Unit of competency details

CUADIG507 - Design digital simulations (Release 1)


ReleaseStatusRelease date
1 1 (this release)Current 14/Jan/2016

Usage recommendation:
Supersedes and is equivalent to CUFDIG507A - Design digital simulationsUpdated to meet Standards for Training Packages. Minor edits to performance criteria. 13/Jan/2016

Training packages that include this unit

CodeTitleSort Table listing Training packages that include this unit by the Title columnRelease
MSF - Furnishing Training PackageFurnishing Training Package 2.0-3.1 
ICT - Information and Communications TechnologyInformation and Communications Technology 2.0-3.1 
CUA - Creative Arts and Culture Training PackageCreative Arts and Culture Training Package 2.0-3.0 

Qualifications that include this unit


SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 020119 Artificial Intelligence  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 020119 Artificial Intelligence  24/Jun/2016 
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Unit Of competency

Modification History



Release 1

This version first released with CUA Creative Arts and Culture Training Package version 2.0.


This unit describes the skills and knowledge required to design digital simulations of real world environments and processes.

It applies to individuals who work closely with subject experts to develop virtual environments for fields including architecture, science and engineering, medicine, conservation and manufacturing. They may also collaborate with programmers and software authors so the simulation is technically achievable.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Visual Communication – Digital Content and Imaging

Elements and Performance Criteria



Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify project requirements

1.1 Confirm objectives and outcomes of project briefs in consultation with relevant personnel

1.2 Confirm target audience and determine format and delivery platform of simulations in discussion with relevant personnel

2. Research and plan approach

2.1 Investigate the real world environment to be simulated, to inform algorithms, rules, laws, physical and mathematical formulas that may be required

2.2 Evaluate designs, plans and other information relevant to the project brief that may assist in modelling the real world environment

2.3 Determine performance objectives, task complexity and user skill levels

2.4 Determine the required depth of physical and functional fidelity, taking into account production requirements

2.5 Research and suggest appropriate simulation authoring tools

2.6 Collaborate with relevant personnel and discuss ideas and creative solutions

3. Draft simulation design documents

3.1 Identify processes that determine the functional behaviour of the simulation and specify how this behaviour is to be represented by control objects

3.2 Define the underlying functionality in a model that specifies essential settings, states, conditions and parameters

3.3 Specify user interface controls that enable users to interact with simulations

3.4 Identify critical impacts, alerts or costs for incorrect user operation

3.5 Specify positive and negative feedback to user responses when interacting with simulations

3.6 Specify sequencing of difficulty levels, if required

3.7 Confirm proposed simulation is technically achievable, in consultation with relevant personnel

3.8 Present clear and detailed draft simulation design specifications in a format that can be used for discussion with and feedback from other team members

4. Finalise simulation design documents

4.1 Review designs against required project outcomes and performance objectives

4.2 Review designs against creative, technical and intellectual property requirements

4.3 Adjust design specifications as necessary after discussions with relevant personnel

4.4 Archive user interface controls for other projects

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.






2.1, 2.2, 2.4, 2.5, 3.1-3.6, 4.1-4.3

  • Interprets and comprehends a range of familiar and unfamiliar technical, descriptive, and legal textual information
  • Integrates prior knowledge with new technical research and feedback from relevant personnel


2.1, 2.3, 2.4, 3.1-3.6, 3.8, 4.1-4.3

  • Documents information using correct formatting procedures, and uses appropriate, specialised vocabulary when drafting design documents
  • Accurately incorporates modifications and user feedback in specification documentation

Oral Communication

1.1, 1.2, 2.6, 3.7, 4.3

  • Participates effectively in spoken interactions using language and features appropriate to the audience
  • Uses questioning and listening strategies to confirm project requirements and elicit relevant feedback

Navigate the world of work


  • Understands legislative requirements related to intellectual property

Interact with others

1.1, 1.2, 2.6, 3.7, 4.3

  • Works collaboratively with production personnel throughout all stages of project
  • Selects and uses appropriate practices and protocols to communicate with a range of audiences

Get the work done

1.1, 1.2, 2.1-2.6, 3.1-3.7, 4.1-4.4

  • Coordinates and plans tasks, taking responsibility for ensuring that project is continually assessed and evaluated to meet project requirements
  • Generates and continually evaluates ideas for the design, ensuring design integrity is maintained
  • Makes decisions that impact on the entire project
  • Uses digital tools to assist with design tasks

Unit Mapping Information

Code and title  

current version 

Code and title 

previous version 


Equivalence status 

CUADIG507 Design digital simulations

CUFDIG507A Design digital simulations

Updated to meet Standards for Training Packages. Minor edits to performance criteria.

Equivalent unit


Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=1db201d9-4006-4430-839f-382ef6b803d5


Assessment requirements

Modification History



Release 1

This version first released with CUA Creative Arts and Culture Training Package version 2.0.

Performance Evidence

Evidence of the ability to:

  • research and generate a range of ideas for simulations that meet the project brief and target audience
  • develop draft design specifications for digital simulations that are clear, detailed and technically feasible
  • review and seek feedback from relevant personnel and produce final design specifications.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

  • describe typical formats and documentation for presenting simulation designs
  • outline a range of authoring tools used for digital simulations
  • describe the ways in which algorithms, laws, rules and mathematical formulas can represent real world processes
  • outline intellectual property rights and how these are managed in design of digital simulations.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

  • briefs for digital simulations on which designs can be based
  • facilities and resources to develop design simulations.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.


Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=1db201d9-4006-4430-839f-382ef6b803d5

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