Unit of competency Outline

Date retreived
22/07/2026 9:28 AM AWST

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Refine 2-D design ideas and processes

Refine 2-D design ideas and processes

Unit of competency
National Code
CUVACD506A
State Code
S7610
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
27/09/2011
View on TGA
State Implementation and Classification
Approved Date
29/08/2014
Field of Education
100501 - Graphic Arts And Design Studies
Original Release Date
29/08/2014
Nominal Hours
60
Description
This unit describes the performance outcomes, skills and knowledge required to extend and deepen engagement with two-dimensional (2-D) design ideas and processes for the production of work at a professional level.
Notes
Elements and Performance Criteria
1. Originate ideas for 2-D design
  • 1.1 Generate ideas for design concepts through research, exploration and experimentation
  • 1.2 Develop initial design concepts consistent with the intent of the work orspecifications of the brief
  • 1.3 Evaluate, explore and play with options that best suit the design brief
  • 1.4 Refine options and select the approach that best meets design brief requirements
2. Plan design process
  • 2.1 Develop clear plan and schedule for design realisation
  • 2.2 Organise and allocate resources to meet required standards, timeframes and budget
  • 2.3 Liaise with others involved in design realisation as required
  • 2.4 Monitor process to ensure integrity of design is maintained, including challenging own design work
  • 2.5 Identify difficulties or problems and take action to rectify
  • 2.6 Maintain accurate, relevant and complete documentation
3. Refine and consolidate process
  • 3.1 Develop effective 2-D designs and design processes
  • 3.2 Develop and document a design language that reflects own style and approach
  • 3.3 Identify opportunities for refinement and re-thinking and make adjustments as required
  • 3.4 Articulate the design process and the final solution through effective documentation of work
  • 3.5 Prepare and present 2-D design solutions to key people
4. Maintain expertise
  • 4.1 Apply professional work ethic to design activities
  • 4.2 Use feedback from others to improve own skills in design
  • 4.3 Stay up-to-date with industry standards and seek opportunities to further develop technical and conceptual skills
  • 4.4 Source new ideas and trends through regular review of the work of others
  • 4.5 Keep informed about new creative approaches, techniques, materials and equipment for 2-D design
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 include:
background information about clients
budget
clients’ needs
creative objectives
considerations, such as:
contractual
copyright
ethical
legal
diagrams indicating, for example:
colours
measurements
scale
style
materials
personal intent
personnel involved in the project
purpose
relevant statutory requirements, e.g. health and safety considerations
requirements for development or building consent
scope for making adjustments
sponsorship
technical objectives
technology
timeframe
visual representations.
Resources may include:
equipment, such as:
cutting blades
digital equipment
measuring tools
pens and nibs
range of brushes, including air brushes
receptacles
rulers
scissors
spatulas
sponges
spray guns
materials, such as:
cardboard
charcoal
clays
coloured pencils
crayons
extenders and binders
fibreglass
foamcore
inks
laminates
latex
nails
natural and synthetic fibres
paper
paper pulp
pastels
perspex
polystyrene
resins
rubber
solvents and cleaning materials
specialised metal and wood primers
tape
turps
water and oil-based paints
waterproof lacquers
relevant software
time.
Design processesmay include:
applying elements and principles of design
assessing various materials, equipment and software
developing inspiration boards, storyboards and other draft visuals
identifying, classifying and selecting constraints
manipulating design variables to satisfy the non-negotiable constraints and optimising those that are negotiable.
Design languagerefers to:
overarching scheme or style that guides the design of a complement of products.
Key people may include:
art department
audience
client
creative director
designer
director
manager
mentor
other technical and specialist personnel
producer
production manager
project manager
representative of organisation commissioning the work
supervisor
teacher
technical director.
Professional work ethicmay include:
attentive behaviour in creative practice
following organisational and industry storage and inventory procedures
following organisational, industry and legislative OHS procedures
punctuality and reliability
responding appropriately to feedback
working creatively with individual differences.
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:
originate concepts for 2-D design that address the brief
develop effective 2-D designs and design processes that meet project requirements and provide creative solutions
apply professional practice to 2-D design work.
Context of and specific resources for assessment
Assessment must ensure access to:
projects, tools, space and equipment required for developing 2-D designs in the relevant area of 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:
practical demonstration of skills using required resources to develop 2-D designs
direct observation of the development of 2-D designs by the candidate
evaluation of 2-D designs produced by the candidate
oral or written questioning to assess knowledge of 2-D design techniques
review of portfolios of evidence
review of third-party reports from experienced practitioners.
Assessment methods should closely reflect workplace demands 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
AWK26 CUAACD506 Refine 2-D design ideas and processes Unit of competency