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Evidence Guide: CPPBDN5012A - Produce and present 3-D models of small-scale building designs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CPPBDN5012A - Produce and present 3-D models of small-scale building designs

What evidence can you provide to prove your understanding of each of the following citeria?

Set up and manage digital files

  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.
  2. Digital two-dimensional (2-D) drawing files are imported as required using appropriate file transfer protocols.
  3. Files are exported and transferred for client and consultant use in required formats using appropriate file transfer protocols.
Files for digital 3-D models of small-scale building design projects are created, named, saved and retrieved according to project and workplace requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Digital two-dimensional (2-D) drawing files are imported as required using appropriate file transfer protocols.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Files are exported and transferred for client and consultant use in required formats using appropriate file transfer protocols.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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

Range Statement

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.