Unit of competency Outline
Date retreived
23/07/2026 5:26 AM AWST
23/07/2026 5:26 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.
Produce graphic designs for 2-D and 3-D applications
Produce graphic designs for 2-D and 3-D applications
Unit of competency
National Code
CUVGRD502A
CUVGRD502A
State Code
S7665
S7665
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
17/01/2012
Field of Education
100501 - Graphic Arts And Design Studies
Original Release Date
17/01/2012
Nominal Hours
55
Description
This unit describes the performance outcomes, skills and knowledge required to plan and produce a body of two-dimensional (2-D) and three-dimensional (3-D) graphic design work in response to a variety of visual communication challenges that shows a well-developed command of relevant software programs as well as the creative ability to generate ideas to meet different needs. It involves a combination of well-developed technical, conceptual and organisational skills.
Notes
Elements and Performance Criteria
1. Interpret briefs for 2-D and 3-D work
- 1.1 Confirm the objectives of the work based on the design brief
- 1.2 Evaluate design brief specifications
- 1.3 Source and evaluate other information pertinent to design brief
2. Collaborate and liaise with others
- 2.1 Identify relevant people who contribute to the design process
- 2.2 Enhance the design process through collaboration with others as required
- 2.3 Be open to critical analysis of own work by others
- 2.4 Proactively seek and act on feedback
3. Develop and present ideas for 2-D and 3-D work
- 3.1 Inform ideas for work through exploration of a range of sources
- 3.2 Evaluate ideas and options for meeting the brief using critical and creative thinking approaches
- 3.3 Experiment with techniques, equipment and media as a mechanism for developing ideas
- 3.4 Consider new and different approaches to format, type and visuals
- 3.5 Evaluate and review ideas for technical feasibility and suitability for communicating key messages
- 3.6 Produce and present visual representations of the design proposal
- 3.7 Support visual representation with coherent written information
4. Plan and organise the production of work
- 4.1 Assess specific processes, materials and technologies needed to realise technical and creative aspects of proposed designs
- 4.2 Determine and organise the financial, physical and other resources required to complete the project
- 4.3 Develop a realistic timeframe for the production of work
- 4.4 Evaluate and respond to possible project constraints and risks
- 4.5 Monitor the project workflow against the plan
- 4.6 Develop production specifications supported by accurate and complete documentation
5. Realise 2-D and 3-D designs
- 5.1 Fulfil the objectives of the brief by extending skills with selected processes, materials and technologies
- 5.2 Manipulate format, type and visual elements to achieve desired effects
- 5.3 Work confidently with the elements and principles of design
- 5.4 Engage in ongoing evaluation and refinement of creative and technical aspects
- 5.5 Apply safe work practices during the production process
6. Finalise artwork
- 6.1 Prepare artwork to meet technical production specifications
- 6.2 Create documentation to support the final artwork
- 6.3 Conduct final checks and proofing processes
- 6.4 Make necessary adjustments and confirm final artwork with others as required
7. Evaluate own work
- 7.1 Review work in progress and final work against requirements of the brief
- 7.2 Identify and respond to opportunities for refinement and re-thinking
- 7.3 Evaluate efficiency and effectiveness of the work process
- 7.4 Reflect on completed work in terms of own professional practice and skill development needs
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.
Objectivesmay relate to:
audience characteristics
broader marketing strategies
business performance measures
community participation or response
competition criteria
creative criteria
timeframe
triple bottom line (people, planet, profit).
Design briefsmay be:
diagrammatic
verbal
visual
written.
Specificationsmay relate to:
cost
delivery platform
environmental sustainability
material characteristics
quantity
technical requirements
technology
timeframe.
Other information pertinent to design briefsmay relate to:
client’s organisational background
conflicting demands
considerations, such as:
contractual
copyright
ethical
legal
health and safety considerations
historical information
product characteristics and statistics
style considerations
subject matter.
Relevant peoplemay include:
clients
employers
end users
mentors
other artists and designers
peers
potential customers
supervisors
teachers
technical experts.
Collaborationmay be:
face-to-face
virtual.
Sources may include:
art and design texts
exhibitions, museums and galleries
films and documentaries
images, objects and artworks
internet
journal articles
own experience
performances and presentations
technical or medium-specific information
writings of art critics, cultural theorists, philosophers and social commentators.
Critical and creative thinking approaches may include:
blog or wiki
brainstorming:
bulletin board
buzz session
computer-aided
sequencing
stop and go
daydreaming and mental wandering
discussion
Edward de Bono's Six Thinking Hats
graphic organisers:
concept fans
visual maps
webbing
lateral thinking games
making associations
mind mapping
morphological analysis
sketching
social networking
storytelling
sub-culture surfing
trigger words
use of metaphors and analogies
vision circles
visualisation
wishful thinking
word salads.
New and different approachesmay relate to experimentation with:
colour
imagery
layout
new software
type.
Technical feasibilitymay relate to:
delivery platform:
CD
DVD
film
internet
mobile phone
print media.
Visual representations may be:
computer-aided drawing
mock-ups
models
presentations
sketching
technical drawing.
Coherent written information may be:
explanatory notes
research findings
return brief.
Processes, materials and technologiesmay include:
digital imaging
drawing
handbuilding
illustration
lettering
scanning
software applications for:
page layout (e.g. InDesign or Quark)
raster image manipulation (e.g. Photoshop)
vector image production (e.g. Illustrator or FreeHand)
web interactivity and animation (e.g. Macromedia Suite).
Realistic timeframetakes account of:
availability of materials
complexity of the work
client needs
other commitments
potential for external factors to impact
sponsor requirements.
Project constraints and risks may relate to:
budget
safety requirements
saleability
time.
Production specificationsmay relate to:
file formats
media type.
Documentationmay include:
checklists
digital presentation
final drawings
illustrations
photographs
plans
record of the work process, including:
initial ideas
input from others
practice pieces
visual diary
written rationale or description.
Elements and principles 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.
Opportunities for refinement and re-thinkingmay relate to:
collaboration
ideas
materials
processes
techniques
workflow.
Efficiency and effectiveness may relate to:
completion on budget
completion on time
quality of the work
success in communicating ideas
technical standard of work.
Objectivesmay relate to:
audience characteristics
broader marketing strategies
business performance measures
community participation or response
competition criteria
creative criteria
timeframe
triple bottom line (people, planet, profit).
Design briefsmay be:
diagrammatic
verbal
visual
written.
Specificationsmay relate to:
cost
delivery platform
environmental sustainability
material characteristics
quantity
technical requirements
technology
timeframe.
Other information pertinent to design briefsmay relate to:
client’s organisational background
conflicting demands
considerations, such as:
contractual
copyright
ethical
legal
health and safety considerations
historical information
product characteristics and statistics
style considerations
subject matter.
Relevant peoplemay include:
clients
employers
end users
mentors
other artists and designers
peers
potential customers
supervisors
teachers
technical experts.
Collaborationmay be:
face-to-face
virtual.
Sources may include:
art and design texts
exhibitions, museums and galleries
films and documentaries
images, objects and artworks
internet
journal articles
own experience
performances and presentations
technical or medium-specific information
writings of art critics, cultural theorists, philosophers and social commentators.
Critical and creative thinking approaches may include:
blog or wiki
brainstorming:
bulletin board
buzz session
computer-aided
sequencing
stop and go
daydreaming and mental wandering
discussion
Edward de Bono's Six Thinking Hats
graphic organisers:
concept fans
visual maps
webbing
lateral thinking games
making associations
mind mapping
morphological analysis
sketching
social networking
storytelling
sub-culture surfing
trigger words
use of metaphors and analogies
vision circles
visualisation
wishful thinking
word salads.
New and different approachesmay relate to experimentation with:
colour
imagery
layout
new software
type.
Technical feasibilitymay relate to:
delivery platform:
CD
DVD
film
internet
mobile phone
print media.
Visual representations may be:
computer-aided drawing
mock-ups
models
presentations
sketching
technical drawing.
Coherent written information may be:
explanatory notes
research findings
return brief.
Processes, materials and technologiesmay include:
digital imaging
drawing
handbuilding
illustration
lettering
scanning
software applications for:
page layout (e.g. InDesign or Quark)
raster image manipulation (e.g. Photoshop)
vector image production (e.g. Illustrator or FreeHand)
web interactivity and animation (e.g. Macromedia Suite).
Realistic timeframetakes account of:
availability of materials
complexity of the work
client needs
other commitments
potential for external factors to impact
sponsor requirements.
Project constraints and risks may relate to:
budget
safety requirements
saleability
time.
Production specificationsmay relate to:
file formats
media type.
Documentationmay include:
checklists
digital presentation
final drawings
illustrations
photographs
plans
record of the work process, including:
initial ideas
input from others
practice pieces
visual diary
written rationale or description.
Elements and principles 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.
Opportunities for refinement and re-thinkingmay relate to:
collaboration
ideas
materials
processes
techniques
workflow.
Efficiency and effectiveness may relate to:
completion on budget
completion on time
quality of the work
success in communicating ideas
technical standard of work.
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 a body of graphic design work that meets the creative and technical requirements of a range of design briefs, including both 2-D and 3-D work
demonstrate a well-developed command of techniques, processes and current technologies
take account of industry required timeframes for design work
evaluate and communicate about own work in an informed and critical way
present written information to support graphic design work
apply knowledge of the design process.
Context of and specific resources for assessment
Assessment must ensure access to:
appropriate technology and other resources for the production of 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 a body of graphic design work produced by the candidate
evaluation of processes used by the candidate to conceive, plan and realise the work
direct observation of work in progress, including use of software tools
evaluation of a candidate’s visual diary or other forms of documentation showing the development of the designs
group peer review of the 2-D and 3-D work
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.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
produce a body of graphic design work that meets the creative and technical requirements of a range of design briefs, including both 2-D and 3-D work
demonstrate a well-developed command of techniques, processes and current technologies
take account of industry required timeframes for design work
evaluate and communicate about own work in an informed and critical way
present written information to support graphic design work
apply knowledge of the design process.
Context of and specific resources for assessment
Assessment must ensure access to:
appropriate technology and other resources for the production of 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 a body of graphic design work produced by the candidate
evaluation of processes used by the candidate to conceive, plan and realise the work
direct observation of work in progress, including use of software tools
evaluation of a candidate’s visual diary or other forms of documentation showing the development of the designs
group peer review of the 2-D and 3-D work
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.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWI95 | CUAGRD502 | Produce graphic designs for 2-D and 3-D applications | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D667 | CUV50311 | Diploma of Graphic Design | Qualification |