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

LMTCL2011B Mapping and Delivery Guide
Draw and interpret a basic sketch

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency LMTCL2011B - Draw and interpret a basic sketch
Description This unit covers the skills and knowledge to draw and interpret a two-dimensional sketch of a garment, to identify construction features.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application The unit applies to interpreting and drawing basic trade sketches, used by patternmakers and designers. Basic sketches or working drawings are two-dimensional, accurate drawings that show accurate details of pattern pieces and garment construction, and may be drawn freehand or with the use of measuring devices and templates.Work is conducted according to defined procedures.Work may be conducted in small to large scale enterprises and may involve individual and team activitiesThe application of this unit is according to OHS practices of the enterprise and workplace practices, which may include:requirements prescribed by legislation, awards, agreements and conditions of employmentstandard operating procedureswork instructionsoral, written and visual communicationquality practices, including responsibility for maintenance of own work quality and contribution to quality improvement of team or section outputhousekeepingtasks related to environmental protection, waste disposal, pollution control, and recyclingThis unit requires the application of skills associated with planning and organising to complete sketches. Communication and numeracy skills are used to refer to patterns and specifications and complete and label sketches. Self management skills are used to ensure conformance of own work to quality standards.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Prerequisite
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: Prepare drawing tools, equipment and workstation
  • Drawing tools and equipment are selected.
  • Workbench and seating are set up according to OHS practices.
       
Element: Identify basic design styles
  • Basic styles and pattern pieces are identified.
  • Specifications are identified and followed as required.
  • Correct terminology is used to identify garment components.
       
Element: Use template to draw sketches
  • Quality criteria for drawing is identified.
  • Template is selected to draw sketch.
  • Lines required to complete sketch are drawn accurately.
  • Sketch is drawn to correctly represent a pattern piece or garment.
  • Relevant parts of sketch are identified and labelled.
       
Element: Interpret sketch
  • Features of design are identified from sketch.
  • Specifications where used, are interpreted from sketch.
       
Element: Complete work
  • Sketch is inspected against quality standards.
  • Any changes or adjustments to sketch are carried out as required.
  • Documentation relating to sketch is completed.
       


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, the Range Statement and the Assessment Guidelines for the Training Package.

Critical aspects of evidence

Demonstrates skills and knowledge to:

prepare workstation before commencing drawing

draw a sketch to accurately depict a style of garment

use appropriate tools and equipment to sketch

applying quality criteria in completion of sketch

conveying all necessary instructions/information by the appropriate use of notes on the sketch

apply OHS practices in work operations

maintain accurate records

Consistency in performance

Consistently applies skills and knowledge when:

organising work

completing tasks according to instructions

working systematically with attention to detail

identifying improvements and avoiding damage

using workplace practices

using OHS practices

recording and reporting accidents and incidents

assessing operational readiness of equipment

recognising and adapting to cultural differences in the workplace, including modes of behaviour and interactions

Resource implications

Access is required to real or appropriately simulated situations, including work areas, materials and equipment, and to information on workplace practices and OHS practices.

Context for assessment

Assessment may occur on the job or in an appropriately simulated environment.

Interdependent assessment

This unit may be assessed independently or in combination with other relevant units.

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.

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

Demonstrates knowledge of:

characteristics of fabrics used for garment construction

basic pattern shapes

sequence of operations

quality standards and practices

OHS practices, including hazard identification and control measures

workplace practices

recording and reporting practices

Demonstrates skills to:

draw shapes using a pencil

read, interpret and follow information on work specifications, standard operating procedures and work instructions, and other reference material

maintain accurate records

communicate within the workplace

sequence operations

meet specifications

clarify and check task-related information

carry out work according to OHS practices

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. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs if the candidate, accessibility of the item, and local industry and regional contexts.

Legislative/regulatory requirements

All work must comply with relevant Federal and State or Territory legislative or regulatory requirements.

Drawing tools and equipment include:

A3 layout pad

pencils with HB leads

pencil sharpener

kneadable eraser

templates

OHS practices

OHS practices include hazard identification and control, risk assessment and implementation of risk reduction measures specific to the tasks described by this unit, and may relate to:

manual handling techniques

standard operating procedures

personal protective equipment

safe materials handling

taking of rest breaks

ergonomic arrangement of workplaces

following marked walkways

safe storage of equipment

housekeeping

reporting accidents and incidents

environmental practices

Basic styles may include:

straight and A-line skirt

shift dress

blouse

pants

trousers

Pattern pieces may include:

any components of the basic styles as listed, that need understanding to be able to sketch, such as waistbands and pockets, skirt front and back, sleeves

Quality criteria include:

proportion

perspective

symmetry and balance

fabric performance

detailing

neatness

Templates may include:

front and back full body view - ladies', men's and children's

upper torso or lower torso

swimwear or lingerie

Lines may include:

straight, angled, curved, pointed, circled

Features of design may include:

pattern pieces

construction requirements

garment style

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
Drawing tools and equipment are selected. 
Workbench and seating are set up according to OHS practices. 
Basic styles and pattern pieces are identified. 
Specifications are identified and followed as required. 
Correct terminology is used to identify garment components. 
Quality criteria for drawing is identified. 
Template is selected to draw sketch. 
Lines required to complete sketch are drawn accurately. 
Sketch is drawn to correctly represent a pattern piece or garment. 
Relevant parts of sketch are identified and labelled. 
Features of design are identified from sketch. 
Specifications where used, are interpreted from sketch. 
Sketch is inspected against quality standards. 
Any changes or adjustments to sketch are carried out as required. 
Documentation relating to sketch is completed. 

Forms

Assessment Cover Sheet

LMTCL2011B - Draw and interpret a basic sketch
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

LMTCL2011B - Draw and interpret a basic sketch

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: