Unit of competency Outline
Date retreived
23/07/2026 5:08 AM AWST
23/07/2026 5:08 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Design digital simulations
Design digital simulations
Unit of competency
National Code
CUFDIG507A
CUFDIG507A
State Code
D1121
D1121
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
20/06/2014
Field of Education
020119 - Artificial Intelligence
Original Release Date
20/06/2014
Nominal Hours
50
Description
This unit describes the performance outcomes, skills and knowledge required to design digital simulations.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
Identify project requirements
- 1. Confirm objectives and desired outcomes of briefs in consultation with relevant personnel
- 2. Identify target audience and determine format and delivery platform of simulations through discussion with relevant personnel
Research and plan approach
- 3. Investigate fully the real world environment that is to be simulated
- 4. Obtain designs, plans and other information that may assist in modelling the real world environment
- 5. Determine the performance objectives, task complexity and required levels of user skill
- 6. Determine the required depth of physical and functional fidelity, taking into account production requirements
- 7. Research and select appropriate simulation authoring tools
- 8. Discuss ideas and collaborate, as required, with relevant personnel to ensure contribution of a range of ideas and creative solutions
Draft simulation design documents
- 9. Identify the processes that determine the functional behaviour and specify how this behaviour is to be represented by control objects
- 10. Define the underlying functionality in a model that specifies the essential settings, states, conditions and parameters
- 11. Specify the user interface controls that enable users to interact with simulations
- 12. Identify critical impacts, alerts or costs for incorrect user operation
- 13. Specify positive and negative user feedback
- 14. Specify the sequencing of levels of difficulty
- 15. Present draft simulation design documents for discussion with and feedback from other team members
Finalise simulation design documents
- 16. Review designs against required project outcomes and performance objectives
- 17. Review designs to ensure they meet creative, technical and legislative requirements
- 18. Adjust designs as necessary after discussions with relevant personnel and incorporating user feedback
- 19. Save and archive user interface controls for other projects
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.
Relevant personnel may include:
art director
client
designer
expert
graphic artist
head of department
programmer
publisher
script writer
software engineer
other technical and creative staff.
Delivery platforms may include:
CD/DVD
games console
internet
mobile phone
personal digital assistant (PDA)
other wireless/mobile devices.
Real world environments may include:
device
equipment
machine
natural habitat
procedure
process
social environment
spatial environment
system
tool.
Performance objectives may include:
control
dexterity
judgement
knowledge
memory
perception
proficiency
recall
reflection
speed and accuracy of decision making and problem solving
understanding.
Production requirements may include:
budget
schedules
staff expertise
timelines.
Authoring tools may include:
authoring software, such as:
Dreamweaver
GoLive
Contribute
Breeze
Captivate
Authorware
Flash
Director
PageMill
RoboDemo
simulation software, such as LabView
scripting using languages, such as:
CC++
Java
ActionScript
Lingo.
Processes may include:
astrological
biological
chemical
electrical
environmental
mechanical
mental
physical
social.
Control objects may include:
algorithms
forces
laws
mathematical formulas
rules.
User interface controls may include:
buttons
clocks
dials
gauges
handles
joysticks
keyboards
keypads
knobs
lamps
levers
meters
sliders
switches
timers
valves
wheels.
Simulation design documents may include:
diagrams
flow charts
maps
plans
state-charts
storyboards
technical specifications
user interface mock-ups
wire frames.
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.
Relevant personnel may include:
art director
client
designer
expert
graphic artist
head of department
programmer
publisher
script writer
software engineer
other technical and creative staff.
Delivery platforms may include:
CD/DVD
games console
internet
mobile phone
personal digital assistant (PDA)
other wireless/mobile devices.
Real world environments may include:
device
equipment
machine
natural habitat
procedure
process
social environment
spatial environment
system
tool.
Performance objectives may include:
control
dexterity
judgement
knowledge
memory
perception
proficiency
recall
reflection
speed and accuracy of decision making and problem solving
understanding.
Production requirements may include:
budget
schedules
staff expertise
timelines.
Authoring tools may include:
authoring software, such as:
Dreamweaver
GoLive
Contribute
Breeze
Captivate
Authorware
Flash
Director
PageMill
RoboDemo
simulation software, such as LabView
scripting using languages, such as:
CC++
Java
ActionScript
Lingo.
Processes may include:
astrological
biological
chemical
electrical
environmental
mechanical
mental
physical
social.
Control objects may include:
algorithms
forces
laws
mathematical formulas
rules.
User interface controls may include:
buttons
clocks
dials
gauges
handles
joysticks
keyboards
keypads
knobs
lamps
levers
meters
sliders
switches
timers
valves
wheels.
Simulation design documents may include:
diagrams
flow charts
maps
plans
state-charts
storyboards
technical specifications
user interface mock-ups
wire frames.
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
Evidence of the following is essential:
design specifications for digital simulations that:
are well documented and clearly presented
meet performance requirements
are technically feasible
ability to work effectively as a member of a design team.
Context of and specific resources for assessment
Assessment must ensure:
practical demonstration of skills through the design of at least two digital simulations
access to briefs for digital simulations on which designs can be based
access to appropriate learning and assessment support when required
use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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:
direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance
evaluation of digital simulation designs documented by the candidate and of their quality in terms of meeting performance requirements
written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit
case studies to assess ability to develop digital simulations for a range of real world environments.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUFDIG503A Design e-learning resources
CUFDIG504A Design games
CUFDIG506A Design interaction.
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 following is essential:
design specifications for digital simulations that:
are well documented and clearly presented
meet performance requirements
are technically feasible
ability to work effectively as a member of a design team.
Context of and specific resources for assessment
Assessment must ensure:
practical demonstration of skills through the design of at least two digital simulations
access to briefs for digital simulations on which designs can be based
access to appropriate learning and assessment support when required
use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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:
direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance
evaluation of digital simulation designs documented by the candidate and of their quality in terms of meeting performance requirements
written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit
case studies to assess ability to develop digital simulations for a range of real world environments.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUFDIG503A Design e-learning resources
CUFDIG504A Design games
CUFDIG506A Design interaction.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWJ24 | CUADIG507 | Design digital simulations | Unit of competency |