Assessor Resource

LMFID1001A
Plan the decoration of a simple space

Assessment tool

Version 1.0
Issue Date: April 2024


This unit supports the attainment of skills and knowledge required to plan the decoration of a simple space which will result in the visual representation of theme, colours, layout and furnishings such as through drawings or colour boards.

The unit is suitable for project related work as part of a VET in Schools program.

This unit requires the application of employability skills associated with communication and problem solving to develop storyboards, sketches and design concepts, explore decoration concepts with supervisors and document and interpret decoration requirements. Initiative and enterprise and planning and organising skills are required to design space. This unit requires learning skills in order to experiment with and develop decoration skills.

This unit specifies the outcomes required to plan the decoration of a simple space, selecting the theme, colours, layout and furnishings.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

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.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Effectively plan the decoration of a simple space in the designated timeframe

Effectively apply design elements and principles to decorate a simple space

Comply with established safe practices and procedures for decorating a simple space

Communicate decoration ideas effectively

Context of and specific resources for assessment

The application of competency is to be assessed in the workplace or realistically simulated workplace

Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints

Assessment of essential underpinning knowledge, other than confirmatory questions, will usually be conducted in an off-site context

Assessment is to comply with relevant regulatory or Australian Standards requirements

The following resources should be made available:

workplace location or simulated workplace

materials and equipment relevant to designing and decorating a small space

specifications and work instructions

Method of assessment

Assessment must satisfy the endorsed assessment guidelines of the Furnishing Industry Training Package

Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of underpinning knowledge

Assessment methods must be by direct observation of tasks and include questioning on underpinning knowledge to ensure its correct interpretation and application

Assessment may be applied under project related conditions (real or simulated) and require evidence of process

Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances

Assessment may be in conjunction with assessment of other units of competency

Guidance information for assessment

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

collecting, organising and understanding information related to work orders, basic plans and safety procedures

communicating ideas and information and the reporting of work outcomes and problems

accurately recording and maintaining information relating to interior decoration and design functions

recognising and responding to circumstances outside instructions or personal competence

exploring ideas

applying design principles

using mathematical ideas and techniques to correctly complete measurements, calculate area and volume, and estimate other material requirements

clarifying and confirming work instructions

planning own work within the given task parameters

learning of thinking, problem solving and conceptual techniques

using technology related to the use of tools including calculators, measuring and recording devices

Required knowledge

elements and principles of design

appropriate mathematical procedures for estimation and measurement

environmental protection requirements

problem identification and resolution techniques

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.

OHS requirements

are to be in accordance with Commonwealth, State or Territory legislation and regulations, organisational safety policies and procedures. Requirements may include but not be limited to the use of personal protective equipment and clothing, fire fighting equipment, first aid equipment, hazard and risk control and elimination of hazardous materials and substances, manual handling including lifting and carrying

Project brief

may include but not be limited to the aims, objectives, any design requirements, image requirements and function, effect or feel trying to be achieved, budget and timelines

Simple space

may include but not be limited to a room within a domestic residence such as bedroom, bathroom, kitchen, laundry, living space, multi-purpose room, storage room, study, garage, rumpus room, media room, toilet, pantry, family room, entertainment area, hall and workstation

Resources

may include but not be limited to computers, computer software, design software, computer aided drafting (CAD) software, colour boards, storyboards, swatches, Pantone Matching System (PMS), journals (directions magazines), artistic equipment and products and model making equipment

Communication

may include but not be limited to verbal and non-verbal language, constructive feedback, active listening, questioning to clarify and confirm understanding, use of positive, confident and cooperative language, use of language and concepts appropriate to individual social and cultural differences, control of tone of voice and body language

Sketches and drawings

may include but not be limited to hand drawn images or ideation drawings completed freehand, drafted technical drawings or drawings produced on computer using CAD software packages

Layout

may include but not be limited to is to include the plan of how a room will be designed and decorated showing the placement of design elements and decorative features, including plans, section elevations and other projections

Themes

may include but not be limited to variations of colour ways, furnishing trends and decoration trends

Supplies

may include but not be limited to paints, furnishings, decorations and other internal fit-out products

Materials

may include but not be limited to solid timber (native and imported), manufactured timber products, plastic, metal, alloys, stones, glass, textiles, fibreglass, foam, cardboard, paper products or any other manipulable substance

Costing

may include but not be limited to the cost of products and materials used during completion of the project, labour and overhead expenses

Timelines

may include but not be limited to the agreed project time span set and agreed for the project

Colours

may include but not be limited to colour principles, psychology, fundamentals, coordination, perception, contrast, harmony, effects on space, formulas and colour wheels

Colour board presentation

may include but not be limited to a presentation on board displaying the colour usage and coordination with surface finishes and textiles used throughout the project

Furnishings

may include but not be limited to furniture, soft furnishings, floor treatments, curtain treatments, built in cabinetry or fittings, light fittings, lamps, picture framing, tapware, laundry fittings, bathroom fittings, toilet fittings and kitchen fittings

Environmental qualities may include

may include but not be limited to use of sustainable resources, use of lighting, selection of furnishings and materials

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
Applicable OHS requirements relevant to decorating a simple space are verified and complied with 
Project brief is reviewed and clarified with supervisor to identify decoration requirements 
Resources are selected appropriate to work requirements and checked for operational effectiveness 
Communication requirements for decoration project are identified 
Space dimensions and locations of features are measured and recorded 
Sketches and drawings are prepared to illustrate the space 
Plan layout is prepared 
Theme is selected and alternative options provided 
Colours are selected and confirmed 
Supplies necessary to complete the project are selected 
Materials and processes are selected 
Furnishings and other accessories are selected and placement coordinated 
Costing and timeline estimates are compiled and developed into a full project proposal 
Decoration proposal is considered for its environmental qualities 
Colour board presentation is made 
Drawings are completed to show layout of decorative components 
Presentation of the design and decoration plan is made 

Forms

Assessment Cover Sheet

LMFID1001A - Plan the decoration of a simple space
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

LMFID1001A - Plan the decoration of a simple space

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: