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Evidence Guide: LMFID5015A - Decorate interiors for restoration projects

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

 

LMFID5015A - Decorate interiors for restoration projects

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

Analyse the project brief

  1. Applicable OHS, legislative and organisational requirements relevant to decorating for residential spaces are verified and complied with
  2. Project brief is reviewed, confirmed and clarified with client
  3. Parameters for the project are assessed and confirmed
  4. Resources are selected appropriate to work requirements and checked for operational effectiveness
  5. Communication with others is established and maintained
  6. Problems or underlying factors to be addressed by the project brief are verified
Applicable OHS, legislative and organisational requirements relevant to decorating for residential spaces are verified and complied with

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Project brief is reviewed, confirmed and clarified with client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Parameters for the project are assessed and confirmed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resources are selected appropriate to work requirements and checked for operational effectiveness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication with others is established and maintained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Problems or underlying factors to be addressed by the project brief are verified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct research on decoration requirements

  1. Site analysis is conducted to assess the requirements of the spaces requiring decoration
  2. Intended function of the space is ascertained from the client or project brief
  3. Style, era, theme and feature of the site are identified
  4. Issues relating to the conservation and heritage environment are identified and their implications for the project determined
  5. Environmental issues are identified and analysed
  6. Areas for research are identified to inform the decoration process
  7. Collected information is documented
Site analysis is conducted to assess the requirements of the spaces requiring decoration

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Intended function of the space is ascertained from the client or project brief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Style, era, theme and feature of the site are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Issues relating to the conservation and heritage environment are identified and their implications for the project determined

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Environmental issues are identified and analysed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Areas for research are identified to inform the decoration process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collected information is documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Generate decoration solution

  1. Decoration concepts are generated and assessed against restoration requirements
  2. Decoration treatments are selected according to the needs of the restoration style and era
  3. Regulatory requirements relating to decoration are assessed to determine compliance
  4. Environmental aspects of decoration solution are examined and areas for improved sustainability are identified and incorporated where possible
  5. Conceptual approach is developed and clearly defined
  6. Concept is presented to client using a range of concept presentation methods
  7. Ideas are discussed with client and feedback received and analysed
  8. Concept is modified according to feedback
  9. Agreement on the concept is gained from the client
Decoration concepts are generated and assessed against restoration requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decoration treatments are selected according to the needs of the restoration style and era

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regulatory requirements relating to decoration are assessed to determine compliance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Environmental aspects of decoration solution are examined and areas for improved sustainability are identified and incorporated where possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conceptual approach is developed and clearly defined

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Concept is presented to client using a range of concept presentation methods

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ideas are discussed with client and feedback received and analysed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Concept is modified according to feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agreement on the concept is gained from the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare client presentation

  1. Preliminary drawings are developed with decoration treatment inclusions and positioning
  2. Final decoration solution is communicated effectively and creatively using a range of techniques and media
  3. Work is completed to plan and within restoration brief constraints
  4. Client feedback and response is analysed to determine success in achieving client satisfaction
  5. Own performance in the decoration process is examined to identify strengths and weaknesses
  6. Areas for improvement are identified
Preliminary drawings are developed with decoration treatment inclusions and positioning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Final decoration solution is communicated effectively and creatively using a range of techniques and media

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work is completed to plan and within restoration brief constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client feedback and response is analysed to determine success in achieving client satisfaction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Own performance in the decoration process is examined to identify strengths and weaknesses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Areas for improvement are identified

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.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Effectively analyse a project brief to determine client requirements

Conduct research to determine decoration requirements for restoration project

Effectively determine decoration solution for at least two restoration projects

Comply with legislation, regulations, standards, codes of practice and established safe practices and procedures for decorating for restoration projects

Communicate effectively and work safely with others in the work area

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 decorating interiors for restoration projects

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

Required Skills and Knowledge

Required skills

preparing and presenting research information

collecting, organising and understanding information

communicating ideas and information

presenting ideas visually

accurately recording and maintaining information relating to the project

working and communicating with others to gain information

recognising and responding to circumstances outside instructions or personal competence

efficiently and safely contributing to restoration process

planning own work within the given task parameters

maintaining current knowledge of tools and materials

maintaining current knowledge of decoration techniques

applying principles and elements of design

communicating decoration concepts

documenting and transferring information

drawing using manual and computer based techniques

sequencing operations

meeting specifications

carrying out work according to OHS practices in the workplace or realistically simulated workplace

Required knowledge

State or Territory OHS legislation, regulations, standards and codes of practice relevant to the full range of processes for decorating for restoration projects

organisational and site standards, requirements, policies and procedures for decorating residential spaces

Australian Standards and the Building Code of Australia

the Burra Charter, the Australia ICOMOS charter for places of cultural significance,1999

environmental protection requirements

features of architectural styles and eras

problem identification and resolution

elements and principles of design

ergonomics, anthropometrics, proxemics and aesthetic values

historical design styles and movements

techniques for the preparation and presentation of research information

characteristics of decoration materials, products and defects

computer programs

sketching and drawing techniques

appropriate mathematical procedures for estimation and measurement

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.

OHS requirements

are to be in accordance with Commonwealth, State or Territory legislation and regulations, organisational safety policies and procedures. Requirements may include but not be limited to the use of personal protective equipment and clothing, fire fighting equipment, first aid equipment, hazard and risk control and elimination of hazardous materials and substances, manual handling including lifting and carrying

Legislative requirements

are to be in accordance with applicable legislation from all levels of government that affect organisational operation. Requirements may include but not be limited to award and enterprise agreements, industrial relations, Australian Standards, confidentiality and privacy, OHS, the environment, equal opportunity, anti-discrimination, relevant industry codes of practice, duty of care and heritage

Organisational requirements

may include but not be limited to legal, organisational and site guidelines, policies and procedures relating to own role and responsibility, quality assurance, procedural manuals, quality and continuous improvement processes and standards, OHS, emergency and evacuation, ethical standards, recording and reporting, access and equity principles and practices, equipment use, maintenance and storage, environmental management (waste disposal, recycling and re-use guidelines)

Project brief

may include but not be limited to client needs and objectives, client aims and objectives and criteria for evaluation, milestones, organisational or personal profiles and aims, image requirements and function, target market, budget, timeline, consultation requirements and colour requirements

Client

may include but not be limited to suppliers, manufacturers, private clients, colleagues, retailers or the public

Parameters

may include but not be limited to scope of brief, approval to make changes, effect or feel trying to be achieved, functionality (short and long term), budget restrictions and established timelines

Resources

may include but not be limited to computers, computer software, design software, Computer aided drafting (CAD) software, colour boards, storyboards, swatches, Pantone Matching System (PMS), journals (directions magazines), artistic equipment and products and model making equipment

Communication

may include but not be limited to verbal and non-verbal language, constructive feedback, active listening, questioning to clarify and confirm understanding, use of positive, confident and cooperative language, use of language and concepts appropriate to individual social and cultural differences, control of tone of voice and body language

Site analysis

may include but not be limited to a visit to the site to achieve a feel for the intention of the project brief and how services may be affected by it, identifying constraints of site and recording information, taking measurements and taking photos

Issues relating to the conservation and heritage environment

may include but not be limited to building standards, safety standards, guidelines relating to the specific commercial use, size, access, flexibility of structural changes, decision making processes, electricity supply, services available, building conditions, other occupancy, lease conditions, conservation orders and conditions, compatibility and matching of new and old materials and protection and conservation of features

Environmental issues

may include but not be limited to use of renewable resources, energy efficiency, conservation of resources, recycling, waste, by-products, emissions and environmental consciousness/green design

Areas for research

may include but not be limited to products and typologies of the style and era, materials used in architecture of the style and era, social and cultural influences, site conditions and functional requirements

Documentation

may include but not be limited to working notes, hand written records, typed information and reports, diagrams, sketches, tables, matrixes, images and visual essays

Decoration treatments

may include but not be limited to furniture, soft furnishings, floor treatments, curtain treatments, bed covers, built in cabinetry or fittings, light fittings, lamps and picture framing

may include accessories such as trinkets, ceramics, trays, vases, carvings, baskets, pots, plants, candles, clocks, silverware, mirrors, frames, screens, floral displays, haberdashery, glassware, fireplace items, gifts, hand crafts, water features, photographs, pottery, personal items, statues, book ends, bowls and bottles

may include materials such as solid timber (native and imported), manufactured timber products, plastic, metal, alloys, stones, glass, textiles, fibreglass, foam, cardboard, paper products or any other manipulable substance

may include finishes such as paints, waxes, lacquers, stains, pigments, oils, plastic coatings, veneers, ceramics, stone, glass, textiles and other textures

may also include colours and effects

Environmental aspects

may include but not be limited to how the use of raw materials effects the ecology and environment and how its continued use will effect the area it has been sourced from, energy consumption in achieving the material, green house gases created, waste levels, resource utilisation and transport effects. Similarly what impact will be felt by reducing or stopping material from the source

Concept presentation methods

may include but not be limited to fully rendered 3-D CAD drawings, mood boards, concept boards, 3-D models, sketches, photos

Drawings

may include but not be limited to hand drawn images or ideation drawings completed freehand drafted technical drawings or drawings produced on computer using CAD software packages. These usually contain project specifications

may also include elevations, sections, plans, perspectives