NTISthis.com

Evidence Guide: LMFID6006A - Design for conservation and 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

 

LMFID6006A - Design for conservation and 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 designing for conservation and heritage projects are verified and complied with
  2. Project brief is reviewed, confirmed and clarified with client
  3. Key requirements for the project are assessed and confirmed and constraints determined
  4. Resources are selected appropriate to work requirements and checked for operational effectiveness
  5. Communication with others in the design project is established and maintained
  6. Relevant research is conducted to gain all information which may be used to inform the design process
  7. All required information is accessed and interpreted to inform the design process
Applicable OHS, legislative and organisational requirements relevant to designing for conservation and heritage projects are verified and complied with

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Project brief is reviewed, confirmed and clarified with client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Key requirements for the project are assessed and confirmed and constraints determined

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication with others in the design project is established and maintained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant research is conducted to gain all information which may be used to inform the design process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

All required information is accessed and interpreted to inform the design process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct project research

  1. Site analysis is conducted to assess the requirements of the spaces requiring work
  2. Intended function of the space is ascertained from the client
  3. Contextual information relating to the brief is researched and evaluated
  4. Functional and planning issues are determined specific to the site and client requirements
  5. Issues relating to the conservation and heritage environment are identified and their implications for the design project determined
  6. Research material is organised and presented in the form of a design proposal
  7. Project is planned to make effective use of time and available resources
Site analysis is conducted to assess the requirements of the spaces requiring work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Intended function of the space is ascertained from the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contextual information relating to the brief is researched and evaluated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Functional and planning issues are determined specific to the site and client requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research material is organised and presented in the form of a design proposal

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Project is planned to make effective use of time and available resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop design concepts

  1. Multiple ideas and concepts are generated in a creative and diverse manner that is sympathetic to the design brief
  2. Concepts are presented through sketches, mood boards, concept boards and concept models
  3. Viability of concepts are assessed in conjunction with others
  4. Environmental aspects of the project are assessed and design concepts reviewed to ensure maximum energy efficiency is achieved in solution
  5. Access issues relating the project are identified and addressed in design solution
Multiple ideas and concepts are generated in a creative and diverse manner that is sympathetic to the design brief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Concepts are presented through sketches, mood boards, concept boards and concept models

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Viability of concepts are assessed in conjunction with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Environmental aspects of the project are assessed and design concepts reviewed to ensure maximum energy efficiency is achieved in solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access issues relating the project are identified and addressed in design solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design the space

  1. Ideas are translated into 3-D space satisfying functional criteria
  2. Evidence of 3-D notions are explored through modelling
  3. Idea with the greatest potential for success is presented to promote the design's acceptance using both 2-D and 3-D representations.
  4. Client feedback is sought, amendments are agreed to and recorded, and ideas are revised and refined
  5. A materials palette is selected to enhance spatial ideas
  6. Design is modified in response to critical feedback without loosing integrity of the design intention
Ideas are translated into 3-D space satisfying functional criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evidence of 3-D notions are explored through modelling

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Idea with the greatest potential for success is presented to promote the design's acceptance using both 2-D and 3-D representations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client feedback is sought, amendments are agreed to and recorded, and ideas are revised and refined

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A materials palette is selected to enhance spatial ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design is modified in response to critical feedback without loosing integrity of the design intention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Revise and refine solution

  1. Ergonomic and anthropometric principles are assessed in respect to the space and the intended products
  2. Spatial planning is further revised and resolved in response to client feedback
  3. Materials, colours, finishes, fixtures and fittings are selected appropriate to the concept and brief parameters
  4. Feedback is received through consultation with the client and incorporated into design solution
Ergonomic and anthropometric principles are assessed in respect to the space and the intended products

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Spatial planning is further revised and resolved in response to client feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Materials, colours, finishes, fixtures and fittings are selected appropriate to the concept and brief parameters

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback is received through consultation with the client and incorporated into design solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare a fully rendered client presentation

  1. Resource requirements are identified for presentation
  2. Final design solution is communicated effectively and creatively using a range of techniques and media
  3. Documentation drawings and material selections are prepared that are consistent with, and that best communicate, the design intent
  4. Work is completed to plan and within brief constraints
  5. Client feedback and response is analysed to determine success in achieving client satisfaction
  6. Own performance in the design process is examined to identify strengths and weaknesses
  7. Areas for improvement are identified
Resource requirements are identified for presentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Documentation drawings and material selections are prepared that are consistent with, and that best communicate, the design intent

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work is completed to plan and within 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 design 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 design for a conservation and restoration project to provide the client with creative solutions that satisfy the design brief

Effectively apply design elements and principles in designing for conservation and restoration

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

Communicate effectively and work safely with others in the project

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 designing for conservation and 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

applying principles and elements of design

communicating design concepts

translating needs into design solutions

documenting and transferring information

reading, interpreting and following information on work specifications, standard operating procedures and work instructions, and other reference material

maintaining accurate records

communicating within the workplace

drawing using manual and computer based techniques

sequencing operations

meeting specifications

clarifying and checking taskrelated information

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 designing for conservation and restoration

organisational and site standards, requirements, policies and procedures for designing for conservation and restoration

Australian Standards and the Building Code of Australia

heritage and conservations regulations and conditions

elements and principles of design

creativity and artistic relevance

ergonomics, anthropometrics, proxemics and aesthetic values

types of equipment and procedures for their safe use, operation and maintenance

characteristics of materials, products and defects

computer programs

conservation and restoration design themes and design development

conservation and restoration of furnishings, soft furnishings and decorations

sketching and drawing

procedures for the recording, reporting and maintenance of workplace records and information

appropriate mathematical procedures for estimation and measurement

environmental protection requirements

established communication channels and protocols

problem identification and resolution

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)

Conservation and heritage projects

may include but not be limited to interior spaces of historic or cultural significance requiring development or restoration in keeping with strict conditions and guidelines for the building

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 (legislative and planning), 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

Relevant research

may include but not be limited to similar products and typologies, materials, social and cultural influences, site analysis, site conditions, functional requirements, commercial application, heritage or conservation style, influences, conditions and heritage construction methods and materials

Information

may include but not be limited to usage requirements, building and service plans, ergonomics, anthropometrics, proxemics, costs, product performance and characteristics, existing conditions, new technologies and restoration techniques

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 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, greenhouse gases created, waste levels, resource utilisation and transport effects. Similarly what impact will be felt by reducing or stopping material from the source

Materials

may include but not be limited to solid timber (native and imported), manufactured timber products, plastic, metal, alloys, stones, glass, textiles, fibreglass, foam, cardboard, paper products or any other manipulable substance

Colours

are to include but not be limited to colour principles, psychology, fundamentals, coordination, perception, contrast, harmony, effects on space, formulas and colour wheels

Finishes

may include but not be limited to paints, waxes, lacquers, stains, pigments, oils, plastic coatings, veneers, ceramics, stone, glass, textiles and other textures

Fixtures and fittings

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

may also include but not be limited to 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

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