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.

Specifications may refer to:
audience
medium
purpose
style.
Briefs are usually prepared by a commissioning body or organisation and may be:
diagrammatic
verbal
visual
written.
Graphic design work may be:
advertising
annual reports
banners
book designs
corporate presentations
corporate stationery
invitation
logos
posters
visual merchandising
web design.
Parameters and constraintsmay refer to:
considerations, such as:
client’s organisational background
legal
contractual
ethical
copyright
health and safety
subject matter
cost
material characteristics
product characteristics and statistics
quantity
technology
timeframe.
Relevant people may include:
clients
colleagues
industry practitioners
managers
mentors
supervisors.
Work space needs may include:
drafting table
electronic equipment
lighting and power requirements
process-specific needs.
Materials may include:
board
drawing implements
fabrics
inks
metal surfaces
perspex
range of papers of differing weights and textures
wet mediums
wood.
Tools and equipment may include:
computer
digital camera
drafting table and equipment
hand tools
light box
nibs and pens
printer
projection equipment and screens
range of brushes, including air brushes
scanner
scrapers
software
spatulas
sponges
spray cans
spray guns
storage devices.
Preliminary visual representations may involve:
computer-aided drawing
sketching
technical drawing.
Approaches may encompass:
aesthetic considerations
choice of medium and materials
design solutions
parameters of the brief.
Criteria may include:
access to materials, tools and equipment required for graphic design
access to specialist support services
consistency with briefs
ease of application of techniques
personal affinity with medium and materials.
Strategies to test techniques may involve:
exploring techniques by making practice pieces, test pieces, mock-ups or samples
testing materials and their application.
Techniques may include:
digital imaging
handbuilding:
displays
installations
mock-ups
hand drawn illustration
lettering
preparing work for printing processes.
Process followed to refine the design approach may involve:
adjustment to content
adjustment to take account of elements and principles of design
adjustment to use extended capabilities of techniques.
Process used to document the approach may involve:
final drawings
illustrations
photographs
plans
written rationale or description.

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:
produce multiple examples of graphic design work that meet the requirements of briefs
demonstrate a command of selected graphic design techniques.
Context of and specific resources for assessment
Assessment must ensure access to:
briefs on which to base graphic design work
equipment and tools used to produce graphic design work.
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 of graphic designs produced by the candidate
questioning and discussion about the 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, for example:
BSBDES401A Generate design solutions
BSBDES402A Interpret and respond to a design brief.