supported by an observation checklist.

Note: Your lecturer may provide you with alternative assessments.

Individual learning and assessment needs

Learners have different learning styles and needs. Please let your lecturer know if there
is anything that may have an effect on your learning.

Results and appeals

There is a process to be followed should you wish to appeal the result of your
assessment. Please ask your lecturer for more information about this.

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 Assessments

Assessment 1 – Scaffolding rules,

requirements, types, classes and components

Introduction
For this assessment, you will respond to a series of written questions. These questions
check your knowledge of scaffolding rules and requirements, types and classes of
scaffold and their components.

Requirements
This is an open‑book assessment. You may refer to your learner’s guide if you need to.
Write your responses to the questions in the spaces provided. Your lecturer may
provide you with additional instructions.

Materials and equipment

The following assessment worksheet is provided in this guide:
• Assessment 1 – Scaffolding rules, requirements, types, classes and components.
You will need:
• pens, pencils, eraser, ruler
• your learner’s guide.

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 Assessments

CPCCCM2008B

Erect and dismantle restricted

height scaffolding

Assessment 1 – Scaffolding rules, requirements,

types, classes and components

Name Date

I have received feedback on this assessment.

Signature Date

Assessor’s initials

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Assessment 1 – Scaffolding rules, requirements, types, classes and

components

1. List three items of PPE you should wear when erecting scaffolding.

2. At what height should scaffold safety signs be positioned so that they can be seen easily?

3. When should a job safety analysis (JSA) be filled out?

4. Several Australian Standards® apply to restricted height scaffolding. List two of them.

5. What is the maximum height of a working platform in restricted height scaffolding?

6. Describe two actions you can take to minimise environmental impact related to the erection
and use of scaffolding.

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7. List two types of site hazards you need to look for when you’re conducting an initial site
hazard assessment as part of your planning.

8. What could you do to protect pedestrians and other workers in the vicinity from the risk of
being hurt while scaffolding is being erected?

9. Name two types of scaffold and describe a work task each one would be suitable for.

10. Name and describe the three classes of scaffold.

Class:

Description:

Class:

Description:

Class:

Description:

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11. What is the maximum load allowed in one bay of a heavy‑duty working platform?

12. How wide does the platform need to be for medium‑duty scaffold?

13. Describe a ladder suitable for accessing scaffolding.

14. What is the correct angle/slope for a ladder used to access scaffolding?

15. When is edge protection required on a scaffold?

16. When you’re planning or designing scaffold, where would you find information about the
site, the building project and the requirements of the scaffold?
List three sources of information you could use.

17. You’re on site and go to grab a hammer to knock some toggles over on the scaffold and
you discover that the head of the hammer is loose.
What action should you take to deal with this situation?

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18. When would you need to check a scaffolding safety data sheet (SDS)?

19. On a noisy worksite, list two ways of communicating with workmates who are a distance
away.

20. A new tradesperson on your project has English as their second language and does not
speak it fluently.
List two things you could do to communicate clearly with them in a way that they can easily
understand.

21. Which tool would you use to loosen or tighten nuts on tube‑and‑coupler scaffolding?

22. Label each of the components on this scaffold diagram.

.....................
..................... .....................

.....................

.....................

.....................
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 Assessments

Assessment 2 – Working with scaffold

Introduction
For this assessment, you will respond to a series of written questions. These questions
check your knowledge of planning and preparation, erecting, inspecting, repairing,
altering and dismantling scaffold, and clean‑up.

Requirements
This is an open‑book assessment. You may refer to your learner’s guide if you need to.
Write your responses to the questions in the spaces provided. Your lecturer may
provide you with additional instructions.

Materials and equipment

The following assessment worksheet is provided in this guide:
• Assessment 2 – Working with scaffold.
You will need:
• pens, pencils, eraser, ruler
• your learner’s guide.

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height scaffolding

Assessment 2 – Working with scaffold

Name Date

I have received feedback on this assessment.

Signature Date

Assessor’s initials

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 Assessments

Assessment 2 – Working with scaffold

1. There are several design considerations you have to make when you’re planning the design
of a scaffold. List three of them.

2. List three things you have to consider when you’re deciding access and egress routes to
the site where the scaffold will be erected.

3. List three things that contribute to the live load on a scaffold.

4. List three scaffolding components that can be part of the footings.

5. Which of these foundations requires use of a longer sole board – dry sand or soft clay?

6. Several documents can be created when planning a scaffold. List three of them.

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7. During the scaffolding planning process, you need to work out how many of each
component you will need to build the scaffold. Describe one way you can do this.

8. Which document provides a record of who built the scaffold and whether it has been
inspected?

9. What should you do with a damaged or defective scaffold component?

10. How should scaffold components be stored?

11. If a scaffold is incomplete, what two things should be done?

12. Describe the type of ground (foundations) required for mobile scaffolding.

13. What must be applied/on at all times when a mobile scaffold is in use?

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 Assessments

14. Why should an existing scaffold be checked for compliant use?

15. When might a scaffold need to be altered?

16. How can you find out if changes or modifications have been scheduled for a scaffold?

17. Scaffold needs to be dismantled safely. Describe three ways you can do this.

18. List three things you should do during clean‑up of scaffold, tools and work area.

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18 Annex B BC2200 © VET (WA) Ministerial Corporation 2014

 Assessments

Assessment 3 – Planning, erecting, inspecting,

altering and dismantling scaffolding

Introduction
For this assessment, you will complete a series of documents to plan a scaffold and
then erect, inspect, alter and dismantle a scaffold, with a partner or in a small group.
Your lecturer may choose to split the assessment into parts.
You will be assessed on your demonstration of the skills and knowledge required to:
• plan and prepare the work tasks
• erect a single‑lift, three‑bay scaffold
• inspect and alter scaffolding
• dismantle scaffold and clean up the site
• communicate effectively with others, and work as part of a team.

Your work practices will be observed by your lecturer, assessor or work placement
supervisor.

Requirements
The observation checklist will be used for observation purposes during this
assessment. The checklist must be completed and signed by your lecturer, assessor or
supervisor.
All other instructions for this assessment, which contains six assessment activities
for you to complete, are provided in this guide. Your lecturer will provide you with any
additional instructions regarding the practical component of the assessment, which
may vary depending on the resources.

Materials and equipment

The following assessment activity worksheets are provided in this guide:
• Assessment activity 3.1 Planning and preparation
• Assessment activity 3.2 Safety checklist and job safety analysis
• Assessment activity 3.3 Inspection checklist
• Assessment activity 3.4 Alterations
• Assessment activity 3.5 Dismantling and cleaning up
• Assessment activity 3.6 Observation checklist (to be completed by your lecturer,
assessor or workplace supervisor).
Your lecturer will provide information about access to the tools, equipment and
materials you’ll need for this assessment.

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20 Annex B BC2200 © VET (WA) Ministerial Corporation 2014

 Assessments

CPCCCM2008B

Erect and dismantle restricted

height scaffolding

Assessment 3 – Planning, erecting, inspecting,

altering and dismantling scaffolding

Name Date

I have received feedback on this assessment.

Signature Date

Assessor’s initials

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22 Annex B BC2200 © VET (WA) Ministerial Corporation 2014

 Assessments

Assessment activity 3.1 Planning and preparation

You are required to plan, design and erect a single‑lift, three‑bay scaffold.
Your lecturer will provide you with a job description for the scaffold, which you can use to
complete the following planning steps.

1. What is the purpose for the scaffold?

2. What work tasks will be carried out from the scaffold?

3. List all the items that will contribute to the load on the scaffold.

4. What duty (class) of scaffold is required?

5. Describe the footings required to carry this load.

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6. Describe site access and egress routes.

7. What environmental requirements need to be met?

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8. Draw a sketch of a single‑lift, three‑bay scaffold that meets the job requirements provided to
you by your lecturer.

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9. List the components required to erect this scaffold and the quantity of each.

Components Quantity

10. Give details of the signs and barricades that will be required on/near the completed
scaffold.

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 Assessments

Assessment activity 3.2 Safety checklist

Tick the boxes next to any safety requirements or hazards that may apply to this task. Add any
issues not listed in the spaces provided.
Make notes in the right‑hand column about the steps you’ll take to ensure you’re working safely.
When you have completed the checklist, use the information to complete the JSA.

Training

 Safe use of tools or equipment

 Manual handling


Site conditions

 Site/workshop access
 Access to work areas
 Toilets/amenities access
 Signage and barricades
 Environment
 Hazardous materials
 Public safety
 Traffic control


PPE

 Eye protection
 Hearing protection
 Respiratory protection
 Foot protection
 Hand protection
 Head protection
 Sun safety



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Tools and equipment

 Plant and equipment

 Hand tools
 Electrical and pneumatic tools
 Cables and leads



High risk

 Scaffolding
 Working at heights
 Welding
 Excavations
 Overhead wires



Emergency

 Emergency plan
 First aid plan



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 Job safety analysis

Date: JSA number:

Location of work:

Activity:

Name: Approved by (name):

© VET (WA) Ministerial Corporation 2014

Activity Hazards Risk control measures Who is responsible

List the tasks in the order List the hazards List the control measures required to minimise the Name the person
they will be carried out. associated with each task. hazard. responsible for
minimising the hazard.

BC2200
Assessments

Annex B
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Who is responsible
Risk control measures
Hazards
Activity

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Erect the scaffold according to your planning.

Remember to follow:
• work health and safety requirements
• site‑specific procedures
• other relevant Regulations.

Your lecturer, assessor or workplace supervisor will observe you doing this part of the
assessment. They will then complete Assessment activity 3.6 Observation checklist
to check that you have demonstrated the required skills and knowledge for this unit.

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Assessment activity 3.3 Inspection checklist

Complete this checklist during your inspection of the scaffolding, and indicate ‘yes’ or ‘no’
against each item in the right‑hand column.
Use the space at the end of the checklist to describe any issues and actions that need to be
taken.

Inspection point Yes No

1. Have any unauthorised changes been made to the scaffolding?
2. Is there a system in place to prevent scaffold from being struck by
vehicles or other work?
3. Are appropriate signs and barricades in place?
4. Are sole boards and the ground around them in good condition,
eg no excavation in the vicinity?
5. Are base plates positioned centrally on the sole boards?
6. Are frames or standards sitting plumb and firm on the base plates?
7. Are the frames or standards plumb through the full height?
8. Are frames and ledgers level?
9. Is all bracing in place and properly attached?
10. Are all platforms complete?
11. Is edge protection complete and properly attached for any working
platform above 2 m?
12. Are ladders fitted correctly?
13. If mobile scaffold, is the supporting surface hard, flat, stable and
free of hazards?
14. Are the caster wheel locks in working order and kept locked when
workers are on the scaffold?
Issues

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Assessment activity 3.4 Alterations

You have been asked to make an alteration to an existing scaffold, shown in the sketch below.
You need to add a return to enable work to be carried out on an adjoining wall.
Answer the following questions about this task.

Gate
Work
Guardrail post platform
Mesh guardrail
Joining pin
Kickboard /
toe board
Ladder
Frame
Base plate Sole board
Screw Face
jack brace

Sketch the scaffold you will be erecting including the return.

1. What needs to be removed from the existing scaffold?

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2. What must be done when the alteration is complete?

3. List the additional components required to erect this scaffold and the quantity of each.

Components Quantity

4. Give details of the signs and barricades that will be required on/near the completed
scaffold.

Make the change according to your planning.

Remember to follow:
• work health and safety requirements
• site‑specific procedures
• other relevant Regulations.

Your lecturer, assessor or workplace supervisor will observe you doing this part of the
assessment. They will then complete Assessment activity 3.6 Observation checklist
to check that you have demonstrated the required skills and knowledge for this unit.

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Assessment activity 3.5 Dismantling and cleaning up

Before you begin to dismantle the scaffold, you need to plan where you will put all the pieces as
you remove them so that you don’t create a hazard for yourself or workers around you.
Answer the following questions to form a plan for dismantling.

1. Describe where you will put the scaffold.

2. Give reasons for your choice of location.

Dismantle the scaffolding following the appropriate procedures and requirements.

When the scaffold is fully dismantled, carry out the following clean‑up requirements:
• clean and inspect all scaffold components
• tag out and set aside defective/damaged components
• sort and stack all components
• clean, inspect and store all tools.

Your lecturer, assessor or workplace supervisor will observe you completing this part
of the assessment. They will then complete Assessment activity 3.6 Observation
checklist to check that you have demonstrated the required skills and knowledge for this
unit.

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Assessment activity 3.6 Observation checklist

During the assessment activity, did you observe the learner: Yes No N/A
Part 1 – Plan and prepare to erect and dismantle restricted height scaffolding
a) obtain, confirm and apply work instructions, including plans,
specifications, quality requirements and operational details, for
planning and preparation purposes?
b) follow workplace health and safety (WHS) requirements in
accordance with safety plans and policies?
c) identify and implement signage and barricade requirements?
d) check for serviceability any plant, tools and equipment selected
to carry out tasks consistent with job requirements, and rectify or
report any faults prior to commencement?
e) calculate scaffolding quantity requirements in accordance with
plans, specifications and quality requirements?
f) identify, obtain, prepare, safely handle and locate ready for use
materials appropriate to the work application?
g) identify and apply environmental requirements for the project in
accordance with environmental plans and statutory and regulatory
authority obligations?
Part 2 – Erect scaffolding
a) confirm purpose for scaffolding and identify associated work tasks?
b) determine expected loading on scaffold and supporting structure
using load tables?
c) identify site access and egress routes?
d) select and inspect scaffolding and components and label, reject or
repair damaged components?
e) establish adequate footing in accordance with the Australian
Standard® for scaffolding?
f) erect scaffolding in accordance with regulations, planned hazard
prevention and control measures, acceptable safe work practices
and manufacturer requirements?
Part 3 – Inspect, repair and alter scaffolding
a) inspect critical structural and safety areas of scaffolding for
damage, corrosion and wear?
b) check current use of scaffolding for compliance with type of
scaffolding equipment?
c) complete inspection log and handover?
d) review scaffolding to determine if changes or modifications were
scheduled as per original planning?
e) carry out alteration or repair where specified?

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Part 4 – Dismantle scaffolding

a) dismantle scaffolding using reverse procedure as for erection?

Part 5 – Clean‑up

a) clear work area and dispose of, reuse or recycle materials in

accordance with legislation, regulations, codes of practice and job
specification?

b) clean, check, maintain and store plant, tools and equipment in

accordance with manufacturer recommendations and standard
work practices?

During the assessment activity, did you observe the learner demonstrate the following
required skills?

• communication skills to:

◦◦ determine requirements?

◦◦ enable clear and direct communication, using questions to

identify and confirm requirements, share information, listen
and understand?

◦◦ follow instructions?

◦◦ read and interpret documentation from a variety of sources?

◦◦ read and interpret drawings and specifications?

◦◦ report faults?

◦◦ use language and concepts appropriate to cultural

differences?

◦◦ use and interpret non‑verbal communication, such as hand

signals?

◦◦ record maintenance in writing in logbooks?

• identifying and accurately reporting to appropriate personnel any

faults in tools, equipment or materials?

• numeracy skills to apply measurements and make calculations?

• organisational skills, including the ability to plan and set out work?

• teamwork skills to work with others to action tasks and relate to

people from a range of cultural and ethnic backgrounds and with
varying physical and mental abilities?

• technological skills to use:

◦◦ a range of mobile technology, such as two‑way radio and
mobile phones?

◦◦ voice and hand signals to access and understand site‑specific

instructions?

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During the assessment activity, did you observe the learner demonstrate knowledge of
the following?
• general construction terminology?
• job safety analysis (JSA) and safe work method statements?
• material safety data sheets (MSDS)?
• materials storage and environmentally friendly waste management?
• plans, specifications and drawings?
• processes for the calculation of material requirements?
• quality requirements?
• relevant Acts, regulations and codes of practice?
• scaffolding equipment?
• scaffolding techniques?
• shifting devices?
• types, characteristics, uses and limitations of plant, tools and
equipment?
• workplace and equipment safety requirements?
During the assessment activity, did you observe the learner demonstrate the following
critical aspects for assessment?
• locate, interpret and apply relevant information, standards and
specifications?
• comply with site safety plan and OHS legislation, regulations and
codes of practice applicable to workplace operations?
• comply with organisational policies and procedures, including
quality requirements?
• safely and effectively use tools, plant and equipment?
• communicate and work effectively and safely with others?
• complete planning, erection and dismantling of a modular
scaffolding system, in accordance with JSA and safe work method
statements and regulations, including a minimum of:
◦◦ three bays (one with a return)
◦◦ one lift with ladder
◦◦ fall and edge protection
Feedback to learner

Learner’s name: Assessor’s name:

Learner’s signature: Assessor’s signature:
Date: Date:

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 Annex C – Workshop activities
These activities have been designed to provide you with the opportunity to apply your
scaffolding knowledge and practise your scaffolding skills as you progress through
the unit.
Your lecturer will advise you when to complete these activities and may also provide
you with additional details and instructions.
The following workshop activity worksheets are provided in this guide:
• Workshop activity 1 – Identifying scaffold components and equipment
• Workshop activity 2 – Manual handling
• Workshop activity 3 – Erecting a single‑lift, three‑bay, framed scaffold with return
• Workshop activity 4 – Erecting a single‑lift, single‑bay, mobile scaffold
• Workshop activity 5 – Inspecting a single‑lift, three‑bay scaffold
• Workshop activity 6 – Making changes
• Workshop activity 7 – Part 1: Dismantling scaffold
• Workshop activity 7 – Part 2: Clean‑up.

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 Workshop activities

Workshop activity 1 – Identifying scaffold components and equipment

Scaffolding needs to be erected for a lot of different construction tasks. It’s important that you
can do this efficiently. You need to know all the components and equipment so that you can
identify them quickly.
Your task is to identify the components, tools and PPE used to construct framed scaffold and
mobile scaffold. From the selection provided by your lecturer, identify the following items.
Tick each one off as you find it.

Components – Framed scaffold

Frame Platform planks

Brace Handrail

Base plate Mid‑rail

Sole board Toe board/kickboard

Screw jack Mesh guardrail

Joining pin Guardrail post

Ladder

Components – Mobile scaffold

Frame Platform

Plan brace Handrail

Face brace Mid‑rail

Internal ladder Caster

Components – Tube‑and‑coupler

Tube Coupler

Tools

Claw hammer Level

Adjustable wrench/spanner Tape measure

Scaffold belt

PPE

Hard hat Gloves

Steel cap boots Safety glasses

Dust mask Hearing protection

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 Workshop activities

Workshop activity 2 – Manual handling

Working in a group of three, take turns to move larger scaffolding components from one side of
an area to the other using correct manual handling techniques.
Two of you will move the scaffolding together, while the other uses this checklist to observe and
prompt.
Make sure everyone has a turn to practise manual handling and to observe and prompt.
When it’s your turn to observe, make sure you give your classmates feedback on their manual
handling technique.

Did your classmate(s): Yes No

Pre‑lift

• check the size and shape of the load (Is it awkward?)

• check the weight of the load (Can you safely lift it?)

• check the area of movement?

Lifting

• squat with feet apart?

• grip the load firmly with both hands?

• lift with the legs?

• keep the back straight?

• keep the neck straight?

• keep the head up?

Carrying

• keep the arms close to the body?

• evenly distribute the load on both sides of the body?

• maintain a firm, stable hold?

• carry without incident (no bumps, falls)?

Putting down

• keep the head up and neck straight?

• keep the back straight?

• use leg muscles to crouch down?

• put down without trapping fingers?

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6 Annex C BC2200 © VET (WA) Ministerial Corporation 2014

 Workshop activities

Workshop activity 3 – Erecting a single‑lift, three‑bay, framed scaffold

with return

Your task is to plan and build a single‑lift, three‑bay, framed scaffold with return, according to the
job description provided by your lecturer.
Carry out the following steps.

• Confirm the purpose for the scaffold and the expected load.
• On the sketch below, label all the scaffold components. Draw in any additional components
required for the task. Add any signs or barricades required.
• Count up how many of each component you’ll need and write these quantities into the list
below the sketch.
• Check any other site‑specific requirements such as access and environmental
requirements.
• Use the safety checklist to help you identify any safety issues, then use that information to
complete a JSA for the erection procedure.
• Put on your PPE; collect your tools and any components you need.
• Check that all tools and components are fit for use.
• Erect the scaffold following instructions from your lecturer. You can refer to the procedure
in this guide.

Use your communication skills and work cooperatively with your workmates to get the scaffold
erected safely.
Remember to ask for help if you’re unsure at any stage.
Your lecturer will provide you with a location for this work, and all the materials required.

Sketch

.....................

.....................
.....................
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.....................
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.....................

..................... .....................
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Components required (Add quantities)

Component Quantity Component Quantity

Frames Mid‑rail

Braces Base plates

Mesh guardrail Handrail/guardrail

Toe boards/kickboards Boards/working platform

Ladder Sole boards

Joining pins Access mesh guardrail

Guardrail posts

Signs/barricades required on/near the completed scaffold

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 Workshop activities

Safety checklist

Tick the boxes next to any safety requirements or hazards that may apply to this task. Add any
issues not listed in the spaces provided.
Make notes in the right‑hand column about the steps you’ll take to ensure you’re working safely.
When you have completed this checklist, use the information to complete in the JSA.

Training

 Safe use of tools or equipment

 Manual handling


Site conditions

 Site/workshop access
 Access to work areas
 Toilets/amenities access
 Signage and barricades
 Environment
 Hazardous materials
 Public safety
 Traffic control


PPE

 Eye protection
 Hearing protection
 Respiratory protection
 Foot protection
 Hand protection
 Head protection
 Sun safety



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Tools and equipment

 Plant and equipment

 Hand tools
 Electrical and pneumatic tools
 Cables and leads



High risk

 Scaffolding
 Working at heights
 Welding
 Excavations
 Overhead wires



Emergency

 Emergency plan
 First aid plan



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 Job safety analysis

Date: JSA number:

Location of work:

Activity:

Name: Approved by (name):

© VET (WA) Ministerial Corporation 2014

Activity Hazards Risk control measures Who is responsible

List the tasks in the order List the hazards List the control measures required to minimise the Name the person
they will be carried out. associated with each task. hazard. responsible for
minimising the hazard.

BC2200
Workshop activities

Annex C
11
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Who is responsible
Risk control measures
Hazards
Activity

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 Workshop activities

Workshop activity 4 – Erecting a single‑lift, single‑bay, mobile scaffold

Your task is to plan and build a single‑lift, single‑bay, mobile scaffold.

Carry out the following steps.
• Confirm the purpose for the scaffold and the expected load.

• Draw a quick sketch in the space below.

• Indicate on the sketch the location of any signs or barricades required.

• Count up how many of each component you will need and write these quantities into the
list below the sketch.

• Describe any signs or barricades required under the component list.

• Put on your PPE and collect your tools and any components and signs/barricades you
need.

• Install signs and barricades.

• Erect the scaffold. You can follow the procedure in this guide and/or instructions from your
lecturer. Work in pairs for this part of the activity.

Note: Usually a task like this would require you to complete a JSA; however, that isn’t
necessary for the purpose of this activity.
Use your communication skills and work cooperatively with your partner to get the scaffold
erected safely. Remember to ask for help if you’re unsure at any stage.
Your lecturer will provide you with a location for this work and all the materials required.

Sketch

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Components required (Add quantities)

Component Quantity Component Quantity

Frame Platform

Horizontal brace Handrail

Plan brace Mid‑rail

Diagonal brace Caster

Adjustable leg Internal ladder

Signs/barricades required on/near the completed scaffold

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 Workshop activities

Workshop activity 5 – Inspecting a single‑lift, three‑bay scaffold

Your task is to work in pairs or small groups, as allocated by your lecturer, to inspect a single‑lift,
three‑bay scaffold.
Use the following checklist as a guide to carry out an inspection of some existing scaffolding.

Inspection point Yes No

1. Have any unauthorised changes been made to the scaffold?

2. Is there a system in place to prevent scaffold from being struck by

vehicles or other work?

3. Are appropriate signs and barricades in place?

4. Are sole boards and the ground around them in good condition,
eg no excavation in the vicinity?

5. Are base plates positioned centrally on the sole boards?

6. Are frames or standards sitting plumb and firm on the base plates?

7. Are the frames or standards plumb through the full height?

8. Are frames and ledgers level?

9. Is all bracing in place and properly attached?

10. Are all platforms complete?

11. Is edge protection complete and properly attached for any working
platform above 2 m?

12. Are ladders fitted correctly?

13. If mobile scaffold, is the supporting surface hard, flat, stable and
free of hazards?

14. Are the caster wheel locks in working order and kept locked when
workers are on the scaffold?

If the answer to any of the above checks is ‘no’, rectify the issue or attach an ‘out‑of‑service’
or appropriate tag.

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 Workshop activities

Workshop activity 6 – Making changes

The next job workers will be using the scaffolding for requires a longer scaffold. An additional
bay needs to be added to the scaffold to reach a bit further, so that the next work can be done.
Carry out these steps.
1. Confirm the purpose for the scaffold and the expected load.
2. Use the sketch provided to identify and then count the scaffold components needed to
make this change.
3. In the table that follows the plan, list the components and their quantities, and describe any
signs or barricades required.
4. Put on your PPE, and then collect the tools and any components you need.
5. Check that all tools and components are fit for use.
6. Alter the scaffold following the instructions from your lecturer. The procedure shown earlier
in this guide may be helpful.
Note: Usually a task like this would require you to complete a JSA; however, that isn’t
necessary for the purpose of this activity.
Use your communication skills and work cooperatively with your workmates to get the scaffold
changed safely.
Your lecturer will provide you with a location for this work, and all the materials required.
Remember to ask for help if you’re unsure at any stage.

Sketch

© VET (WA) Ministerial Corporation 2014 BC2200 Annex C 17

 Erect and dismantle restricted height scaffolding
CPCCCM2008B

Components required (Add quantities)

Component Quantity Component Quantity

Frame Toe board/kickboard

Brace Handrail

Sole board Mid‑rail

Base plate Platform

Joining pin Mesh guardrail

Ladder Rope

Signs/barricades required on/near the completed scaffold

18 Annex C BC2200 © VET (WA) Ministerial Corporation 2014

 Workshop activities

Workshop activity 7 – Part 1: Dismantling scaffold

For this two‑part activity, you’ll work in pairs or small groups, as allocated by your lecturer, to
dismantle a scaffold (Part 1), then clean up the work area, plant and equipment (Part 2).

Before you begin, list three important rules to follow when dismantling scaffold to ensure your
safety and that of your workmates.
Then:
• put on your PPE and collect any tools or equipment you will need
• dismantle the scaffold following instructions from your lecturer.
The procedure shown earlier in this guide may be helpful.
Use your communication skills and work cooperatively with your workmates to dismantle the
scaffold safely.
Your lecturer will provide you with the materials for this activity, and a location. Remember to
ask for help if you’re unsure at any stage.

List three important safety rules to follow when you’re dismantling scaffold.

Workshop activity 7 – Part 2: Clean‑up

Follow the procedures in this guide and the instructions from your lecturer to complete the
following tasks.
• Clean and inspect all scaffold components and tools.
• Tag any damaged or defective components or tools.
• Stack/store scaffold and tools ready for next use.

© VET (WA) Ministerial Corporation 2014 BC2200 Annex C 19

 Erect and dismantle restricted height scaffolding
CPCCCM2008B

20 Annex C BC2200 © VET (WA) Ministerial Corporation 2014

 ERECT AND DISMANTLE RESTRICTED HEIGHT SCAFFOLDING
CERTIFICATE II IN BUILDING AND CONSTRUCTION
(PATHWAY – TRADES)
CPCCCM2008B
LEARNER’S GUIDE
DESCRIPTION
This learner’s guide contains a mix of content and hands-on activities that support the unit CPCCCM2008B Erect
and dismantle restricted height scaffolding from the Certificate II in Building and Construction (Pathway – Trades).
The course, and this guide, focus on the skills and knowledge required to get your career started as a tradesperson
in the building and construction industry. The focus of this unit is the skills and knowledge required to erect, inspect,
alter and dismantle restricted height scaffolding that can be used as work platforms for other trades and workers on a
construction site.
The topics covered in this guide include:
• planning and preparing for a project
• scaffolding rules and requirements, and types of scaffold
• planning and preparing to erect scaffold
• selecting, designing and erecting scaffold in accordance with required safety standards
• inspecting, repairing and altering scaffold
• dismantling scaffold and clean-up procedures.
You will also learn about using safety barriers. Suggested assessment activities are also included. Note: this guide may
be used for this unit as part of other qualifications within the building and construction industry.

EDITION
Edition 1, 2014

COURSE / QUALIFICATION
Certificate II in Building and Construction (Pathway – Trades)

UNIT OF COMPETENCY
CPCCCM2008B Erect and dismantle restricted height scaffolding

RELATED PRODUCTS
This resource is part of a series that supports core and trade-specific elective units of the Certificate II in Building and
Construction (Pathway – Trades) qualification. Please refer to our product catalogue for more information.

BC2200 RESTRICTED
HEIGHT SCAFFOLDING –
LEARNER’S GUIDE
ISBN 978-1-74205-940-2

ORDERING INFORMATION:
Tel: (08) 6212 9700 Fax: (08) 9227 8393 Email: [email protected]
Orders can also be placed through the website: www.vetinfonet.dtwd.wa.gov.au
9 781742 059402