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Evidence Guide: LMFID6001A - Resolve complex spatial design problems through modelling

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

 

LMFID6001A - Resolve complex spatial design problems through modelling

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

Adapt and develop concepts as a result of design research

  1. Criteria are established that are most likely to facilitate the achievement of the conceptual vision
  2. Consultation is conducted with colleagues to develop conceptual thinking approaches
  3. A range of spatial problems are examined to determine suitable approaches
  4. Relevant ideas and approaches are researched, adapted and incorporated from other practitioners
Criteria are established that are most likely to facilitate the achievement of the conceptual vision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consultation is conducted with colleagues to develop conceptual thinking approaches

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A range of spatial problems are examined to determine suitable approaches

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant ideas and approaches are researched, adapted and incorporated from other practitioners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Visualise design concepts using a range of modelling techniques

  1. Capabilities of a range of 2-D conceptual notions are extended through 3-D modelling
  2. The conceptual vision is refined based on ongoing experimentation using sophisticated modelling techniques
  3. A sophisticated concept model appropriate to the brief is presented to the client and feedback evaluated
Capabilities of a range of 2-D conceptual notions are extended through 3-D modelling

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The conceptual vision is refined based on ongoing experimentation using sophisticated modelling techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A sophisticated concept model appropriate to the brief is presented to the client and feedback evaluated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage and organise resource requirements for new work

  1. Materials, tools, equipment and computer aided design applications are researched for the achievement of different 3-D effects
  2. Resource requirements that arise from the use of techniques and experimental approaches are determined and organised for new work
  3. Critical path is determined, projecting completion dates of each stage of the project
Materials, tools, equipment and computer aided design applications are researched for the achievement of different 3-D effects

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resource requirements that arise from the use of techniques and experimental approaches are determined and organised for new work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Critical path is determined, projecting completion dates of each stage of the project

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop extend and resolve spatial ideas through modelling

  1. Experimentation is undertaken with a range of modelling techniques to explore and develop complex 3-D notions
  2. Design elements and principles are applied and manipulated to assist in design development
  3. Scale, volume and proportion are explored and manipulated as part of a design development process
  4. A range of models are developed by hand or using computer aided design applications to revise and refine spatial ideas
Experimentation is undertaken with a range of modelling techniques to explore and develop complex 3-D notions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design elements and principles are applied and manipulated to assist in design development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Scale, volume and proportion are explored and manipulated as part of a design development process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A range of models are developed by hand or using computer aided design applications to revise and refine spatial ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present a fully resolved interior space using sophisticated modelling techniques

  1. Modelling technique is selected to meet the established criteria
  2. Appropriate scale is selected to meet brief criteria
  3. Resolved spatial ideas are accurately represented to scale
  4. Materials and textures are accurately represented to scale
  5. Construction, detailing and finishes are resolved and demonstrated through sophisticated modelling
  6. Detailed model is presented to client and feedback evaluated
Modelling technique is selected to meet the established criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate scale is selected to meet brief criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resolved spatial ideas are accurately represented to scale

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Materials and textures are accurately represented to scale

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Construction, detailing and finishes are resolved and demonstrated through sophisticated modelling

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Detailed model is presented to client and feedback evaluated

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

Use, apply and experiment with modelling techniques to explore a design solution

Apply individual creativity to modelling

Fully resolve a final design solution using modelling techniques

Apply design elements and principles to models

Communicate design ideas through development of models

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 resolving complex spatial design problems through modelling

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

establishing a personal work methodology

visualising 2-D notions into 3-D space and form

ability to manipulate a range of computer software programs

critical evaluation skills

group interaction and teamwork skills

creativity

innovation

research skills

independent thinking

ability to assess suitable process

ability to experiment in both the planning of projects and methods of execution

presenting design ideas

carrying out work according to OHS practices

Required knowledge

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

organisational and site standards, requirements, policies and procedures for modelling

elements and principles of design

spatial concepts

concept modelling techniques

mass modelling techniques

detailed modelling techniques

model making techniques

3-D visualisation techniques such as computer modelling

white models

maquettes

scale

proportion

proportioning systems

structures

modular systems and repeats

advanced 3-D geometry

evidence of design process and progression of ideas

environmental protection considerations for interior design

established communication channels and protocols

problem identification and resolution techniques

design communication techniques

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.

Spatial problems

may include but not be limited to voids, apertures, thresholds, atriums, vertical and horizontal circulation systems, public spaces, multi-level spaces, mezzanines, transitional spaces, staircases and ceiling planes

Design elements and principles

may include but not be limited to balance, similarity, texture, contrast, size, ground, volume, composition, orientation, form, structure, 2-D space, position, proportion, 3-D space, repetition, scale, line, rhythm, pattern, point, symmetry, tone and plane