Originate and develop a concept

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUVICS04B, 'Originate and develop a concept'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Reference books for 'Originate and develop a concept' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)

Elements and Performance Criteria



1. Interpret the brief or clarify need or

1.1. The brief, need or opportunity for innovation is explored. The context for the new product or service is investigated and clarified and the audience/user is determined.

1.2. The purpose, desired outcome or end product, broad content, style, cost, intended audience and other relevant factors of the brief, need or opportunity are clarified.

1.3. The purpose, goals, constraints and requirements of the final product/service/process are specified.

2. Develop a range of creative approaches

2.1. A range of different, innovative and creative approaches and concepts is generated.

2.2. Different approaches/concepts are reviewed for feasibility, innovation, creativity, and acceptability to client or audience.

2.3. Possible constraints are identified and the approaches/concepts are checked against these to determine feasibility.

2.4. The social, ethical and environmental impacts of the approaches/concepts are taken into consideration.

2.5. The effects and advantages of various combinations of activities, systems, processes, staff, materials for achieving a creative, innovative and appropriate outcome are investigated.

2.6. The concept(s) or approach(es) that achieve the required outcome in an innovative and feasible way are selected and draft proposals representing those approaches are documented in an appropriate format.

3. Seek opinions of colleagues and a range of creative and technical experts/specialists

3.1. Proposals are discussed with colleagues and specialists.

3.2. Creative and technical aspects of the proposals are clarified and expert advice sought where required.

3.3. Proposals are compared with best practice examples of similar products, services or processes.

4. Adjust and refine proposal on the basis of advice received and evaluation

4.1. Determine advantages and disadvantages of each approach/strategy based on criteria such as creativity, appropriateness to the user/audience, cost-effectiveness, level of risk, potential benefits and technical feasibility.

4.2. Proposals are evaluated and the approach which will result in achieving the desired outcome is selected.

5. Develop the concept to an operational level

5.1. A detailed specification for the product in terms of creativity, the audience/user, budget, and technical requirements is developed.

5.2. The detailed specification is presented to the relevant parties for approval, funding or endorsement.

Qualifications and Skillsets

CUVICS04B appears in the following qualifications:

  • LMF40308 - Certificate IV in Musical Instrument Making and Repair
  • LMF50308 - Diploma of Stained Glass and Lead Lighting