Modification History
Not Applicable
Unit Descriptor
Unit Descriptor |
1 ) 1 .1 ) Descriptor |
This unit covers the design of audio/video facilities in meeting rooms, classrooms, studios, theatres, halls and the like. It encompasses applying knowledge of electronic audio/video components, acoustics and visual displays, analogue and digital communication, multimedia storage and reproduction, negotiating with clients and others and documenting design. |
Application of the Unit
Application of the Unit |
4 ) |
This unit is intended for competency development entry-level employment based programs incorporated in approved contracts of training or approved training programs. It is intended to apply to any formal recognition for this standard at the aligned AQF 5 level or higher. |
Licensing/Regulatory Information
1 .2 ) License to practice |
The skills and knowledge described in this unit do not require a license to practice in the workplace. However, practice in this unit is subject to regulations directly related to occupational health and safety and where applicable contracts of training such as apprenticeships. |
Pre-Requisites
Prerequisite Unit (s ) |
2 ) |
2 .1 ) Competencies |
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Granting competency in this unit shall be made only after competency in the following unit(s) has/have been confirmed. UEENEEH037B Program and commission commercial audio/video systems For the full prerequisite chain details for this unit please refer to Table 2 in Volume 1, Part 2 |
Employability Skills Information
Employability Skills |
3 ) This unit contains Employability Skills The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements. |
Elements and Performance Criteria Pre-Content
6 ) Elements describe the essential outcomes of a unit of competency |
Performance criteria describe the required performance needed to demonstrate achievement of the Element. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
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1 |
Prepare to design commercial audio/video installations. |
1.1 |
OHS processes and procedures for a given work area are identified, obtained and understood. |
1.2 |
Established OHS risk control measures and procedures are followed in preparation for the work. |
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1.3 |
The extent of the proposed integrated installation is determined from the design brief or in consultations with appropriate person(s). |
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1.4 |
Design development work is planned to meet scheduled timelines in consultation with others involved in the work. |
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2 |
Develop installation design. |
2.1 |
Knowledge of audio/video components, acoustics and visual displays, analogue and digital communication, multimedia storage and reproduction is applied to designing the installation. |
2.2 |
Alternative arrangements for the installation design are considered based on the requirements outlined in the design brief. |
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2.3 |
Safety, functional and budgetary considerations are incorporated in the installation design. |
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2.4 |
Installation design draft is checked for compliance with the design brief and regulatory requirements. |
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2.5 |
Installation design is documented for submission to appropriate person(s) for approval. |
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2.6 |
Solutions to unplanned situation are provided consistent with organisation policy. |
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3 |
Obtain approval for installation design. |
3.1 |
Installation design is presented and explained to client representative and/or other relevant person(s). |
3.2 |
Requests for alterations to the design are negotiated with relevant person(s) within the constraints of organisation policy. |
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3.3 |
Final design is documented and approval obtained from appropriate person(s). |
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3.4 |
Quality of work is monitored against personal performance agreement and/or established organizational or professional standards. |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
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7 ) This describes the essential skills and knowledge and their level, required for this unit. |
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Evidence shall show that knowledge has been acquired of safe working practices and designing commercial audio/video installations. All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies. The extent of the essential knowledge and associated skills (EKAS) required is given in Volume 2 - Part 2.2 EKAS. It forms an integral part of this unit. |
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2.5.11 |
Environmental and heritage awareness |
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2.6.9.3 |
Venue lighting for audio/video/live presentations |
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2.9.16.2 |
Acoustics, spatial treatment and sound reproduction |
Evidence Guide
EVIDENCE GUIDE |
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9 ) The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. . The Evidence Guide forms an integral part of this unit. It must be used in conjunction with all parts of the unit and performed in accordance with the Assessment Guidelines of this Training Package. |
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Overview of Assessment |
9 .1 ) Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the Industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it must include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accord with industry and regulatory policy. Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed. The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be 'rich' in nature to minimise error in judgment. Activities associated with normal everyday work influence decisions about how/how much the data gathered will contribute to its 'richness'. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package. |
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Critical aspects of evidence required to demonstrate competency in this unit |
9 .2 ) Before the critical aspects of evidence are considered all prerequisites shall be met. |
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Evidence for competence in this unit shall be considered holistically. Each Element and associated performance criteria shall be demonstrated on at least two occasions in accordance with the 'Assessment Guidelines - UEE07'. Evidence shall also comprise:
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A |
Developing outlines of alternative designs. |
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B |
Developing the design within the safety and functional requirements and budget limitations. |
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C |
Documenting and presenting design effectively. |
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D |
Successfully negotiating design alteration requests. |
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E |
Obtaining approval for final design. |
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F |
Dealing with unplanned events by drawing on essential knowledge and skills to provide appropriate solutions incorporated in a holistic assessment with the above listed items. |
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Note: |
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Context of and specific resources for assessment |
9 .3 ) This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:
These should be part of the formal learning/assessment environment. Note: Where simulation is considered a suitable strategy for assessment, conditions must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy. |
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The resources used for assessment should reflect current industry practices in relation to designing commercial audio/video installations. |
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Method of assessment |
9 .4 ) This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'. Note: |
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Concurrent assessment and relationship with other units |
9 .5 ) |
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There are no concurrent assessment recommendations for this unit. |
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The critical aspects of occupational health and safety covered in unit UEENEEE001B and other discipline specific occupational health and safety units shall be incorporated in relation to this unit. |
Range Statement
RANGE STATEMENT |
8 ) This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance. |
This unit shall be demonstrated by designing two commercial audio/video installations of a representative range, one of which shall incorporated analogue and digital communication, multimedia storage and reproduction. |
Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1. |
Unit Sector(s)
Not Applicable
Competency Field
2 .2 ) Literacy and numeracy skills Participants are best equipped to achieve competency in this unit if they have reading, writing and numeracy skills indicated by the following scales. Description of each scale is given in Volume 2, Part 3 'Literacy and Numeracy' |
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Reading |
5 |
Writing |
5 |
Numeracy |
5 |
Custom Content Section
Competency Field |
5 ) |
Electronics |