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 SFLDEC510A, 'Design and produce innovative floristry products'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design and produce innovative floristry products' 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
ELEMENT | PERFORMANCE CRITERIA |
1. Explore opportunities to develop innovative products. | 1.1. Explore any brief, need or opportunity for innovation and investigate and clarify the context for the innovative floristry product. 1.2. Identify the function of and intended audience for the floristry product and generate ideas for innovative and creative solutions to meet the brief, need or opportunity. 1.3. Challenge the brief or style ideas of clients and customers by suggesting innovative designs outside the scope of their own creativity. 1.4. Challenge own past design practice and personal style, and identify opportunities to diversify through the design and production of innovative products. 1.5. Challenge assumptions about product range and develop entrepreneurial attitudes towards innovative products. |
2. Develop a range of creative design concepts. | 2.1. Use creative thinking techniques to generate a range of different, innovative and creative approaches and concepts. 2.2. Consider and apply the elements and principles of design when generating initial and ongoing design ideas until the final product plans are achieved. 2.3. Encourage and assess the contribution of creative and innovative ideas by colleagues and customers. 2.4. Review and assess different approaches and concepts for technical feasibility, innovation, creativity and acceptability to client or audience. 2.5. Identify potential problems and check the concepts against constraints to determine feasibility. 2.6. Select concepts or approaches that achieve the required outcome in an innovative and feasible way and keep records of initial design concepts. |
3. Refine and resolve the innovative design through experimentation. | 3.1. Test and experiment with differing flower and plantmaterials, different styles, construction materials and techniques considering and applying the elements and principles of design. 3.2. Expand creative and innovative product opportunities through exploration of opportunitiesbeyond the obvious. 3.3. Critically analyse all tested concepts for technical feasibility, innovation, creativity and acceptability to client or audience and select the best design for construction. 3.4. Develop a detailed job specification for use during the construction phase to ensure the floristry product is produced as intended. |
4. Construct innovative floral designs. | 4.1. Access and interpret job specifications, select and organise production resources to achieve production of the floristry product according to time, budgetary and technical requirements. 4.2. Coordinate and supervise relevant personnel involved in the production process to ensure that quality standards are met for the innovative product. 4.3. Ensure that the product preparation area is clean and that flower and plant materials have been correctly prepared and conditioned. 4.4. Select appropriate floristry construction techniques to produce innovative floristry products considering and applying the elements and principles of design. 4.5. Assess, determine and use the appropriate support methods and secure all components of the floristry products according to the job specifications. 4.6. Monitor self or team construction to ensure the integrity of the design is maintained; challenge, interrogate own design work and modify as required. 4.7. Use energy, water and other resources efficiently during the preparation and construction process to reduce negative environmental impacts. |
5. Refine design and construction skills through innovation. | 5.1. Evaluate, on a continuing basis, innovative products developed and own role in the design and construction process. 5.2. Re-evaluate and refine approaches to work by continually researching current and emerging design trends, new technology, tools, equipment and techniques that will allow for the development of new and innovative products. 5.3. Build upon existing design and construction skills and experience across product categories through the development of highly creative and innovative products. 5.4. Use practice, discussion and ongoing evaluation to continuously improve skills |