This unit of competency supports building designers who prepare and present 3-D models to clients and stakeholders to illustrate concepts of small-scale building design projects.
Not applicable.
1 | Set up and manage digital files | 1.1 | Files for digital 3-D models of small-scale building design projects are created, named, saved and retrieved according to project and workplace requirements. |
1.2 | Digital two-dimensional (2-D) drawing files are imported as required using appropriate file transfer protocols. | ||
1.3 | Files are exported and transferred for client and consultant use in required formats using appropriate file transfer protocols. |
2 | Create digital 3-D models of building designs | 2.1 | Sources of customised architectural objects for digital 3 |
2.2 | 3-D modelling functions of design software are operated to create 3-D model and additional objects according to project and workplace requirements. | ||
2.3 | Architectural objects are applied to 3-D models according to project and workplace requirements. |
3 | Produce 3-D model presentation | 3.1 | 3-D models are manipulated to create a range of views according to project and workplace requirements. |
3.2 | Dimensions and notations are applied to views as required. | ||
3.3 | 3-D models are checked for accuracy, completeness and quality according to workplace procedures. | ||
3.4 | Presentation styles and display controls are selected and applied according to project and workplace requirements. |
4 | Present digital 3-D models to clients | 4.1 | 3-D models are presented and explained to client to ensure client understanding of designs, according to workplace procedures. |
4.2 | Client feedback is encouraged and incorporated into models. | ||
4.3 | Files for finalised 3-D models are saved and processed according to project and workplace requirements. |
Required skills |
administration and management skills to: manage documents manage time, including planning and prioritising work analytical and problem-solving skills to develop innovative ideas and designs interpersonal skills to interact with clients and other stakeholders language, literacy and numeracy skills to: calculate dimensions and scales for models communicate with clients and contacts interpret and apply complex information, including legislation, regulations, codes and standards, and software operation instructions present design options to clients technical skills to: apply compliance requirements, including drawing standards produce accurate design documentation technology skills to use information technology and 3-D modelling software |
Required knowledge |
architectural styles and terminology basic principles of structural engineering building designers’ duty of care to ensure quality and safety of designs contextual and site constraints conventional and sustainable construction materials and methods, including their application, behaviour, characteristics, performance and interactions with other materials design drawing and representation methods digital file management procedures functions and operation of 3-D modelling software programs hazards of site, materials, construction practices and building use over life cycle key features of building life cycles legislation, codes and standards relevant to sustainable design requirements for small-scale building design projects organisational scope of business, service levels and fees principles of sustainable design scientific and social principles of human interactions with the built environment |
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. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | A person should demonstrate the ability to: produce digital 3-D models of a range of building designs that meet client expectations and workplace requirements present digital 3-D models of a range of building designs to clients, including: explaining design using terms appropriate to clients’ understanding encouraging and answering questions and feedback. |
Context of and specific resources for assessment | Assessment of this unit: must be in the context of the work environment may be conducted in an off-site context, provided it is realistic and sufficiently rigorous to cover all aspects of workplace performance, including task skills, task management skills, contingency management skills and job role environment skills must meet relevant compliance requirements. Resource implications for assessment include: access to: suitable assessment venue and equipment suitable simulated or real opportunities and resources to demonstrate competence assessment instruments. |
Method of assessment | Assessment for this unit must verify the practical application of the required skills and knowledge, using one or more of the following methods: written and/or oral assessment of the candidates required knowledge for the unit observed, documented and/or firsthand testimonial evidence of the candidates implementation of appropriate procedures and techniques for the safe, effective and efficient achievement of the required outcomes identification of the relevant information and scope of the work required to meet the required outcomes identification of viable options and the selection of options that best meet the required outcomes consistently achieving the required outcomes. |
Guidance information for assessment | This unit could be assessed on its own or in combination with other units relevant to the job function. Where applicable, physical resources should include equipment modified for people with disabilities. Access must be provided to appropriate learning and/or assessment support when required. Assessment processes and techniques must be culturally appropriate, and appropriate to the language and literacy capacity of the candidate and the work being performed. |
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. | |
Small-scale building design projects: | include buildings covered by the BCA, except construction Type A buildings may be residential projects, such as: additions and renovations heritage restoration new buildings may be commercial or industrial projects, such as: factories motels offices restaurants retail and service outlets warehouses. |
Architectural objects may include: | ceilings doors fittings fixtures floors landscape lighting railings roofs stairs walls windows. |
Views may include: | elevations orthographic 3-D views perspective views plans sections. |
Notation may include: | comments door and window numbers floor finishes references room labels schedules titles. |
Display controls may include: | element visibility hidden lineweight control material patterns section box shaded shadows wireframe. |
Building design
This unit contains employability skills.
Work in this area must be completed according to relevant legislative, industry and organisational requirements, including occupational health and safety (OHS) policies and procedures.
Different states and territories may have regulatory mechanisms that apply to this unit. Users are advised to check for regulatory limitations.