Elements and Performance Criteria

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.

Communication objectives may be to:
challenge
compare
contrast
direct
inform
inspire
motivate
persuade.
Built environment projectmay relate to:
information booths:
interactive stations
printed boards
logos
signage:
directional and wayfinding
exterior
in precincts
informational
inside buildings
on buildings
on footpaths
on roads
promotional.
Broader contextmay relate to:
building costs
client preferences and perceptions
community attitudes
existing signage
industry trends
key relationships for the project
marketing objectives.
Relevant people may include:
architects
art directors
builders
building managers
clients
council employees
creative directors
distributors
employers
end users
manufacturers
other artists and designers
precinct managers
shopfitters
signmakers
supervisors
technical experts.
Current and emerging trends and thinking may relate to:
accessibility
cultural considerations for signage
integration of signage with broader identity
interactivity in design
production technologies
signage for particular market groups
use of different materials for signage
use of signs and symbols
use of sustainable materials
ways in which people navigate space.
Technical data may relate to:
approval requirements
dimensions of space
engineering requirements
physical properties of location for design.
Sustainability issues may relate to:
availability of materials
cost of production
environmental friendliness of materials
social acceptance of particular ideas and concepts.
Regulatory requirements may relate to:
intellectual property
council requirements:
application and approval processes
heritage or conservation requirements
placement of signage
use of particular colours or materials
government planning regulations.
References may include:
architectural texts
digital images
earlier iterations
film and video
internet
marketing data
own experience
product information
photographs
previous work
reference books, journals and texts
scripts
technical data
work of other designers
writings.
Elements and principles of design relate to:
alignment
balance
coherence
colour
composition
contrast
direction
dominance
emphasis
form
line
movement
pattern
positive and negative space
proportion
proximity
repetition
rhythm
shape
simplicity and complexity
subordination
texture
unity.
Creative collaboration and refinementmay involve:
client consultation
informal conversations with peers
modelling
piloting
technical discussions
workshopping of ideas.
Other expertsmay be:
architects
artists
builders
planners
tradespeople.
Documentationmay include:
creative rationale
instructions for:
builders
manufacturers
printers
signmakers
production specifications
technical drawings.
Successmay be measured by:
audience response
client feedback
cost effectiveness
customer comments
sales achieved.

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
Evidence of the ability to:
independently conceive and realise graphic design solutions for a range of built environment projects
work confidently with the elements and principles of design in a built environment context
collaborate effectively on creative, technical and organisational issues
apply knowledge of the specific contextual issues that apply to graphic design for the built environment.
Context of and specific resources for assessment
Assessment must ensure:
access to industry-current graphic design technologies
collaboration with others to reflect the design process.
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:
evaluation by industry professionals of design solutions developed by the candidate for use in the built environment
evaluation of presentations made by the candidate about work developed
evaluation of processes used by the candidate to conceive, plan and realise the work
evaluation of the effectiveness of project management evidenced through completion of work on time and on budget
evaluation of a candidate’s visual diary or other forms of documentation showing the development of the designs
questioning and discussion about candidate’s intentions and the work outcome
review of portfolios of evidence
review of third-party reports from experienced practitioners.
Assessment methods should closely reflect workplace demands (e.g. literacy) 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.