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 SIRRMER017A, 'Design and produce merchandising and in-store presentations'.
- 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 merchandising and in-store presentations' 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 | Research fixturing systems. | 1.1 | Determine styles, prices and correct usage and assembly of a wide range of merchandisers through research and supplier visits. |
1.2 | Demonstrate correct merchandising on fixtures to client satisfaction. | ||
1.3 | Demonstrate correctly balanced merchandise placement on wall fixture systems to industry standard. | ||
2 | Conduct merchandising analysis. | 2.1 | Identify and negotiate parameters of the brief with a retail industry client. |
2.2 | Negotiate specific client needs to be included in analysis. | ||
3 | Develop merchandising plans. | 3.1 | Produce wall and floor fixture and merchandising plans to industry standard and address the specific needs of the retail outlet. |
3.2 | Detail the key physical elements of the outlet that affect merchandising performance. | ||
3.3 | Develop scale-rendered versions of exterior elevation, interior perspective, fixture placement (plan), and stock placement (elevation) as required and to industry standard. | ||
3.4 | Produce an illustrated report on the process of remerchandising the store's product is produced. | ||
3.5 | Predict sales figures before and after remerchandising. | ||
4 | Research, obtain and maintain mannequins. | 4.1 | Determine styles, purchase prices, hire prices and methods of presentation of store mannequins through research and visits to industry suppliers. |
4.2 | Develop and maintain a working file of mannequin looks, styles and poses, specific manufacturers and suppliers. | ||
4.3 | Obtain mannequins for specific merchandising projects according to store policy. | ||
4.4 | Demonstrate correct assembly techniques for a variety of store mannequins according to industry standard practice. | ||
4.5 | Implement industry standard procedures to ensure cleanliness and safe storage for mannequins. | ||
4.6 | Care for and store mannequin wigs according to industry standard practice. | ||
5 | Develop fashion presentations. | 5.1 | Arrange and group male and female fashion presentations according to designated design principles. |
5.2 | Produce industry applicable marker concept layouts for a range of visual presentations. | ||
5.3 | Select wigs and assemble and dress mannequins according to industry standards and client image requirements. | ||
5.4 | Install and arrange mannequins in situ according to planned themes. | ||
5.5 | Produce and install suitable props as required to suit the storyline of the display. | ||
5.6 | Implement industry standard presentation site housekeeping procedures and relevant OHS principles. | ||
6 | Develop fabric presentations. | 6.1 | Develop budget, mid-range and upmarket concept sketches for the visual presentation of fabrics using mannequins. |
6.2 | Develop fabric presentations involving suitable industry standard stylistic arrangements targeting the specific market sector. | ||
6.3 | Create and install suitable signage, depicting price and typographic design in harmony with the product presented. | ||
6.4 | Create and apply strategic compositional design themes to fabric displays. | ||