Assessor Resource

UEENEEG187A
Design effective and efficient lighting for public, open and sports areas

Assessment tool

Version 1.0
Issue Date: March 2024


2)

This unit is intended to focus the competencies obtained as prerequisites to the specific application of lighting design in public areas and sporting applications in terms of effectiveness and efficiency.

1)Scope:

1.1) Descriptor

This unit covers effective and efficient lighting design for public and open areas, such as indoor and outdoor sporting facilities, urban parks and the like, to provide sufficient illumination with minimal energy use. It encompasses an understanding of safety principles and photometrics, the application of design calculations, compliance standards, energy management, lighting control and available lighting products appropriate to the illumination design and fully documenting completed design.

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

Prerequisites

Prerequisite Unit(s)

4)

Competencies

4.1)

Granting competency in this unit shall be made only after competency in the following unit(s) has/have been confirmed.

UEENEEG184A

Provide photometric data for illumination system design

UEENEG185A

Select effective and efficient light sources and luminaries for given locations and designs.

For the full prerequisite chain details for this unit please refer to Table 2 in Volume 1, Part 2

Literacy and numeracy skills

4.2)

Participants are best equipped to achieve competency in this unit if they have reading, writing and numeracy skills indicated by the following scales. Description of each scale is given in Volume 2, Part 3 ‘Literacy and Numeracy’

Reading

5

Writing

5

Numeracy

5


Employability Skills

5)

The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements.




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.

9) This provides essential advice for assessment of the unit. It must be read in conjunction with the performance criteria and the range statement of the unit and the Training Package Assessment Guidelines.

The Evidence Guide forms an integral part of this unit. It must be used in conjunction with all parts of the unit and performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment

9.1)

Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance with industry and regulatory policy.

Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed.

The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be ‘rich’ in nature to minimise error in judgment.

Activities associated with normal everyday work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its ‘richness’. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

9.2)

Before the critical aspects of evidence are considered all prerequisites must be met.

Evidence for competence in this unit shall be considered holistically. Each element and associated performance criteria shall be demonstrated on at least two occasions in accordance with the ‘Assessment Guidelines – UEE11’. Evidence shall also comprise:

A representative body of performance criteria demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to:

Implement Occupational Health and Safety workplace procedures and practices, including the use of risk control measures as specified in the performance criteria and range statement

Apply sustainable energy principles and practices as specified in the performance criteria and range statement

Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements.

Demonstrate an appropriate level of skills enabling employment

Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures

Demonstrated consistent performance across a representative range of contexts from the prescribed items below:

designing lighting for public, open and sports areas as described in 8) and including:

A Determining the extent and nature of the lighting requirements from a design brief.

B Identifying and understanding safety and other requirements to which the lighting design shall comply.

C Planning to meet scheduled timelines

D Applying appropriate knowledge of lighting performance compliance and lighting equipment in designing the lighting.

E Considering alternative arrangements for the lighting design

F Including safety, functional, maintenance and budgetary factors in the lighting design

G Documenting and presenting the lighting design

H Responding appropriately to requests to alter the design.

I Documenting and obtaining approval of the lighting design.

J Dealing appropriately with unplanned events

Context of and specific resources for assessment

9.3)

This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:

OHS policy and work procedures and instructions.

Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed in this unit.

These should be used in the formal learning/assessment environment.

Note:

Where simulation is considered a suitable strategy for assessment, conditions for assessment must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy.

The resources used for assessment should reflect current industry practices in relation to designing effective and efficient lighting for public, open and sports areas.

Method of assessment

9.4)

This unit shall be assessed by methods given in Volume 1, Part 3 ‘Assessment Guidelines’.

Note:

Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires that the specified essential knowledge and associated skills are assessed in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit.

Concurrent assessment and relationship with other units

9.5)

There are no concurrent assessment recommendations for this unit.


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.

8) This describes the essential skills and knowledge and their level, required for this unit.

Evidence shall show that knowledge has been acquired of designing lighting for public, open and sports areas.

All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies.

KS01-EG187A Open area and sports lighting

Evidence shall show an understanding of lighting design for outdoor and sports application lighting to an extent indicated by the following aspects:

T1 Reasons for quality lighting in sport

T2 Key terms in sports lighting encompassing:

Quantity of light required

Horizontal luminance

Vertical illuminance

Illuminance uniformity

Uniformity gradient

Modelling and shadows

Colour rendering

Colour temperature

Glare

Emergency escape lighting

Switching mode

Emergency (continuity) TV lighting

Obtrusive light

T3 The sports lighting design process encompassing:

Project definition

Lighting study

Questions for indoor and outdoor venues

Lamp selection

Luminaire selection

Arrangement of luminaires

Cost of ownership

Installation

Aiming, measuring and commissioning

Maintenance

T4 Layout for lighting in multi-purpose halls and enclosed areas

T5 Sports grounds and stadiums

Lighting configuration

Sports grounds with no spectator stand

Sports grounds and stadiums with a spectator stand

T6 Swimming/diving

T7 Other considerations

Theatrical lighting effects and dynamic lighting

T8 Recommendations

Recommendations for non-televised events

Classes of play

Recommendations for televised events

10) This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance.

This unit shall be demonstrated in relation to at least three of the following

Flood lighting of tennis courts

Flood lighting of netball or basketball courts

Flood lighting of football grounds

Lighting of squash courts

Lighting of indoor or outdoor bowling greens

Swimming pool lighting

Sporting spectator lighting

Other sporting applications

Stair lighting / passageway lighting

Park lighting

Mall lighting

Car park lighting

Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1.

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
OHS processes and procedures for a given work area are identified, obtained and understood. 
The extent and nature of the lighting requirements is determined from design brief. 
Safety and other requirements to which the lighting design shall comply are identified, obtained and understood. 
Design development work is planned to meet scheduled timelines in consultation with others persons involved in the lighting installation or associated work. 
Knowledge of lighting performance standards, compliance methods and lighting equipment is applied to designing the lighting. 
Alternative arrangements for the lighting design are considered based on the requirements outlined in the design brief. 
Safety, functional, maintenance and budgetary considerations are incorporated in the lighting design. 
Lighting design draft is checked for compliance with the design brief and regulatory requirements. 
Lighting design is documented for submission to appropriate person(s) for acceptance and approval. 
Solutions to unplanned situation are provided consistent with organisation’s policy. 
Lighting design is presented and explained to client representative and/or other relevant person(s). 
Requests for alterations to the design are negotiated with relevant person(s) within the constraints of organisation’s policy. 
Final design is documented and approval obtained from appropriate person(s). 
Quality of work is monitored against personal performance agreement and/or established organizational or professional standards. 

Forms

Assessment Cover Sheet

UEENEEG187A - Design effective and efficient lighting for public, open and sports areas
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

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Assessment Record Sheet

UEENEEG187A - Design effective and efficient lighting for public, open and sports areas

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

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