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

LMTTD5004A Mapping and Delivery Guide
Design and produce experimental textiles

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency LMTTD5004A - Design and produce experimental textiles
Description This unit covers the skills and knowledge required to apply experimental processes to design and produce original textiles.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application The unit applies to the development of creative and original design concepts using manipulation techniques to create different effects on fibres, fabrics and other materials used in the production of products such as garments, accessories, interior and exterior applications, commissioned objects, and 2-D and 3-D functional and non-functional objects. A design brief may be of one's own determination or specified by a trainer or supervisor and may be applied to a particular context within the textile industry. The design and subsequent calculations and pattern development may be created manually or by using computer aided design programs.Work may be conducted in small to large scale enterprises and may involve individual and team-related activities.The 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 communication and initiative and enterprise associated with research, present design concepts and develop patterns and specifications. Initiative and enterprise and problem solving will be used to develop the product design. Planning and organising for the safe and effective use of experimental textile technology and operations and an ability to check the quality of outcomes and identify and address problems relating to production or textile product are also required.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Prerequisites
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:
       


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 to be considered

Demonstrates skills and knowledge to:

analyse design requirements or parameters

apply design processes to development of design

determine effects of manipulating textiles and other materials

identify effects of manipulation techniques on design elements

communicate design concepts

determine production requirements

apply manipulation techniques to production of samples

evaluate and modify design and manipulation process

Consistency in performance

Consistently applies skills and knowledge when:

organising work

completing tasks

identifying improvements

using workplace practices

using OHS practices

recording and reporting accidents and incidents

assessing operational readiness of equipment used and work processes

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

completing work systematically with attention to detail without damage to goods and equipment

Resource implications

Access is required to real or appropriately simulated situations, including varying indoor and outdoor 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

uses and performance characteristics of fibres, fabrics and other materials

role of manipulation as a production tool

effect of manipulation on textiles and materials

effects of manipulation on design

information resources on fibres, fabrics and other materials

OHS practices, including hazard identification and control measures

quality practices

workplace practices

recording and reporting practices

Demonstrates skills to:

uses manipulation to inform and inspire design

analyse performance characteristics

use tools and equipment associated with manipulating fabrics and other materials

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

control design elements

resolve design and production problems

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.

Requirements or parameters may include

purpose

design specifications such as colour, yarn type, size, patterns etc

quality standards

budget

timeline

pattern or images

reproducibility

uniqueness

Research may include

library

internet

journals

articles

visits to galleries and museums

technical files

visual diary work

Design tools may include

sketches

illustrations

models

samples

fibres and fabrics

Applications may include

wearable products

accessories

domestic textile products

giftware

small and large scale interior/exterior applications

public art pieces

commissions

conceptual pieces for exhibition

Principles of design may include

repetition

pattern

gradation

rhythm

radiation

harmony

contrast

dominance

proportion

balance

unity

Elements of design may include

line

shape or silhouette

colour

texture

value

Materials may include

knitted fabrics, including knit weave and patterned knits, warp knits and weft knits

woven fabrics, including plain, twill, satin, dobby and jacquard

non-woven textiles such as felts, nets, braids, bonded, paper, cardboard

raw materials

yarns

man-made materials

recycled materials

Communication tools may include

inspiration boards

story board

design concepts

research information

multimedia tools

materials samples

colour chips

sketches and drawings

verbal presentation

inspiration journal or visual diary

Appropriate personnel may include

clients

supervisor

trainer or mentor

designers

production supervisors

colleagues and other workers

curators

gallery owners

architects

interior designers

Tools and equipment may include

screens

squeegees

exposure unit

printing tables or work tables

chairs

dye pots - hot and cold

hot plates

access to wet areas

shibori poles

needle and thread

cutting mats and rules

knives, secateurs and other cutters

power tools

hand tools

looms and frames

knitting machines and accessories

linker

overlocker

sewing machine

iron

ironing board

printing press

mounting and display equipment

Experimental samples may include

2D and 3D explorations

materials explorations

finishing techniques

Manipulation techniques may include

crushing

heat application

tucking

pleating

shrinking

dyeing

off loom weaving

weaving on made frames

painted and printed warps

tie dye techniques

sculptural techniques

beading

embroidery

macramé

crochet

folding

cutting

reconstruction

assemblage

knotting

looping

felt making

basket making

papermaking

bookmaking

OHS practices

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

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

other OHS practices relevant to the job and enterprise

Analysed and evaluated may include consideration of

skill and efficiency

variation of manipulation effects

quality

suitability of materials

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

Forms

Assessment Cover Sheet

LMTTD5004A - Design and produce experimental textiles
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

LMTTD5004A - Design and produce experimental textiles

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: