Elements and Performance Criteria

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 in the Performance Criteria is detailed below. Add any 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.
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
Legislative requirements
are to be in accordance with applicable legislation from all levels of government that affect organisational operation
requirements may include but not be limited to award and enterprise agreements, industrial relations, Australian Standards, confidentiality and privacy, OHS, the environment, equal opportunity, anti-discrimination, relevant industry codes of practice, duty of care and heritage
Organisational requirements
may include but not be limited to legal, organisational and site guidelines, policies and procedures relating to own role and responsibility, quality assurance, procedural manuals, quality and continuous improvement processes and standards, OHS, emergency and evacuation, ethical standards, recording and reporting, access and equity principles and practices, equipment use, maintenance and storage, environmental management (waste disposal, recycling and re-use guidelines)
Design brief
may include but not be limited to client needs and objectives, client aims and objectives and criteria for evaluation, milestones for the design project, organisational or personal profiles and aims, image requirements and function, target market, budget, timeline and consultation requirements
Research sources
may include but not be limited to scientific texts, historical texts and journals, oral histories, journals, periodicals, images, objects, films, videos, micra fish, internet, technical information, stories, libraries, museums, universities and collection catalogues
Information
may include but not be limited to philosophy, world histories, cultural issues, spiritual issues, religious issues, histories of furniture design, linguistics, aesthetics, politics, gender and identity issues, land and place, signs and symbols, criticism, new technologies and light
Styles and movements
may include but not be limited to furniture designers and key figures, such as Frank Lloyd Wright, Charles Eames and Antonio Gaudi
may include but not be limited to schools and movements, such as Bauhaus in Germany, Federal style in the United States, and Art Nouveau in Europe
may include but not be limited to periods and styles, such as the neo-classical Adams style, the simple lines of Art Deco, and the asymmetrical style of Rococo
may include but not be limited to decorative details, such as rosettes, foots, hinges, and mouldings
Research techniques
may include but not be limited to internet searches, interview, discussion, books, journals, film, documentaries and first hand review
Geographical research
may include but not be limited to international, national, regional and local influences
Facilities
may include but not be limited to files, computer files, indices, databases, charts and diagrams
Documented
may include but not be limited to freehand drawings, sketches, ideation drawings, working drawings, computer generated documentation, pictures, illustrations, photos, multimedia presentations, materials or theme boards, specifications and measurements

EVIDENCE GUIDE
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 the relevant Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Effectively research furniture styles and movements to assist with informing current design practices, challenging and adapting influences into current designs
Effectively apply design elements and principles to the research of styles and movements
Effectively research styles and movements in accordance with the concepts and design brief
Comply with legislation, regulations, standards, codes of practice and established safe practices and procedures for researching styles and movements
Communicate effectively and work safely with others in the work area

Context of, and specific resources for assessment
The application of competency is to be assessed in the workplace or 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 researching styles and movements
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