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

LMFID6001A Mapping and Delivery Guide
Resolve complex spatial design problems through modelling

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency LMFID6001A - Resolve complex spatial design problems through modelling
Description This unit covers the skills and knowledge required to successfully use a range modelling techniques for extending, developing and resolving complex spatial design problems.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit supports the attainment of skills and knowledge required to develop and refine a conceptual model, inform design work through experimentation with a range of spatial modelling techniques, determine, manage and organise resource requirements for new work and realise a fully resolved interior scheme through modelling.This unit covers employability skills in initiative and enterprise and problem solving to apply design principles to modelling in order to meet brief requirements. Communication skills are used to convey design solution and 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: Adapt and develop concepts as a result of design research
  • Criteria are established that are most likely to facilitate the achievement of the conceptual vision
  • Consultation is conducted with colleagues to develop conceptual thinking approaches
  • A range of spatial problems are examined to determine suitable approaches
  • Relevant ideas and approaches are researched, adapted and incorporated from other practitioners
       
Element: Visualise design concepts using a range of modelling techniques
  • Capabilities of a range of 2-D conceptual notions are extended through 3-D modelling
  • The conceptual vision is refined based on ongoing experimentation using sophisticated modelling techniques
  • A sophisticated concept model appropriate to the brief is presented to the client and feedback evaluated
       
Element: Manage and organise resource requirements for new work
  • Materials, tools, equipment and computer aided design applications are researched for the achievement of different 3-D effects
  • Resource requirements that arise from the use of techniques and experimental approaches are determined and organised for new work
  • Critical path is determined, projecting completion dates of each stage of the project
       
Element: Develop extend and resolve spatial ideas through modelling
  • Experimentation is undertaken with a range of modelling techniques to explore and develop complex 3-D notions
  • Design elements and principles are applied and manipulated to assist in design development
  • Scale, volume and proportion are explored and manipulated as part of a design development process
  • A range of models are developed by hand or using computer aided design applications to revise and refine spatial ideas
       
Element: Present a fully resolved interior space using sophisticated modelling techniques
  • Modelling technique is selected to meet the established criteria
  • Appropriate scale is selected to meet brief criteria
  • Resolved spatial ideas are accurately represented to scale
  • Materials and textures are accurately represented to scale
  • Construction, detailing and finishes are resolved and demonstrated through sophisticated modelling
  • Detailed model is presented to client and feedback evaluated
       


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

Use, apply and experiment with modelling techniques to explore a design solution

Apply individual creativity to modelling

Fully resolve a final design solution using modelling techniques

Apply design elements and principles to models

Communicate design ideas through development of models

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 resolving complex spatial design problems through modelling

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

establishing a personal work methodology

visualising 2-D notions into 3-D space and form

ability to manipulate a range of computer software programs

critical evaluation skills

group interaction and teamwork skills

creativity

innovation

research skills

independent thinking

ability to assess suitable process

ability to experiment in both the planning of projects and methods of execution

presenting design ideas

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 modelling

organisational and site standards, requirements, policies and procedures for modelling

elements and principles of design

spatial concepts

concept modelling techniques

mass modelling techniques

detailed modelling techniques

model making techniques

3-D visualisation techniques such as computer modelling

white models

maquettes

scale

proportion

proportioning systems

structures

modular systems and repeats

advanced 3-D geometry

evidence of design process and progression of ideas

environmental protection considerations for interior design

established communication channels and protocols

problem identification and resolution techniques

design communication 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.

Spatial problems

may include but not be limited to voids, apertures, thresholds, atriums, vertical and horizontal circulation systems, public spaces, multi-level spaces, mezzanines, transitional spaces, staircases and ceiling planes

Design elements and principles

may include but not be limited to balance, similarity, texture, contrast, size, ground, volume, composition, orientation, form, structure, 2-D space, position, proportion, 3-D space, repetition, scale, line, rhythm, pattern, point, symmetry, tone and plane

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
Criteria are established that are most likely to facilitate the achievement of the conceptual vision 
Consultation is conducted with colleagues to develop conceptual thinking approaches 
A range of spatial problems are examined to determine suitable approaches 
Relevant ideas and approaches are researched, adapted and incorporated from other practitioners 
Capabilities of a range of 2-D conceptual notions are extended through 3-D modelling 
The conceptual vision is refined based on ongoing experimentation using sophisticated modelling techniques 
A sophisticated concept model appropriate to the brief is presented to the client and feedback evaluated 
Materials, tools, equipment and computer aided design applications are researched for the achievement of different 3-D effects 
Resource requirements that arise from the use of techniques and experimental approaches are determined and organised for new work 
Critical path is determined, projecting completion dates of each stage of the project 
Experimentation is undertaken with a range of modelling techniques to explore and develop complex 3-D notions 
Design elements and principles are applied and manipulated to assist in design development 
Scale, volume and proportion are explored and manipulated as part of a design development process 
A range of models are developed by hand or using computer aided design applications to revise and refine spatial ideas 
Modelling technique is selected to meet the established criteria 
Appropriate scale is selected to meet brief criteria 
Resolved spatial ideas are accurately represented to scale 
Materials and textures are accurately represented to scale 
Construction, detailing and finishes are resolved and demonstrated through sophisticated modelling 
Detailed model is presented to client and feedback evaluated 

Forms

Assessment Cover Sheet

LMFID6001A - Resolve complex spatial design problems through modelling
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

LMFID6001A - Resolve complex spatial design problems through modelling

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: