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Unit of competency details

LMFID1001A - Plan the decoration of a simple space (Release 1)

Summary

Usage recommendation:
Superseded
Mapping:
MappingNotesDate
Is superseded by and equivalent to MSFID1001 - Plan the decoration of a simple space 09/Dec/2013

Releases:
ReleaseRelease date
1 1 (this release) 11/May/2009

Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 040107 Interior And Environmental Design  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 040107 Interior And Environmental Design  11/May/2009 
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Modification History

Not applicable.

Unit Descriptor

Unit descriptor 

This unit specifies the outcomes required to plan the decoration of a simple space, selecting the theme, colours, layout and furnishings.

Application of the Unit

Application of the unit 

This unit supports the attainment of skills and knowledge required to plan the decoration of a simple space which will result in the visual representation of theme, colours, layout and furnishings such as through drawings or colour boards.

The unit is suitable for project related work as part of a VET in Schools program.

This unit requires the application of employability skills associated with communication and problem solving to develop storyboards, sketches and design concepts, explore decoration concepts with supervisors and document and interpret decoration requirements. Initiative and enterprise and planning and organising skills are required to design space. This unit requires learning skills in order to experiment with and develop decoration skills.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units 

Employability Skills Information

Employability skills 

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

ELEMENT 

PERFORMANCE CRITERIA 

1. Identify the decoration requirements

1.1. Applicable OHS  requirements relevant to decorating a simple space  are verified and complied with

1.2. Project brief  is reviewed and clarified with supervisor to identify decoration requirements

1.3. Resources  are selected appropriate to work requirements and checked for operational effectiveness

1.4. Communication  requirements for decoration project are identified

2. Plan the space decoration

2.1. Space dimensions and locations of features are measured and recorded

2.2. Sketches and drawings  are prepared to illustrate the space

2.3. Plan layout  is prepared

2.4. Theme  is selected and alternative options provided

2.5. Colours  are selected and confirmed

2.6. Supplies  necessary to complete the project are selected

2.7. Materials  and processes are selected

2.8. Furnishings  and other accessories are selected and placement coordinated

2.9. Costing  and timeline  estimates are compiled and developed into a full project proposal

2.10. Decoration proposal is considered for its environmental qualities 

3. Present decoration proposal

3.1. Colour board presentation  is made

3.2. Drawings are completed to show layout of decorative components

3.3. Presentation of the design and decoration plan is made

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE 

This section describes the skills and knowledge required for this unit.

Required skills 

  • collecting, organising and understanding information related to work orders, basic plans and safety procedures
  • communicating ideas and information and the reporting of work outcomes and problems
  • accurately recording and maintaining information relating to interior decoration and design functions
  • recognising and responding to circumstances outside instructions or personal competence
  • exploring ideas
  • applying design principles
  • using mathematical ideas and techniques to correctly complete measurements, calculate area and volume, and estimate other material requirements
  • clarifying and confirming work instructions
  • planning own work within the given task parameters
  • learning of thinking, problem solving and conceptual techniques
  • using technology related to the use of tools including calculators, measuring and recording devices

Required knowledge 

  • elements and principles of design
  • appropriate mathematical procedures for estimation and measurement
  • environmental protection requirements
  • problem identification and resolution techniques

Evidence Guide

EVIDENCE GUIDE 

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment 

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

  • Effectively plan the decoration of a simple space in the designated timeframe
  • Effectively apply design elements and principles to decorate a simple space
  • Comply with established safe practices and procedures for decorating a simple space
  • Communicate decoration ideas effectively

Context of and specific resources for assessment 

  • The application of competency is to be assessed in the workplace or realistically simulated workplace
  • Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints
  • Assessment of essential underpinning knowledge, other than confirmatory questions, will usually be conducted in an off-site context
  • Assessment is to comply with relevant regulatory or Australian Standards requirements
  • The following resources should be made available:
  • workplace location or simulated workplace
  • materials and equipment relevant to designing and decorating a small space
  • specifications and work instructions

Method of assessment 

  • Assessment must satisfy the endorsed assessment guidelines of the Furnishing Industry Training Package
  • Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of underpinning knowledge
  • Assessment methods must be by direct observation of tasks and include questioning on underpinning knowledge to ensure its correct interpretation and application
  • Assessment may be applied under project related conditions (real or simulated) and require evidence of process
  • Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances
  • Assessment may be in conjunction with assessment of other units of competency

Guidance information for assessment 

Range Statement

RANGE STATEMENT 

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

OHS requirements 

  • are to be in accordance with Commonwealth, State or Territory legislation and regulations, organisational safety policies and procedures. Requirements may include but not be limited to the use of personal protective equipment and clothing, fire fighting equipment, first aid equipment, hazard and risk control and elimination of hazardous materials and substances, manual handling including lifting and carrying

Project brief 

  • may include but not be limited to the aims, objectives, any design requirements, image requirements and function, effect or feel trying to be achieved, budget and timelines

Simple space 

  • may include but not be limited to a room within a domestic residence such as bedroom, bathroom, kitchen, laundry, living space, multi-purpose room, storage room, study, garage, rumpus room, media room, toilet, pantry, family room, entertainment area, hall and workstation

Resources 

  • may include but not be limited to computers, computer software, design software, computer aided drafting (CAD) software, colour boards, storyboards, swatches, Pantone Matching System (PMS), journals (directions magazines), artistic equipment and products and model making equipment

Communication 

  • may include but not be limited to verbal and non-verbal language, constructive feedback, active listening, questioning to clarify and confirm understanding, use of positive, confident and cooperative language, use of language and concepts appropriate to individual social and cultural differences, control of tone of voice and body language

Sketches and drawings 

  • may include but not be limited to hand drawn images or ideation drawings completed freehand, drafted technical drawings or drawings produced on computer using CAD software packages

Layout 

  • may include but not be limited to is to include the plan of how a room will be designed and decorated showing the placement of design elements and decorative features, including plans, section elevations and other projections

Themes 

  • may include but not be limited to variations of colour ways, furnishing trends and decoration trends

Supplies 

  • may include but not be limited to paints, furnishings, decorations and other internal fit-out products

Materials 

  • may include but not be limited to solid timber (native and imported), manufactured timber products, plastic, metal, alloys, stones, glass, textiles, fibreglass, foam, cardboard, paper products or any other manipulable substance

Costing 

  • may include but not be limited to the cost of products and materials used during completion of the project, labour and overhead expenses

Timelines 

  • may include but not be limited to the agreed project time span set and agreed for the project

Colours 

  • may include but not be limited to colour principles, psychology, fundamentals, coordination, perception, contrast, harmony, effects on space, formulas and colour wheels

Colour board presentation 

  • may include but not be limited to a presentation on board displaying the colour usage and coordination with surface finishes and textiles used throughout the project

Furnishings 

  • may include but not be limited to furniture, soft furnishings, floor treatments, curtain treatments, built in cabinetry or fittings, light fittings, lamps, picture framing, tapware, laundry fittings, bathroom fittings, toilet fittings and kitchen fittings

Environmental qualities may include 

  • may include but not be limited to use of sustainable resources, use of lighting, selection of furnishings and materials

Unit Sector(s)

Unit sector 

Interior decoration and design.

Competency field

Competency field 

Co-requisite units

Co-requisite units