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

CUVACD507A Mapping and Delivery Guide
Refine 3-D design ideas and processes

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUVACD507A - Refine 3-D design ideas and processes
Description This unit describes the performance outcomes, skills and knowledge required to extend and deepen engagement with three-dimensional (3-D) design ideas and processes for the production of work at a professional level.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Designers and artists engage with a wide and potentially complex range of ideas about 3-D design. At this level they are able to then develop and refine their own ideas and responses to the potential of the 3-D form through the production of professional work.This unit complements units that focus on specialised skills for particular design disciplines or art forms.Work may be independent or collaborative. It is largely self-directed with guidance and mentoring available as required.
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: Originate ideas for 3-D design
  • Generate ideas for design concepts through research, exploration and experimentation
       
Element: Develop initial design concepts consistent with the intent of the work orspecifications of the brief
  • Evaluate, explore and play with options and materials that best suit the design brief
  • Refine options and select the approach that best meets design brief requirements
       
Element: Plan design process
  • Develop clear plan and schedule for design realisation
  • Organise and allocate resources to meet required standards, timeframes and budget
  • Liaise with others involved in design realisation as required
  • Monitor process to ensure integrity of design is maintained, including challenging own design work
  • Identify difficulties or problems and take action to rectify
  • Maintain accurate, relevant and complete documentation
       
Element: Refine and consolidate process
  • Develop effective 3-D designs and design processes
  • Develop and document a design language that reflects own style and approach
  • Identify opportunities for refinement and re-thinking and make adjustments as required
  • Articulate the design process and the final solution through effective documentation of work
  • Prepare and present 3-D design solutions to key people
       
Element: Maintain expertise
  • Apply professional work ethic to design activities
  • Use feedback from others to improve own skills in design
  • Stay up-to-date with industry standards and seek opportunities to further develop technical and conceptual skills
  • Source new ideas and trends through regular review of the work of others
  • Keep informed about new creative approaches, techniques, materials and equipment for 3-D design
       


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

Evidence of the ability to:

originate a concept for 3-D design that meet the needs of the brief

develop effective 3-D designs and design processes that meet project requirements and provide creative solutions

apply professional practice to 3-D design work.

Context of and specific resources for assessment

Assessment must ensure access to:

projects, tools, space and equipment required for developing 3-D designs in the relevant area of work.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

practical demonstration of skills using required resources to develop 3-D designs

direct observation of the development of 3-D designs by the candidate

evaluation of 3-D designs produced by the candidate

oral or written questioning to assess knowledge of 3-D design techniques

review of portfolios of evidence

review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands 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).

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

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

communication skills to:

work collaboratively in the design process

create design documentation

initiative and enterprise skills to:

apply creative thinking techniques to originate ideas and concepts

generate a range of ideas and options for visually representing a concept, idea or brief

develop 3-D designs that best respond to specifications

learning skills to:

keep informed of new creative approaches, techniques, materials and equipment relevant to 3-D design

improve own skills in developing 3-D designs through practice and responding to feedback from others on own work

literacy skills to interpret specifications and briefs for 3-D design

numeracy skills to interpret and correctly apply calculations and measurements

planning and organising skills to independently undertake the design process

problem-solving skills to take responsibility for creating design solutions for wide-ranging and unpredictable design challenges

self-management skills to manage own work and adopt a professional work ethic

technical skills to develop 3-D designs using a range of techniques and approaches appropriate to the brief or idea

Required knowledge

ways in which 3-D designs are used in the particular area of work

principles of 3-D design

physical properties and capabilities of the range of materials, tools and equipment used for 3-D design

ways to present finished 3-D designs

work space requirements for the production of 3-D design, including set-up of work space for particular types of 3-D work

issues and challenges that arise in the context of making 3-D designs

intellectual property issues and legislation associated with making 3-D designs

sustainability issues associated with materials, tools and equipment used in 3-D design

organisational and legislative OHS procedures in relation to 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.

Specifications may include:

background information about clients

budget

clients’ needs

creative objectives

considerations, such as:

contractual

ethical

legal

diagrams indicating, for example:

colours

measurements

scale

style

materials

personal intent

personnel involved in the project

purpose

relevant statutory requirements, e.g. health and safety considerations

requirements for development or building consent

scope for making adjustments

sponsorship

technical objectives

technology

timeframe

visual representations.

Materials may include:

clays

drawing and illustration materials, such as pencils, crayons, pastels, inks, charcoal and paints

fasteners, such as nails, screws, hooks and bolts

found objects and materials

glass

lacquers

laminates

latex

manufactured plastics, such as:

fibreglass

polyurethane and polyester resins

sheet plastics

silicones

thermoset and thermoplastic elastomers

materials to represent particular surfaces, such as rock, earth and water

materials for cleaning, priming and finishing, such as:

extenders and binders

specialised primers

water and oil-based paints

metals, such as:

metal wire

sheet metal

natural and synthetic fibres

paper pulp

plaster products, such as:

Forton MG

gypsum cement

pottery plaster and dental plaster

recycled materials

sheet materials, such as:

cardboard

foamcore

paper

perspex and other plastic sheet materials

polystyrene

sheet metal

string

tape

waxes, such as:

jewellery wax

microcrystalline wax

wood and timber products, such as:

balsa wood

MDF board

wooden skewers

Design processesmay include:

applying elements and principles of design

assessing various materials, equipment and software

developing inspiration boards, storyboards and other draft visuals

identifying, classifying and selecting constraints

manipulating design variables to satisfy the non-negotiable constraints and optimising those that are negotiable.

Design languagerefers to:

overarching scheme or style that guides the design of a complement of products.

Key people may include:

art department

audience

client

creative director

designer

director

manager

mentor

other technical and specialist personnel

producer

production manager

project manager

representative of organisation commissioning the work

supervisor

teacher

technical director.

Professional work ethicmay include:

attentive behaviour in creative practice

following organisational and industry storage and inventory procedures

following organisational, industry and legislative OHS procedures

punctuality and reliability

responding appropriately to feedback

working creatively with individual differences.

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
Generate ideas for design concepts through research, exploration and experimentation 
Evaluate, explore and play with options and materials that best suit the design brief 
Refine options and select the approach that best meets design brief requirements 
Develop clear plan and schedule for design realisation 
Organise and allocate resources to meet required standards, timeframes and budget 
Liaise with others involved in design realisation as required 
Monitor process to ensure integrity of design is maintained, including challenging own design work 
Identify difficulties or problems and take action to rectify 
Maintain accurate, relevant and complete documentation 
Develop effective 3-D designs and design processes 
Develop and document a design language that reflects own style and approach 
Identify opportunities for refinement and re-thinking and make adjustments as required 
Articulate the design process and the final solution through effective documentation of work 
Prepare and present 3-D design solutions to key people 
Apply professional work ethic to design activities 
Use feedback from others to improve own skills in design 
Stay up-to-date with industry standards and seek opportunities to further develop technical and conceptual skills 
Source new ideas and trends through regular review of the work of others 
Keep informed about new creative approaches, techniques, materials and equipment for 3-D design 

Forms

Assessment Cover Sheet

CUVACD507A - Refine 3-D design ideas and processes
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

CUVACD507A - Refine 3-D design ideas and processes

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: