Unit of competency details

Version 

Comments 

CUVACD506A

This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Element 

Performance Criteria 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Originate ideas for 2-D design

1.1 Generate ideas for design concepts through research, exploration and experimentation

1.2 Develop initial design concepts consistent with the intent of the work or specifications  of the brief

1.3 Evaluate, explore and play with options that best suit the design brief

1.4 Refine options and select the approach that best meets design brief requirements

2. Plan design process

2.1 Develop clear plan and schedule for design realisation

2.2 Organise and allocate resources  to meet required standards, timeframes and budget

2.3 Liaise with others involved in design realisation as required

2.4 Monitor process to ensure integrity of design is maintained, including challenging own design work

2.5 Identify difficulties or problems and take action to rectify

2.6 Maintain accurate, relevant and complete documentation

3. Refine and consolidate process

3.1 Develop effective 2-D designs and design processes  

3.2 Develop and document a design language  that reflects own style and approach

3.3 Identify opportunities for refinement and re-thinking and make adjustments as required

3.4 Articulate the design process and the final solution through effective documentation of work

3.5 Prepare and present 2-D design solutions to key people  

4. Maintain expertise

4.1 Apply professional work ethic  to design activities

4.2 Use feedback from others to improve own skills in design

4.3 Stay up-to-date with industry standards and seek opportunities to further develop technical and conceptual skills

4.4 Source new ideas and trends through regular review of the work of others

4.5 Keep informed about new creative approaches, techniques, materials and equipment for 2-D design

Required skills 

• communication skills to:

• work collaboratively in the design process
• create design documentation

• initiative and enterprise skills to:

• apply creative thinking techniques to originate ideas and concepts
• generate a range of ideas and options for visually representing a concept, idea or brief
• develop 2-D designs that best respond to specifications

• learning skills to:

• keep informed of new creative approaches, techniques, materials and equipment relevant to 2-D design
• improve own skills in developing 2-D designs through practice and responding to feedback from others on own work

• literacy skills to interpret specifications and briefs for 2-D design
• numeracy skills to interpret and correctly apply calculations and measurements
• planning and organising skills to independently undertake the design process
• problem-solving skills to take responsibility for creating design solutions for wide-ranging and unpredictable design challenges
• self-management skills to manage own work and adopt a professional work ethic
• technical skills to develop 2-D designs using a range of techniques and approaches appropriate to the brief or idea

Required knowledge 

• ways in which 2-D designs are used in the particular area of work
• principles of 2-D design
• physical properties and capabilities of the range of equipment, tools and materials used for 2-D design
• ways to present finished 2-D designs
• work space requirements for the production of 2-D design, including set-up of work space for particular types of 2-D work
• issues and challenges that arise in the context of making 2-D designs
• intellectual property issues and legislation associated with making 2-D designs
• sustainability issues associated with equipment, tools and materials used in 2-D design
• organisational and legislative OHS procedures in relation to design

Overview of assessment 

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

Evidence of the ability to:

• originate concepts for 2-D design that address the brief
• develop effective 2-D designs and design processes that meet project requirements and provide creative solutions
• apply professional practice to 2-D design work.

Context of and specific resources for assessment 

Assessment must ensure access to:

• projects, tools, space and equipment required for developing 2-D designs in the relevant area of work.

Method of assessment 

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

• practical demonstration of skills using required resources to develop 2-D designs
• direct observation of the development of 2-D designs by the candidate
• evaluation of 2-D designs produced by the candidate
• oral or written questioning to assess knowledge of 2-D design techniques
• review of portfolios of evidence
• review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment 

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Specifications  may include:

• background information about clients
• budget
• clients’ needs
• creative objectives
• considerations, such as:

• contractual
• copyright
• ethical
• legal

• diagrams indicating, for example:

• colours
• measurements
• scale
• style

• materials
• personal intent
• personnel involved in the project
• purpose
• relevant statutory requirements, e.g. health and safety considerations
• requirements for development or building consent
• scope for making adjustments
• sponsorship
• technical objectives
• technology
• timeframe
• visual representations.

Resources  may include:

• equipment, such as:

• cutting blades
• digital equipment
• measuring tools
• pens and nibs
• range of brushes, including air brushes
• receptacles
• rulers
• scissors
• spatulas
• sponges
• spray guns

• materials, such as:

• cardboard
• charcoal
• clays
• coloured pencils
• crayons
• extenders and binders
• fibreglass
• foamcore
• inks
• laminates
• latex
• nails
• natural and synthetic fibres
• paper
• paper pulp
• pastels
• perspex
• polystyrene
• resins
• rubber
• solvents and cleaning materials
• specialised metal and wood primers
• tape
• turps
• water and oil-based paints
• waterproof lacquers

• relevant software
• time.

Design processes may include:

• applying elements and principles of design
• assessing various materials, equipment and software
• developing inspiration boards, storyboards and other draft visuals
• identifying, classifying and selecting constraints
• manipulating design variables to satisfy the non-negotiable constraints and optimising those that are negotiable.

Design language  refers to:

• overarching scheme or style that guides the design of a complement of products.

Key people  may include:

• art department
• audience
• client
• creative director
• designer
• director
• manager
• mentor
• other technical and specialist personnel
• producer
• production manager
• project manager
• representative of organisation commissioning the work
• supervisor
• teacher
• technical director.

Professional work ethic  may include:

• attentive behaviour in creative practice
• following organisational and industry storage and inventory procedures
• following organisational, industry and legislative OHS procedures
• punctuality and reliability
• responding appropriately to feedback
• working creatively with individual differences.