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

LMFID5001A Mapping and Delivery Guide
Design residential interiors

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency LMFID5001A - Design residential interiors
Description This unit describes the knowledge and skills required to apply researched information to formulate creative and complex design solutions to a range of residential interior design situations satisfying the physiological, psychological, social, cultural and environmental requirements of the brief.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit supports the attainment of skills and knowledge required to analyse a design brief, conduct research and use creative methodologies to generate design solutions for residential interiors. Designs covered by this unit include those which require changes to established structural aspects of the building interior or to building services.This unit covers employability skills in teamwork and communication in order to work with others in the design process. Planning and organising and problem solving skills are required to apply design processes and initiative and enterprise are required to develop design ideas. Self management and learning skills are applied to assess and reflect on own design skills and identify areas for improvement.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
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: Analyse the project brief
  • Applicable OHS, legislative and organisational requirements relevant to designing for residential spaces are verified and complied with
  • Project brief is reviewed, confirmed and clarified with client
  • Key requirements for the project are assessed and confirmed and constraints determined
  • Resources are selected appropriate to work requirements and checked for operational effectiveness
  • Communication with others is established and maintained
  • Relevant research is conducted to gain all information which may be used to inform the design process
  • All required information is accessed and interpreted to inform the design process
       
Element: Conduct project research
  • Site analysis is conducted to assess the requirements of the space requiring work
  • Intended function of the space is ascertained from the client
  • Contextual information relating to the brief is researched and evaluated
  • Functional and planning issues are determined specific to the site and client requirements
  • Research material is organised and presented in the form of a design proposal
  • Project is planned to make effective use of time and available resources
       
Element: Develop design concepts
  • Multiple ideas and concepts are generated in a creative and diverse manner that is sympathetic to the design brief
  • Concepts are presented through appropriate presentation methods
  • Viability of concepts are assessed in conjunction with others
  • Environmental implications of the project are assessed and design concepts reviewed to ensure maximum energy efficiency achieved in solution
  • Access issues relating the project are identified and addressed in design solution
       
Element: Design the space
  • Ideas are translated into 3-D space satisfying functional criteria
  • Evidence of 3-D notions are explored through modelling
  • The arrangement and allocation of space is explored to express the concept
  • Idea with the greatest potential for success is presented to promote the design's acceptance using both 2-D and 3-D representations.
  • Client feedback is sought, amendments are agreed to and recorded, and ideas are revised and refined
  • A colour and materials palette is selected to enhance spatial ideas
  • Design is modified in response to critical feedback without loosing integrity of the design intention
       
Element: Revise and refine solution
  • Ergonomic and anthropometric principles are assessed in respect to the space and the intended products
  • Spatial planning is further revised and resolved in response to client feedback
  • Materials, colours, furniture, finishes, fixtures and fittings are selected appropriate to the concept and brief parameters
  • Feedback is received through consultation with the client and incorporated into design solution
       
Element: Prepare a fully rendered client presentation
  • Resource requirements are identified for presentation
  • Final design solution is communicated effectively and creatively using a range of techniques and media
  • Documentation drawings and material selections are prepared that are consistent with, and that best communicate, the design intent
  • Work is completed to plan and within brief constraints
  • Client feedback and response is analysed to determine success in achieving client satisfaction
  • Own performance in the design process is examined to identify strengths and weaknesses
  • Areas for improvement are identified
       


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 design for at least two residential interiors to provide the client with creative solutions that satisfy the design brief

Effectively apply design elements and principles in designing for residential space

Comply with legislation, regulations, standards, codes of practice and established safe practices and procedures for designing for residential space

Communicate effectively and work safely with others in the work area

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 for residential 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, 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

applying principles and elements of design

communicating design concepts

documenting and transferring information

reading, interpreting and following information on work specifications, standard operating procedures and work instructions, and other reference material

maintaining accurate records

communicating within the workplace

drawing using manual and computer based techniques

sequencing operations

meeting specifications

computer aided design techniques

clarifying and checking taskrelated information

carrying out work according to OHS practices

Required knowledge

State or Territory OHS legislation, regulations, standards and codes of practice relevant to the full range of processes for designing for residential space

organisational and site standards, requirements, policies and procedures for designing for residential space

Australian Standards and the Building Code of Australia relating to interior residential design

environmental protection requirements relating to interior residential design

established communication channels and protocols

problem identification and resolution

elements and principles of design

creativity and artistic relevance

ergonomics, anthropometrics, proxemics and aesthetic values

types of equipment and procedures for their safe use, operation and maintenance

characteristics of materials, products and defects

computer programs

design themes and design development

colours, furnishings and decorations

sketching and drawing to architectural drawing standards

procedures for the recording, reporting and maintenance of workplace records and information

appropriate mathematical procedures for estimation and measurement

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

Legislative requirements

are to be in accordance with applicable legislation from all levels of government that affect organisational operation. Requirements may include but not be limited to award and enterprise agreements, industrial relations, Australian Standards, confidentiality and privacy, OHS, the environment, equal opportunity, anti-discrimination, relevant industry codes of practice, duty of care and heritage

Organisational requirements

may include but not be limited to legal, organisational and site guidelines, policies and procedures relating to own role and responsibility, quality assurance, procedural manuals, quality and continuous improvement processes and standards, OHS, emergency and evacuation, ethical standards, recording and reporting, access and equity principles and practices, equipment use, maintenance and storage, environmental management (waste disposal, recycling and re-use guidelines)

Project brief

may include but not be limited to client needs and objectives, client aims and objectives and criteria for evaluation, milestones, organisational or personal profiles and aims, image requirements and function, budget, timeline, consultation requirements and colour requirements

Client

may include but not be limited to suppliers, manufacturers, private clients, colleagues, retailers or the public

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

Relevant research

may include but not be limited to similar products and typologies, materials, social and cultural influences, site analysis, site conditions and functional requirements

Information

may include but not be limited to lifestyle requirements, cultural issues, ergonomics, anthropometrics, proxemics, costs, product performance and characteristics, and existing conditions

Site analysis

may include but not be limited to a visit to the site to achieve a feel for the intention of the project brief and how services may be affected by it, identifying constraints of site and recording information and taking photos

Creative methodologies

may include but not be limited to brainstorming, word association, imaging, modelling, lateral thinking and application of a range of media

Presentation methods

may include but not be limited to mood board, concept board, 3-D models, sketches, photos

Environmental implications

may include but not be limited to how the use of raw materials effects the ecology and environment and how its continued use will effect the area it has been sourced from, energy consumption in achieving the material, greenhouse gases created, waste levels, resource utilisation and transport effects. Similarly what impact will be felt by reducing or stopping material from the source

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

Colours

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

Finishes

may include but not be limited to paints, waxes, lacquers, stains, pigments, oils, plastic coatings, veneers, ceramics, stone, glass, textiles and other textures

Fixtures and fittings

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

may also include but not be limited to accessories such as trinkets, ceramics, trays, vases, carvings, baskets, pots, plants, candles, clocks, silverware, mirrors, frames, screens, floral displays, haberdashery, glassware, fireplace items, gifts, hand crafts, water features, photographs, pottery, personal items, statues, book ends, bowls and bottles

Design drawings

may include but not be limited to drafted technical drawings or drawings produced on computer using CAD software packages to architectural standards. These contain project specifications

may also include but not be limited to elevations, sections, plans and perspectives

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, legislative and organisational requirements relevant to designing for residential spaces are verified and complied with 
Project brief is reviewed, confirmed and clarified with client 
Key requirements for the project are assessed and confirmed and constraints determined 
Resources are selected appropriate to work requirements and checked for operational effectiveness 
Communication with others is established and maintained 
Relevant research is conducted to gain all information which may be used to inform the design process 
All required information is accessed and interpreted to inform the design process 
Site analysis is conducted to assess the requirements of the space requiring work 
Intended function of the space is ascertained from the client 
Contextual information relating to the brief is researched and evaluated 
Functional and planning issues are determined specific to the site and client requirements 
Research material is organised and presented in the form of a design proposal 
Project is planned to make effective use of time and available resources 
Multiple ideas and concepts are generated in a creative and diverse manner that is sympathetic to the design brief 
Concepts are presented through appropriate presentation methods 
Viability of concepts are assessed in conjunction with others 
Environmental implications of the project are assessed and design concepts reviewed to ensure maximum energy efficiency achieved in solution 
Access issues relating the project are identified and addressed in design solution 
Ideas are translated into 3-D space satisfying functional criteria 
Evidence of 3-D notions are explored through modelling 
The arrangement and allocation of space is explored to express the concept 
Idea with the greatest potential for success is presented to promote the design's acceptance using both 2-D and 3-D representations. 
Client feedback is sought, amendments are agreed to and recorded, and ideas are revised and refined 
A colour and materials palette is selected to enhance spatial ideas 
Design is modified in response to critical feedback without loosing integrity of the design intention 
Ergonomic and anthropometric principles are assessed in respect to the space and the intended products 
Spatial planning is further revised and resolved in response to client feedback 
Materials, colours, furniture, finishes, fixtures and fittings are selected appropriate to the concept and brief parameters 
Feedback is received through consultation with the client and incorporated into design solution 
Resource requirements are identified for presentation 
Final design solution is communicated effectively and creatively using a range of techniques and media 
Documentation drawings and material selections are prepared that are consistent with, and that best communicate, the design intent 
Work is completed to plan and within brief constraints 
Client feedback and response is analysed to determine success in achieving client satisfaction 
Own performance in the design process is examined to identify strengths and weaknesses 
Areas for improvement are identified 

Forms

Assessment Cover Sheet

LMFID5001A - Design residential interiors
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

LMFID5001A - Design residential interiors

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: