- CUVDSP15B - Research and apply techniques for application to spatial design
Assessor Resource
CUVDSP15B
Research and apply techniques for application to spatial design
Assessment tool
Version 1.0
Issue Date: March 2024
Not Applicable
This unit describes the skills and knowledge required to research and apply techniques for application to spatial design. As this unit is introductory in nature, the outcome is most likely to be a model or maquette for a spatial design or the construction of an aspect of the overall design. It may be the design and realisation of the complete design for a small scale project. This is a specialisation unit and refers to a specific design form. This work requires some guidance.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
It is highly recommended that this unit be assessed with or after the following units:
CUVDES05B Interpret and respond to a brief
CUVCRS03B Produce computer-aided drawings
At least one of the drawing units relating to the representation of the concept
Core Design.
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit in this unit | The following evidence is critical to the judgement of competence in this unit: testing and use of a range of approaches and techniques for spatial design which are suited to the requirements of the brief knowledge of the processes and techniques used for spatial design in different contexts. |
Context of and specific resources for assessment | The assessment context must provide for: practical demonstration of skills through the development of a spatial design to meet the requirements of a brief. |
Method of assessment | Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of visual documentation of the spatial design evaluation of plans/ models produced by the candidate questioning and discussion review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling). |
Assessment of this unit requires access to the materials, resources and equipment needed to safely produce a spatial design or representation of a spatial design. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills: literacy skills sufficient to interpret a brief and to communicate design ideas numeracy skills sufficient to calculate quantities, costs, proportions. |
Required knowledge: formal elements and principles of design in relation to spatial design techniques, materials, tools and equipment and their application to different areas of spatial design common formats and features of spatial design briefs general knowledge about other designers, their ideas, techniques and work history and theory of design in relation to spatial design copyright, moral rights and intellectual property issues and legislation and their relevance to spatial design. |
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. | |
The brief: | describes and specifies the work to be completed is usually prepared by commissioning body or organisation, e.g. supervisor, client, community organisation may be written, diagrammatic, visual, verbal. |
The spatial design work may include: | exhibition design fit-outs for exterior spaces or environments foyer design installation for specific event office fit-outs set design. |
Specifications would be articulated in the brief and may refer to: | client needs dimensions purpose style. |
Parametersor constraints may refer to: | cost legal, contractual, ethical and copyright considerations material characteristics technology timeframe. |
Information pertinent to the brief may be about: | client's organisational background health and safety considerations legal, contractual, ethical and copyright considerations style considerations subject matter. |
Workspace needs may include: | drafting table electronic equipment lighting and power requirements process-specific space needs. |
Tools and equipment may include: | brushes, containers camera, scanner computer hand tools ladders lighting equipment power tools printer relevant software. |
Safety requirements are in accordance with: | Federal, State and Territory legislation, regulation and standards. |
Preliminary visual representation may include: | CADD colour boards photography/digital imaging plan drawing sample boards sketching. |
Identifying possible approaches includes: | identifying possible design solutions identifying possible realisation options, e.g. by means of a model, maquette, or by fabricating an aspect of the design. |
Criteria may include: | access to materials, tools and equipment required to realise the design consistency with the brief for the spatial design ease of manufacture personal affinity with medium and materials. |
The approach to the brief encompasses: | aesthetic considerations choice fabrication options design solutions the parameters of the brief. |
Techniques would depend on design solutions and realisation options selected and may include: | carpentry digital work glass work lighting modelling painting and decoration |
photography projection surface decoration textile/fibre work. | |
Materials may include: | cardboards, paper clays, modelling pastes fibres glass manufactured materials, e.g. tiles, panels, carpeting, textiles metals natural elements, e.g. water, light, wind, plants paints, glazes, stains plastics wood and/or wood products. |
Testing processes may involve: | exploring techniques by making practice pieces, test pieces, mock-ups or samples testing materials by applying stress tests, colour tests etc. |
Refining the approach may include: | adjustment to consideration of elements and principles of design adjustment to design solution adjustment to utilise the capabilities of the techniques no change. |
Documenting the approach may involve: | final drawings, plans, elevations illustrations, photographs models specifications for fabrication. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
---|---|---|---|
Correctly interpret the specifications of the brief. | |||
Determine the user or client for the proposed design to inform design decisions. | |||
Clarify specifications, parameters or constraints of the brief in consultation with relevant colleagues. | |||
Source and evaluate informationpertinent to the brief. | |||
Correctly identify the resources required for the design, including work space, tools and equipment. | |||
Prepare and care for resources in accordance with safety requirements and organisational requirements. | |||
Follow storage and inventory procedures in accordance with organisational procedures. | |||
Produce a preliminary visual representation of the brief. | |||
Identify possible approaches to the design and establish criteria for the selection of the final approach. | |||
Select appropriate tools and equipment for the testing of approaches and techniques. | |||
Test and experiment with a range of techniques and materials which might meet the requirements of the brief. | |||
Evaluate testingprocesses against selection criteria and select the preferred approach based on the requirements of the brief. | |||
Refine and accurately document the design approach based on testing processes. | |||
Evaluate the need for fabrication and the scope of work required. | |||
Select and organise materials, tools and techniques for fabrication in accordance with the design approach. | |||
Safely make the model or maquette ensuring consistency with the selected approach and the brief. | |||
Present the work in accordance with the brief specifications. |
Forms
Assessment Cover Sheet
CUVDSP15B - Research and apply techniques for application to spatial design
Assessment task 1: [title]
Student name:
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I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
Feedback to student
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Assessment Record Sheet
CUVDSP15B - Research and apply techniques for application to spatial design
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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