Unit of competency details

MSFID4002 - Decorate residential interiors (Release 1)

Summary

Releases:
ReleaseStatusRelease date
1 1 (this release)Current 10/Dec/2013

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes and is equivalent to LMFID4002A - Decorate residential interiors 09/Dec/2013


Training packages that include this unit

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  02/May/2014 
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Unit Of competency

Modification History

Release 1 - New unit of competency

Application

This unit of competency covers decorating residential interiors for interior decoration projects in accordance with project briefs by analysing the design brief, conducting research and generating decoration ideas and concepts to create a visual experience in a previously defined interior space. It includes selecting materials and finishes for surface decoration and arranging the objects and elements within the space. It does not cover skills required to alter established structural aspects of the building or building services.

Licensing, legislative or certification requirements may apply to this unit and relevant state/territory and local government agencies should be consulted to determine any necessary certification or licensing for undertaking interior decoration and design work. Access to construction sites requires certification of general induction training specified by the National Code of Practice for Induction for Construction Work (ASCC 2007).

Pre-requisite Unit

Competency Field

Unit Sector

Interior Decoration and Design

Elements and Performance Criteria

Elements describe the essential outcomes.

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

1

Analyse the project brief

1.1

Applicable work health and safety (WHS), legislative and organisational requirements relevant to decorating for residential spaces are verified and complied with

1.2

Project brief is reviewed, confirmed and clarified with client

1.3

Parameters for the project are assessed and confirmed

1.4

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

1.5

Communication with others is established and maintained

1.6

Problems or underlying factors to be addressed by the project brief are verified

2

Conduct research for the design

2.1

Areas for research are identified

2.2

Impacts of cultural, social and economic influences and trends are identified and analysed

2.3

Ergonomic and anthropometric influences are identified and analysed

2.4

Environmental issues are identified and analysed

2.5

Other relevant information is assessed and used to guide research

2.6

Design influences are prioritised for relevancy to design brief

2.7

Collected information is documented

3

Confirm the design brief

3.1

Design requirements are translated in a manner which is clear and concise

3.2

Factors affecting the outcome of the project are documented

3.3

Criteria for assessing and evaluating design concepts are determined

3.4

Final design brief outlining all the requirements is compiled, produced and refined with the client

4

Generate decoration concepts

4.1

Creative methodologies are used to generate a range of decoration concepts and themes

4.2

Concepts are assessed against the project brief to select most viable solution

4.3

Concept is presented to client using a range of concept presentation methods

4.4

Ideas are discussed with client and concept is modified according to feedback

5

Translate concepts into 3-D decoration ideas

5.1

The elements and principles of design that are derived from the concept are explored

5.2

A range of 3-D decoration ideas are generated from the concept

5.3

Surface materials, finishes, and colours are explored and assessed for their ability to express the concept

5.4

Furniture, fixtures, fittings and accessories are explored and assessed for their ability to express the concept

5.5

The allocation and arrangement of objects within the space are explored

5.6

2-D and 3-D sketches are developed to document the 3-D space

6

Revise and refine solution

6.1

Planning is revised and refined, and ergonomics considered

6.2

Regulatory requirements relating to decoration are assessed to determine compliance

6.3

Finishes, fittings, fixtures, furniture, materials and accessories are selected

6.4

Colour scheme is selected to complement the space and create the required visual experience

6.5

Environmental aspects of decoration solution are examined and areas for improved sustainability are identified and incorporated where possible

6.6

Preliminary drawings are developed

7

Present decoration solution to client

7.1

Final presentation is prepared for the client

7.2

Final presentation is presented to the client with key features and benefits of the solution explained

7.3

Client is engaged to gain feedback on decoration elements

8

Reflect on decoration process

8.1

Client feedback and response are analysed to determine success in achieving client satisfaction

8.2

Own performance in the design process is examined to identify strengths and weaknesses

8.3

Areas for improvement are identified

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. Detail on appropriate performance levels for each furnishing unit of competency in reading, writing, oral communication and numeracy utilising the Australian Core Skills Framework (ACSF) are provided in the Furnishing Training Package Implementation Guide.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.

Unit context includes: 

  • WHS requirements, including legislation, building codes, material safety management systems, hazardous and dangerous goods codes and local safe operating procedures or equivalent
  • work is carried out in accordance with legislative obligations, environmental legislation, relevant health regulations, manual handling procedures, Liveable and Accessible Housing Design guidelines, and organisation insurance requirements
  • work requires individual to demonstrate discretion, judgement and problem solving, plus self-management and learning skills

Project brief includes: 

  • client needs and objectives
  • client aims and objectives, and criteria for evaluation
  • milestones
  • organisational or personal profiles and aims
  • image requirements and function
  • target market
  • budget
  • timeline
  • consultation requirements
  • colour requirements

Clients include: 

  • suppliers
  • manufacturers
  • private clients
  • colleagues
  • retailers
  • the public

Parameters include: 

  • scope of brief
  • approval to make changes
  • effect or feel trying to be achieved
  • functionality (short and long term)
  • budget restrictions
  • established timelines

Resources may include: 

  • computers
  • computer software
  • design software
  • computer-aided design (CAD) software
  • colour boards
  • storyboards
  • swatches
  • product based colour systems, such as Munsell or similar
  • colour matching system, such as Pantone Matching System (PMS)
  • journals (directions magazines)
  • artistic equipment and products
  • model making equipment

Areas for research include: 

  • similar products and typologies and spaces
  • materials
  • social and cultural influences
  • site analysis
  • site conditions
  • functional requirements

Environmental issues include: 

  • use of renewable resources
  • energy efficiency
  • conservation of resources
  • recycling waste
  • by-products
  • emissions
  • environmental consciousness/green design

Other information includes: 

  • industry codes and symbols
  • Australian and international Standards and regulations
  • historical literature on design styles and movements
  • ethical reference material
  • supplier’s material data sheets
  • ergonomic and anthropometric statistical information
  • market research documents
  • photographic reference material
  • site plans and drawings
  • lifestyle requirements
  • cultural issues
  • proxemics
  • costs
  • product performance and characteristics
  • existing conditions

Documentation includes: 

  • working notes
  • hand written records
  • computer-based information and reports
  • diagrams
  • sketches
  • tables
  • matrixes
  • images
  • visual essays

Creative methodologies include: 

  • brainstorming
  • word association
  • imaging
  • modelling
  • lateral thinking
  • application of a range of media

Concepts include: 

  • ideas generated to respond to the design brief through both ideation drawings or sketching and written explanation

Concept presentation methods include: 

  • mood board
  • concept board
  • 3-D models
  • sketches
  • photos

Materials include: 

  • solid timber (native and imported)
  • manufactured timber products
  • plastic
  • metal
  • alloys
  • stone
  • glass
  • textiles
  • fibreglass
  • foam
  • cardboard
  • paper products
  • any other manipulable substance

Colours include: 

  • colour principles
  • psychology
  • fundamentals
  • coordination
  • perception
  • language
  • tonal
  • translucent
  • contrast
  • harmony
  • effects on space
  • formulas
  • colour wheels

Fixtures, fittings and accessories include: 

  • furniture
  • soft furnishings
  • floor treatments
  • curtain treatments
  • built in cabinetry or fittings
  • light fittings
  • lamps
  • picture framing
  • trinkets
  • ceramics
  • trays
  • vases
  • carvings
  • baskets
  • pots
  • plants
  • candles
  • clocks
  • silverware
  • mirrors
  • frames
  • screens
  • floral displays
  • haberdashery
  • glassware
  • fireplace items
  • gifts
  • hand crafts
  • water features
  • photographs
  • pottery
  • personal items
  • statues
  • book ends
  • bowls
  • bottles

Finishes include: 

  • paints
  • waxes
  • lacquers
  • stains
  • pigments
  • oils
  • plastic coatings
  • veneers
  • ceramics
  • stone
  • glass
  • textiles
  • other textures

Environmental aspects include: 

  • how the use of raw materials affects the ecology and environment and how its continued use will affect the area it has been sourced from
  • energy consumption in achieving the material
  • greenhouse gases created
  • waste levels
  • resource utilisation and transport effects
  • what impact will be felt by reducing or stopping material from the source

Drawings may include: 

  • hand drawn images or ideation drawings completed freehand
  • drafted technical drawings or drawings produced on computer using CAD software packages (these usually contain project specifications)
  • elevations
  • sections
  • plans
  • perspectives

Information and procedures include: 

  • work instructions, including plans, drawings and designs
  • workplace procedures relating to reporting and communication
  • manufacturer specifications and operational procedures

Unit Mapping Information

Supersedes and is equivalent to LMFID4002A Decorate residential interiors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=0601ab95-583a-4e93-b2d4-cfb27b03ed73

 

Assessment requirements

Modification History

Release 1 - New unit of competency

Performance Evidence

  • Interpret work orders and locate and apply relevant information
  • Apply safe handling requirements for equipment, products and materials, including use of personal protective equipment
  • Identify materials used in the work process
  • Follow work instructions, operating procedures and inspection processes to:
  • minimise the risk of injury to self or others
  • prevent damage to goods, equipment and products
  • maintain required production output and product quality
  • Analyse a project brief to determine client requirements and work through the decoration process collecting the required information
  • Establish criteria for the intended solutions to meet the requirements of the project brief and effectively design at least two (2) interior residential spaces applying design elements and principles to provide the client with creative solutions that satisfy the project brief
  • Draw using manual and computer based techniques and visually and verbally present decoration solution
  • Use mathematical ideas and techniques to correctly complete measurements, calculate area/volume and estimate material requirements
  • Communicate ideas and information to enable confirmation of work requirements and specifications, presentation of design/colour concepts, the reporting of work outcomes and problems
  • Initiate new ideas and work techniques
  • Avoid backtracking, work flow interruptions or wastage
  • Work with others and in a team by recognising dependencies and using cooperative approaches to optimise work flow and productivity

Knowledge Evidence

  • State or territory WHS legislation, regulations, standards and codes of practice relevant to the full range of processes for decorating for residential space
  • Organisational and site standards, requirements, policies and procedures for decorating for residential space
  • Australian Standards and the Building Code of Australia (BCA)
  • Environmental protection requirements
  • Established communication channels and protocols
  • Relevant decoration and design problem identification and resolution
  • Elements and principles of design including liveability and accessibility
  • Creativity and artistic relevance
  • Ergonomics, anthropometrics, proxemics and aesthetic values
  • Historical design styles and movements
  • Current ethical issues in society affecting designs
  • Current market segments
  • Aesthetic aspect of elements and principles in 3-D design
  • Ergonomic and anthropometric standards
  • Basic construction technologies
  • Techniques for the preparation and presentation of research information
  • Types of equipment and procedures for their safe use, operation and maintenance
  • Characteristics of materials, products and defects
  • Relevant computer programs
  • Design themes and design development
  • Colours, furnishings and decorations
  • Sketching and drawing techniques
  • Procedures for the recording, reporting and maintenance of workplace records and information
  • Appropriate mathematical procedures for estimation and measurement

Assessment Conditions

  • Assessors must:
  • hold training and assessment competencies as determined by the National Skills Standards Council (NSSC) or its successors
  • have vocational competency in the furnishing industry at least to the level being assessed with broad industry knowledge and experience, usually combined with a relevant industry qualification
  • be familiar with the current skills and knowledge used and have relevant, current experience in the furnishing industry.
  • Assessment methods must confirm consistency of performance over time rather than a single assessment event and in a range of workplace relevant contexts.
  • Assessment must be by observation of relevant tasks with questioning on underpinning knowledge and, where applicable, multimedia evidence, supervisor’s reports, projects and work samples.
  • Assessment is to be conducted on single units of competency or in conjunction with other related units of competency. Foundation skills are integral to competent performance in the unit and should not be assessed separately.
  • Assessment must occur on the job or in a workplace simulated facility with relevant process, equipment, materials, work instructions and deadlines.
  • Access is required to materials, equipment, specifications and work instructions relevant to decorating residential interiors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=0601ab95-583a-4e93-b2d4-cfb27b03ed73

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