Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CPPBDN5016A Mapping and Delivery Guide
Produce and present rendered animations of 3-D models of small-scale building designs

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CPPBDN5016A - Produce and present rendered animations of 3-D models of small-scale building designs
Description This unit of competency specifies the outcomes required to produce rendered and animated fly-bys and walk-throughs of three-dimensional (3-D) models for small-scale building design projects covered by the Building Code of Australia (BCA), except construction Type A buildings. It also covers demonstrating and discussing the rendered animations with clients and stakeholders.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit of competency supports building designers who use 3-D models to inform clients and other stakeholders of potential design concepts.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Digitally render 3-D models to photo-realistic quality
  • -D models of small-scale building design projects are imported into rendering software applications as required and objects are separated and saved according to workplace procedures.
  • Material finishes are sourced or created using software functions, and applied to objects according to project and workplace requirements.
  • Rendering is edited to ensure clarity, and accuracy of detail is retained when 3-D model is transferred to different applications.
  • Light and shade requirements are analysed and realistic lighting effects for night and day are created by editing individual light parameters.
       


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

A person should demonstrate the ability to:

produce rendered animations for digital 3-D models of a range of building designs that meet client expectations and workplace requirements

present animations of a range of building designs to clients, including:

explaining design using terms appropriate to clients’ understanding

encouraging and answering questions and feedback.

Context of and specific resources for assessment

Assessment of this unit:

must be in the context of the work environment

may be conducted in an off-site context, provided it is realistic and sufficiently rigorous to cover all aspects of workplace performance, including task skills, task management skills, contingency management skills and job role environment skills

must meet relevant compliance requirements.

Resource implications for assessment include:

access to:

suitable assessment venue and equipment

suitable simulated or real opportunities and resources to demonstrate competence

assessment instruments.

Method of assessment

Assessment for this unit must verify the practical application of the required skills and knowledge, using one or more of the following methods:

written and/or oral assessment of the candidates required knowledge for the unit

observed, documented and/or firsthand testimonial evidence of the candidates

implementation of appropriate procedures and techniques for the safe, effective and efficient achievement of the required outcomes

identification of the relevant information and scope of the work required to meet the required outcomes

identification of viable options and the selection of options that best meet the required outcomes

consistently achieving the required outcomes.

Guidance information for assessment

This unit could be assessed on its own or in combination with other units relevant to the job function.

Where applicable, physical resources should include equipment modified for people with disabilities.

Access must be provided to appropriate learning and/or assessment support when required.

Assessment processes and techniques must be culturally appropriate, and appropriate to the language and literacy capacity of the candidate and the work being performed.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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

administration and management skills to:

manage documents

manage time, including planning and prioritising work

analytical and problem-solving skills to:

determine animation image size

develop innovative ideas and designs

work out sequencing of animations

interpersonal skills to interact with clients and other stakeholders

language, literacy and numeracy skills to:

calculate the number of animation frames

communicate with clients and contacts

interpret and apply complex information, including legislation, regulations, codes and standards, and software operation instructions

present design options to clients

technical skills to:

apply compliance requirements, including drawing standards

produce accurate design documentation

create storyboards

technology skills to use information technology and 3-D modelling, rendering and animation software

Required knowledge

architectural styles and terminology

contextual and site constraints

conventional and sustainable construction materials and methods, including their application, behaviour, characteristics, performance and interactions with other materials

design drawing and representation methods

digital file management procedures

functions and operation of 3-D modelling rendering and animation software programs

hazards of site, materials, construction practices and building use over life cycle

key features of building life cycles

legislation, codes and standards relevant to sustainable design requirements for small-scale building design projects, including OHS duties of designers

organisational scope of business, service levels and fees

principles of design, including sustainable design

scientific and social principles of human interactions with the built environment

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.

Small-scale building design projects:

include buildings covered by the BCA, except construction Type A buildings

may be residential projects, such as:

additions and renovations

heritage restoration

new buildings

may be commercial or industrial projects, such as:

factories

motels

offices

restaurants

retail and service outlets

warehouses.

Material finishes may include:

carpet

concrete

fabric

masonry

paint

steel

stones

tile

timber.

Animation requirements may include:

image sizes

number of frames

sequencing of animations

types of animations to be generated.

Lighting levels and sequences may include:

daylight and artificial light timing sequences

light switching pattern

lighting levels of light sources

time transitions.

Animation presentation parameters may include:

compression

credits

frames per second

length

logo

rendering

title.

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
-D models of small-scale building design projects are imported into rendering software applications as required and objects are separated and saved according to workplace procedures. 
Material finishes are sourced or created using software functions, and applied to objects according to project and workplace requirements. 
Rendering is edited to ensure clarity, and accuracy of detail is retained when 3-D model is transferred to different applications. 
Light and shade requirements are analysed and realistic lighting effects for night and day are created by editing individual light parameters. 

Forms

Assessment Cover Sheet

CPPBDN5016A - Produce and present rendered animations of 3-D models of small-scale building designs
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

CPPBDN5016A - Produce and present rendered animations of 3-D models of small-scale building designs

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: