CUV11 Visual Arts, Crafts and Design Training Package

Release: 1.0

Contents

CUV11 Visual Arts, Crafts and Design Training Package	15

CUV11 Visual Arts, Craft and Design Training Package	16

Training Package Details	17

Preliminary Information	19

History	19

Summary of AQF Qualifications in this Training Package	20

Units of Competency in this Training Package	25

Mapping to previous Training Package	54

Overview	86

Qualifications Framework	94

Employability Skills	102

Assessment Guidelines	106

Competency Standards	126

CUV10111 Certificate I in Visual Arts	133

CUV10211 Certificate I in Aboriginal or Torres Strait Islander Cultural Arts	137

CUV20111 Certificate II in Visual Arts	141

CUV20211 Certificate II in Aboriginal or Torres Strait Islander Cultural Arts	146

CUV20311 Certificate II in Opal Cutting and Polishing	151

CUV30111 Certificate III in Visual Arts	156

CUV30211 Certificate III in Aboriginal or Torres Strait Islander Cultural Arts	162

CUV30311 Certificate III in Design Fundamentals	169

CUV30411 Certificate III in Arts Administration	175

CUV40111 Certificate IV in Visual Arts	181

CUV40211 Certificate IV in Aboriginal or Torres Strait Islander Cultural Arts	189

CUV40311 Certificate IV in Design	197

CUV40411 Certificate IV in Photo Imaging	206

CUV40511 Certificate IV in Arts Administration	214

CUV40611 Certificate IV in Opal Cutting and Polishing	221

CUV50111 Diploma of Visual Arts	227

CUV50211 Diploma of Ceramics	237

CUV50311 Diploma of Graphic Design	244

CUV50411 Diploma of Photo Imaging	251

CUV60211 Advanced Diploma of Visual Arts	263

CUV60311 Advanced Diploma of Creative Product Development	270

CUV60411 Advanced Diploma of Graphic Design	278

CUVSS00002 Preparatory Skill Set for Professional Graphic Design Practice	285

CUVSS00003 Preparatory Skill Set for Professional Photo Imaging Practice	287

CUVSS00004 Technical-Scientific Field-Based Photo Imaging Skill Set	289

CUVACD101A Use basic drawing techniques	291

CUVACD201A Develop drawing skills to communicate ideas	297

CUVACD301A Produce drawings to communicate ideas	303

CUVACD302A Produce computer-aided drawings	310

CUVACD303A Produce technical drawings	316

CUVACD304A Make scale models	323

CUVACD401A Integrate colour theory and design processes	334

CUVACD402A Experiment with moulding and casting techniques	340

CUVACD501A Refine drawing and other visual representation tools	348

CUVACD502A Create observational drawings	355

CUVACD503A Select and refine a specialised drawing technique	362

CUVACD504A Research and apply light and colour	369

CUVACD505A Work with the human form in creative practice	375

CUVACD506A Refine 2-D design ideas and processes	382

CUVACD507A Refine 3-D design ideas and processes	390

CUVACD508A Refine model making skills	398

CUVACD509A Develop and refine metal-working techniques	408

CUVACD510A Manage kiln operations	415

CUVACD511A Make moulds and casts	423

CUVACD512A Work with photomedia in creative practice	434

CUVACD513A Make mixed media artworks	441

CUVACD514A Refine carving techniques for creative work	448

CUVACD515A Manage specialised finishing processes	456

CUVACD601A Extend professional expertise with drawing and other visual representation tools	466

CUVACD602A Extend professional expertise across new art forms and media	472

CUVATS101A Develop understanding of own Aboriginal or Torres Strait Islander identity	479

CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts	485

CUVATS302A Produce work that expresses own Aboriginal or Torres Strait Islander identity	492

CUVCAL301A Produce calligraphy	499

CUVCAL401A Experiment with techniques to produce calligraphy	506

CUVCER201A Develop ceramic skills	517

CUVCER301A Produce ceramics	523

CUVCER401A Experiment with techniques to produce ceramics	530

CUVCER402A Experiment with throwing techniques	540

CUVCER403A Experiment with ceramic surface treatments	548

CUVCER501A Refine ceramics techniques	557

CUVCER502A Investigate ceramic materials and processes	567

CUVCER503A Refine throwing techniques	578

CUVCER504A Refine handbuilding techniques	588

CUVCER505A Develop and apply ceramic glazes	599

CUVDES403A Research and apply techniques for the design of wearable objects	609

CUVDES404A Research and apply techniques in product design	618

CUVDES405A Research and apply techniques in spatial design	627

CUVDES601B Design innovative products	636

CUVDIG201A Develop digital imaging skills	648

CUVDIG202A Develop video art skills	654

CUVDIG301A Produce digital images	660

CUVDIG302A Produce video art	667

CUVDIG401A Experiment with techniques to enhance digital images	675

CUVDIG402A Experiment with techniques to produce video art	685

CUVDIG501A Refine digital art techniques	696

CUVDIG502A Investigate technologies for the creation of digital art	705

CUVDRA201A Develop drawing skills	713

CUVDRA301A Produce drawings	719

CUVDRA401A Experiment with techniques to produce drawings	726

CUVDRA501A Refine drawing techniques	735

CUVDRA502A Investigate drawing materials and processes	743

CUVFIM401A Obtain revenue to support operations	752

CUVGLA201A Develop glassworking skills	760

CUVGLA301A Produce glasswork	767

CUVGLA401A Experiment with techniques to produce glasswork	775

CUVGLA501A Refine glassworking techniques	786

CUVGLA502A Investigate glassworking materials and processes	796

CUVGLA503A Refine kiln cast glass techniques	808

CUVGRD301A Prepare files for publication	820

CUVGRD302A Use typography techniques	828

CUVGRD401A Research and apply graphic design techniques	837

CUVGRD501A Research visual communication history and theory	845

CUVGRD502A Produce graphic designs for 2-D and 3-D applications	854

CUVGRD503A Produce typographic design solutions	866

CUVGRD504A Create and manipulate graphics	877

CUVGRD505A Design and manipulate complex layouts	888

CUVGRD506A Develop graphic design practice to meet industry needs	900

CUVGRD601A Engage in the business of graphic design	908

CUVGRD602A Originate graphic designs for complex briefs	915

CUVGRD603A Extend typographic design expertise	927

CUVGRD604A Develop and execute advertising concepts	933

CUVGRD605A Develop graphic designs for the built environment	944

CUVGRD606A Develop graphic designs for packaging	955

CUVGRD607A Develop graphic designs for branding and identify	966

CUVILL401A Research and apply techniques for illustrative work	977

CUVILL501A Develop professional illustrations	986

CUVILL502A Refine illustration techniques	997

CUVIND401A Communicate effectively with arts professionals	1005

CUVIND501B Maintain and apply creative arts industry knowledge	1014

CUVINS601A Realise an installation work	1024

CUVJWL201A Develop jewellery-making skills	1033

CUVJWL301A Produce jewellery	1040

CUVJWL401A Experiment with techniques to produce jewellery	1049

CUVOPA201A Identify and assess opal	1060

CUVOPA202A Handle and store rough and cut opal	1067

CUVOPA203A Complete pre-cutting processes for solid opals	1073

CUVOPA204A Cut and polish solid opals	1080

CUVOPA205A Complete pre-cutting processes for opal doublets and triplets	1087

CUVOPA206A Cut and polish opal doublets and triplets	1094

CUVOPA401A Use opal carving tools	1101

CUVOPA402A Production cut and polish opal	1108

CUVOPA403A Use a faceting machine	1115

CUVOPA404A Cut opal spheres and beads	1122

CUVOPA405A Obtain opal	1128

CUVOPA406A Identify the requirements for establishing an opal-cutting workshop	1134

CUVOPA407A Apply advanced pre-cutting processes to complex opals	1142

CUVOPA408A Undertake routine operational maintenance of machinery	1148

CUVPAI201A Develop painting skills	1153

CUVPAI301A Produce paintings	1160

CUVPAI401A Experiment with techniques to produce paintings	1168

CUVPAI501A Refine painting techniques	1178

CUVPAI502A Investigate painting materials and processes	1187

CUVPER401A Experiment with techniques to produce performance art	1197

CUVPHI301A Develop and apply photo imaging industry knowledge	1207

CUVPHI302A Capture photographic images	1214

CUVPHI303A Process photo images to work-print and file stage	1225

CUVPHI304A Process colour materials in a wet darkroom context	1232

CUVPHI305A Use wet darkroom techniques to produce monochrome photographs	1239

CUVPHI401A Capture images in response to a brief	1249

CUVPHI402A Research and apply information on the traditions that inform photo imaging practice	1258

CUVPHI403A Apply photo imaging lighting techniques	1265

CUVPHI404A Enhance, manipulate and output photo images	1275

CUVPHI405A Develop self for photo imaging industry	1283

CUVPHI516A Research the role and use of the photo image in visual communication	1292

CUVPHI517A Research and exploit photo imaging trends	1300

CUVPHI518A Explore the descriptive and emotive nature of photo lighting	1309

CUVPHI519A Investigate and exploit innovative imaging options	1318

CUVPHI520A Produce an innovative presentation of professional work	1328

CUVPHI521A Produce commercial photo images	1337

CUVPHI522A Provide domestic portrait services	1349

CUVPHI523A Produce media photo images	1361

CUVPHI524A Make wedding photo imaging products	1371

CUVPHI525A Plan, capture and exploit visual art photo images	1384

CUVPHI526A Produce technical photo images	1395

CUVPHI527A Make illustrative images for publication and display	1408

CUVPHI528A Plan, capture and exploit stock photo images	1420

CUVPHI529A Employ colour management in a digital imaging workplace	1431

CUVPHI530A Prepare digital images for pre-press processing	1442

CUVPHI531A Investigate and refine alternative approaches to photomedia	1451

CUVPRI201A Develop printmaking skills	1461

CUVPRI301A Produce prints	1467

CUVPRI401A Experiment with techniques to produce prints	1476

CUVPRI501A Refine printmaking techniques	1489

CUVPRI502A Investigate printmaking materials and processes	1497

CUVPRP101A Use ideas and techniques for creative work	1507

CUVPRP201A Make simple creative work	1513

CUVPRP202A Participate in planning work for nominated sites	1520

CUVPRP203A Store finished creative work	1527

CUVPRP301A Produce creative work	1533

CUVPRP302A Document the work progress	1541

CUVPRP303A Select and prepare creative work for exhibition	1547

CUVPRP304A Participate in collaborative creative projects	1553

CUVPRP401A Realise a creative project	1559

CUVPRP402A Select sites for creative projects and plan work	1568

CUVPRP403A Select and organise finished work for storage	1575

CUVPRP404A Develop self as artist	1581

CUVPRP405A Develop and discuss ideas for own creative work	1592

CUVPRP406A Plan work space	1598

CUVPRP501A Realise a body of creative work	1604

CUVPRP502A Prepare for sustainable professional practice	1616

CUVPRP503A Present a body of own creative work	1624

CUVPRP504A Establish and maintain environmentally sustainable creative practice	1632

CUVPRP505A Establish and maintain safe professional practice	1639

CUVPRP601A Originate a body of independent creative work	1648

CUVPRP602A Collaborate in professional creative projects	1658

CUVPRP603A Engage in the business of creative practice	1665

CUVPRP604A Publicly present a body of own creative work	1675

CUVPRP605A Evolve ideas for professional creative work	1682

CUVPRP606A Extend expertise in a specialised art form to professional level	1690

CUVPUA501A Create works of art for public spaces	1699

CUVPUA601A Realise a public art project	1709

CUVPUB501A Develop and manage public relations strategies	1719

CUVRES201A Source and use information relevant to own arts practice	1727

CUVRES301A Apply knowledge of history and theory to own arts practice	1733

CUVRES401A Research history and theory to inform own arts practice	1741

CUVRES501A Critique cultural works	1749

CUVRES502A Analyse cultural history and theory	1761

CUVRES601A Extend cultural research expertise	1769

CUVSCU201A Develop sculptural skills	1777

CUVSCU301A Produce sculpture	1783

CUVSCU401A Experiment with techniques to produce sculpture	1791

CUVSCU501A Refine sculptural techniques	1802

CUVSCU502A Investigate sculptural materials and processes	1812

CUVTEX201A Develop skills in textile work	1823

CUVTEX301A Produce textile work	1830

CUVTEX401A Experiment with techniques to produce textile work	1839

CUVTEX501A Refine techniques for textile work	1850

CUVTEX502A Investigate materials and processes for textile work	1858

CUVWOO201A Develop woodworking skills	1867

CUVWOO301A Produce wood objects	1874

CUVWOO401A Experiment with techniques to produce wood objects	1882

CUVWOO501A Refine woodworking techniques	1892

CUVWOO502A Investigate woodworking materials and processes	1901

AHCCCF405A Develop community networks	1911

BSBADM307B Organise schedules	1918

BSBADM311A Maintain business resources	1924

BSBADM405B Organise meetings	1932

BSBADM407B Administer projects	1940

BSBADV509A Create mass print media advertisements	1948

BSBADV510A Create mass electronic media advertisements	1957

BSBCCO201A Action customer contact	1967

BSBCOM501B Identify and interpret compliance requirements	1977

BSBCOM502B Evaluate and review compliance	1989

BSBCMM101A Apply basic communication skills	2002

BSBCMM301A Process customer complaints	2008

BSBCMM401A Make a presentation	2016

BSBCRT101A Apply critical thinking techniques	2024

BSBCRT301A Develop and extend critical and creative thinking skills	2033

BSBCRT401A Articulate, present and debate ideas	2044

BSBCRT402A Collaborate in a creative process	2052

BSBCRT403A Explore the history and social impact of creativity	2061

BSBCRT501A Originate and develop concepts	2068

BSBCRT601A Research and apply concepts and theories of creativity	2080

BSBCUS301A Deliver and monitor a service to customers	2089

BSBCUS402A Address customer needs	2097

BSBDES201A Follow a design process	2104

BSBDES202A Evaluate the nature of design in a specific industry context	2113

BSBDES301A Explore the use of colour	2120

BSBDES302A Explore and apply the creative design process to 2D forms	2128

BSBDES303A Explore and apply the creative design process to 3D forms	2136

BSBDES304A Source and apply design industry knowledge	2144

BSBDES305A Source and apply information on the history and theory of design	2152

BSBDES401A Generate design solutions	2159

BSBDES402A Interpret and respond to a design brief	2169

BSBDES403A Develop and extend design skills and practice	2178

BSBDES501A Implement design solutions	2186

BSBDES502A Establish, negotiate and refine a design brief	2195

BSBDES601A Manage design realisation	2204

BSBDES602A Research global design trends	2212

BSBDES701A Research and apply design theory	2220

BSBDIV301A Work effectively with diversity	2228

BSBDIV701A Develop cross cultural communication and negotiation strategies	2234

BSBEBU401A Review and maintain a website	2243

BSBEBU501A Investigate and design e business solutions	2250

BSBEBU502A Implement e business solutions	2259

BSBFIA301A Maintain financial records	2267

BSBFIA303A Process accounts payable and receivable	2276

BSBFIM501A Manage budgets and financial plans	2287

BSBFIM601A Manage finances	2296

BSBFLM309C Support continuous improvement systems and processes	2305

BSBINM301A Organise workplace information	2314

BSBINM401A IMPLEMENT WORKPLACE INFORMATION SYSTEM	2323

BSBINM601A Manage knowledge and information	2330

BSBINN201A Contribute to workplace innovation	2339

BSBINN301A Promote innovation in a team environment	2347

BSBINN501A Establish systems that support innovation	2356

BSBINN502A Build and sustain an innovative work environment	2366

BSBINN601B Manage organisational change	2375

BSBINN801A Lead innovative thinking and practice	2382

BSBIPR401A Use and respect copyright	2393

BSBIPR404A Protect and use innovative designs	2404

BSBIPR405A Protect and use intangible assets in small business	2414

BSBIPR501A Manage intellectual property to protect and grow business	2425

BSBITU101A Operate a personal computer	2437

BSBITU102A Develop keyboard skills	2444

BSBITU201A Produce simple word processed documents	2450

BSBITU202A Create and use spreadsheets	2459

BSBITU203A Communicate electronically	2468

BSBITU301A Create and use databases	2476

BSBITU302B Create electronic presentations	2484

BSBITU303A Design and produce text documents	2493

BSBITU304A Produce spreadsheets	2502

BSBITU305A Conduct online transactions	2511

BSBITU306A Design and produce business documents	2518

BSBITU309A Produce desktop published documents	2526

BSBITU401A Design and develop complex text documents	2535

BSBITU402A Develop and use complex spreadsheets	2545

BSBITU404A Produce complex desktop published documents	2554

BSBLED401A Develop teams and individuals	2563

BSBLED501A Develop a workplace learning environment	2571

BSBMED301B Interpret and apply medical terminology appropriately	2580

BSBMGT402A Implement operational plan	2590

BSBMGT403A Implement continuous improvement	2598

BSBMGT515A Manage operational plan	2605

BSBMGT608C Manage innovation and continuous improvement	2613

BSBMGT616A Develop and implement strategic plans	2620

BSBMGT617A Develop and implement a business plan	2627

BSBMKG401B Profile the market	2634

BSBMKG402B Analyse consumer behaviour for specific markets	2647

BSBMKG408B Conduct market research	2656

BSBMKG413A Promote products and services	2667

BSBMKG414B Undertake marketing activities	2675

BSBMKG415A Research international markets	2682

BSBMKG416A Market goods and services internationally	2691

BSBMKG501B Identify and evaluate marketing opportunities	2700

BSBMKG514A Implement and monitor marketing activities	2709

BSBMKG603B Manage the marketing process	2717

BSBMKG605B Evaluate international marketing opportunities	2725

BSBMKG607B Manage market research	2737

BSBMKG609A Develop a marketing plan	2746

BSBOHS201A Participate in OHS processes	2754

BSBOHS407A Monitor a safe workplace	2762

BSBOHS509A Ensure a safe workplace	2771

BSBPMG510A Manage projects	2779

BSBPMG601A Direct the integration of projects	2788

BSBPRO301A Recommend products and services	2796

BSBPUB401A Develop and apply knowledge of public relations industry	2805

BSBPUB402A Develop public relations campaigns	2813

BSBPUB403A Develop public relations documents	2822

BSBREL401A Establish networks	2831

BSBREL402A Build client relationships and business networks	2838

BSBREL701A Develop and cultivate collaborative partnerships and relationships	2847

BSBRES401A Analyse and present research information	2862

BSBRES801A Initiate and lead applied research	2871

BSBRKG403B Set up a business or records system for a small business	2883

BSBRKG506A Develop and maintain terminology and classification schemes	2893

BSBRSK501A Manage risk	2903

BSBSMB201A Identify suitability for micro business	2912

BSBSMB301A Investigate micro business opportunities	2920

BSBSMB302A Develop a micro business proposal	2928

BSBSMB303A Organise finances for the micro business	2938

BSBSMB304A Determine resource requirements for the micro business	2946

BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business	2954

BSBSMB306A Plan a home based business	2962

BSBSMB307A Set up information and communications technology for the micro business	2969

BSBSMB401A Establish legal and risk management requirements of small business	2976

BSBSMB402A Plan small business finances	2985

BSBSMB403A Market the small business	2993

BSBSMB404A Undertake small business planning	3001

BSBSMB405A Monitor and manage small business operations	3012

BSBSMB406A Manage small business finances	3020

BSBSMB407A Manage a small team	3028

BSBSMB408B Manage personal, family, cultural and business obligations	3037

BSBSMB409A Build and maintain relationships with small business stakeholders	3045

BSBSUS201A Participate in environmentally sustainable work practices	3054

BSBSUS301A Implement and monitor environmentally sustainable work practices	3062

BSBSUS501A Develop workplace policy and procedures for sustainability	3076

BSBWOR202A Organise and complete daily work activities	3087

BSBWOR203A Work effectively with others	3095

BSBWOR204A Use business technology	3102

BSBWOR301A Organise personal work priorities and development	3110

BSBWOR401A Establish effective workplace relationships	3119

BSBWOR402A Promote team effectiveness	3128

BSBWOR403A Manage stress in the workplace	3136

BSBWOR404B Develop work priorities	3146

BSBWOR501B Manage personal work priorities and professional development	3154

BSBWOR502B Ensure team effectiveness	3161

BSBWRT301A Write simple documents	3169

BSBWRT401A Write complex documents	3176

BSBWRT501A Write persuasive copy	3184

CHCCD307C Support community resources	3192

CHCCD401D Support community participation	3200

CHCCD413D Work within specific communities	3207

CHCCD420A Work to empower Aboriginal and/or Torres Strait Islander communities	3215

CHCDIS301B Work effectively with people with a disability	3228

CUACHR301A Develop basic dance composition skills	3241

CUADAN101A Develop foundation dance techniques	3251

CUADAN106A Develop foundation cultural dance technique	3261

CUADAN201A Develop basic dance techniques	3270

CUADAN202A Incorporate artistic expression into basic dance performances	3283

CUADAN204A Perform basic Aboriginal and Torres Strait Islander dance technique	3295

CUADAN302A Increase depth of Aboriginal and Torres Strait Islander dance technique	3305

CUAPPM401A Contribute to the organisation of productions	3322

CUAIND401A Extend expertise in specialist field	3332

CUACHR301A Develop basic dance composition skills	3343

CUAIND301A Work effectively in the creative arts industry	3353

CUAIND401A Extend expertise in specialist field	3365

CUAOHS101A Follow basic safe dance practices	3376

CUECOR01C Manage own work and learning	3387

CUECOR02C Work with others	3394

CUECOR03B Provide quality service to customers	3402

CUEFIN02C Manage a budget	3411

CUEFIN03C Obtain sponsorship	3419

CUEFOH03C Provide seating and ticketing advice	3427

CUEFOH08B Process incoming customer orders	3436

CUEFOH09B Provide venue information and assistance	3443

CUEIND03B Integrate accessibility principles into work practices	3452

CUEMAR01C Assist with marketing	3459

CUEMAR02C Undertake market research	3467

CUEMAR03C Undertake marketing activities	3475

CUETEM03C Establish and manage production requirements and resources	3483

CUFANM302A Create 3D digital animations	3491

CUFANM303A Create 3D digital models	3504

CUFANM503A Design animation and digital visual effects	3514

CUFCMP301A Implement copyright arrangements	3527

CUFCMP501A Manage and exploit copyright arrangements	3536

CUFDIG201A Maintain interactive content	3546

CUFDIG301A Prepare video assets	3553

CUFDIG302A Author interactive sequences	3562

CUFDIG303A Produce and prepare photo images	3571

CUFDIG304A Create visual design components	3583

CUFDIG401A Author interactive media	3595

CUFDIG402A Design user interfaces	3607

CUFDIG403A Create user interfaces	3616

CUFDIG404A Apply scripting language in authoring	3628

CUFDIG501A Coordinate the testing of interactive media products	3635

CUFDIG502A Design web environments	3644

CUFDIG503A Design e-learning resources	3657

CUFDIG506A Design interaction	3672

CUFDIG507A Design digital simulations	3681

CUFIND201A Develop and apply creative arts industry knowledge	3693

CUFIND301B Work effectively in the screen and media industries	3703

CUFIND401A Provide services on a freelance basis	3718

CUFLGT501A Conceive and develop lighting designs	3730

CUFPOS402A Manage media assets	3742

CUFRES401A Conduct research	3752

CUFSOU301A Prepare audio assets	3762

CUFWRT301A Write content for a range of media	3771

CUFWRT302A Write simple stories	3783

CUFWRT601A Write scripts	3792

CULLB001B Develop and apply knowledge of the library_information services industry	3804

CULLB203C Develop and use information literacy skills	3811

CULLB510C Develop and maintain community/stakeholder relationships	3818

CULLB206C Assist with circulation services	3825

CULMS001B Work with Aboriginal or Torres Strait Islander cultural material	3831

CULMS002B Research and evaluate Aboriginal or Torres Strait Islander cultural material	3840

CULMS004B Integrate knowledge of education and learning into museum activities	3849

CULMS005B Research and generate ideas for exhibition concepts	3855

CULMS008B Conceive, develop and realise exhibition designs	3864

CULMS009B Implement preventive conservation activities	3875

CULMS010B Contribute to the preservation of cultural material	3884

CULMS201C Develop and apply knowledge of the museum industry	3892

CULMS202C Provide visitors with venue information and assistance	3899

CULMS205C Observe and report basic condition of collection	3906

CULMS207C Assist with the presentation of public activities and events	3913

CULMS406C Deliver information, activities and events	3920

CULMS407C Install and dismantle exhibition elements	3927

CULMS412C Record and maintain collection information	3934

CULMS506C Plan and develop activities, events and programs	3942

CUSADM301A Administer operations for rehearsals and performances	3951

CUSEVT301A Book performance venues	3960

CUSFIM501A Secure funding for projects	3969

CUSIND301B Work effectively in the music industry	3979

CUSIND302A Plan a career in the creative arts industry	3991

CUSMKG301A Assist with the promotion of creative acts	4003

HLTCOM408B Use specific health terminology to communicate effectively	4013

HLTDA417A Take a clinical photograph	4023

HLTHIR403B Work effectively with culturally diverse clients and co-workers	4033

HLTIN301C Comply with infection control policies and procedures	4041

HLTIN302B Process reusable instruments and equipment in health work	4055

HLTOPD401A Work effectively in the ophthalmic industry	4069

ICAICT103A Use, communicate and search securely on the internet	4077

ICAICT104A Use digital devices	4089

ICAICT203A Operate application software packages	4098

ICAICT204A Operate a digital media technology package	4109

ICAICT306A Migrate to new technology	4117

ICAICT308A Use advanced features of computer applications	4124

ICAWEB302A Build simple websites using commercial programs	4131

ICAWEB403A Transfer content to a website using commercial packages	4139

ICAWEB404A Maintain website performance	4147

ICAWEB501A Build a dynamic website	4155

ICAWEB505A Develop complex web page layouts	4160

ICAWEB506A Develop complex cascading style sheets	4165

ICAWEB508A Develop website information architecture	4170

ICAWEB516A Research and apply emerging web technology trends	4178

ICPPP221C Select and apply type	4184

ICPPP224C Produce pages using a page layout application	4190

ICPPP284A Produce PDF files for online or screen display	4196

ICPPP322C Digitise images for reproduction	4204

ICPPP324C Create pages using a page layout application	4210

ICPPP325C Create graphics using a graphics application	4220

ICPPP333C Electronically combine complex images	4228

ICPPP382C Produce computer image for screen printing	4235

ICPPP396A Generate high-end PDF files	4242

ICPPP421C Compose and evaluate typography	4249

ICPPP422C Digitise complex images for reproduction	4256

ICPPP430C Manage colour	4262

ICPPP435C Generate complex imposition	4271

ICPPP484C Set up and operate automated workflow	4277

ICPPR384A Set up and produce basic digital print	4285

ICPPR496A Set up and produce complex digital print	4296

LMFFDT4001A Apply finishing techniques to custom furniture	4306

LMFFDT4002A Assemble custom furniture	4316

LMFFDT4003A Assess and record the lifecycle of a product	4325

LMFFDT4004A Assess environmental impact of a design	4337

LMFFDT4005A Construct and evaluate furniture prototypes and samples	4348

LMFFDT4006A Establish and maintain a safe furniture making work environment	4358

LMFFDT4007A Establish the design brief	4369

LMFFDT4008A Determine occupational health and safety implications of designs	4378

LMFFDT4010A Produce and evaluate developmental furniture models to scale	4389

LMFFDT4011A Set up, operate and maintain basic static woodworking machines for furniture designs	4401

LMFFDT4012A Produce ideation drawings	4410

LMFFDT4013A Research and select furniture finishes	4419

LMFFDT4014A Research and select furniture materials and technology	4430

LMFFDT4015A Research furniture styles and movements	4441

LMFFDT4016A Select, use and maintain hand tools for the creation of custom furniture	4450

LMFFDT5005A Construct custom furniture using advanced techniques	4460

LMFFM4005A Hand carve wood to custom design	4472

LMFGG2001B Use glass and glazing sector hand and power tools	4482

LMFGG3007B Form glass	4490

LMFGG3008B Apply patterns and designs to glass	4499

LMFID3002A Source and specify decoration products	4508

LMFID4001A Research, analyse and apply colour for interior spaces	4518

LMFID4002A Decorate residential interiors	4531

LMFID4003A Prepare a materials board for client presentation	4544

LMFID4004A Research and recommend furniture and accessories	4556

LMFID4005A Research and recommend soft furnishings for interiors	4569

LMFID4006A Research and recommend hard materials and finishes for interiors	4581

LMFID4007A Identify materials, construction techniques and methods used in building interiors	4593

LMFKB3001A Identify processes in kitchen and bathroom projects	4600

LMFKB3008A Identify cabinet construction and installation methods	4609

LMFKB4003A Identify and document services required to support fitted furniture designs	4618

LMFKB4006A Prepare quotation and contract documentation for design project	4628

LMFKB4007A Design ancillary residential cabinetry	4636

LMFPF1001B Frame a simple artwork	4645

LMFPF2007B Assemble artwork package (basic)	4653

LMFSL3002A Paint glass	4660

LMFSL3003A Fire glass	4669

LMFSL5005A Apply innovation in contemporary lead light and stained glass	4678

LMTCL1001B Produce a simple garment	4688

LMTCL2003B Identify fibres and fabrics	4695

LMTFD2001B Design and produce a simple garment	4702

LMTFD2002B Apply printing techniques to produce indigenous textile designs	4710

LMTFD2003B Apply dyeing techniques to produce indigenous textile designs	4717

LMTFD2004B Work within an indigenous cultural framework	4724

LMTFD2005B Identify design process for fashion designs	4732

LMTFD3001B Market design product to local outlets	4740

LMTFD3002B Design and produce indigenous printed textiles to a brief	4747

LMTFD3003B Prepare design concept for a simple garment	4755

LMTFD3004B Draw a trade drawing for fashion design	4762

LMTFD4001B Apply design studio process	4770

LMTFD4002B Apply principles of colour theory to fashion design development	4779

LMTFD4003B Assist in preparation of preliminary design concepts	4786

LMTFD4005B Communicate and sell design concepts	4793

LMTFD4006B Interact and network with fashion industry participants	4801

LMTFD4007B Conduct quality assurance for patterns and garments	4809

LMTFD4008B Construct stock size block for garment to meet size and fit specifications	4817

LMFFDT4009A Prepare and present furniture design information	4825

LMTFD4011B Cut fabrics for prototype designs	4835

LMTFD4014B Identify influences on contemporary fashion designs and construction techniques	4843

LMTFD4016B Sew design prototypes	4850

LMTFD4017B Source materials and resources for production of fashion designs	4858

LMTFD4020B Use electronic fashion design tools	4866

LMFGG2002B Apply First Aid	4873

LMTTD4004A Produce woven tapestry samples	4882

LMTTD4005A Produce screen printed textiles	4890

LMTTD4006A Source textile materials and resources	4900

LMTTD4007A Analyse textile design influences	4908

LMTTD4010A Apply manipulation techniques to create experimental textile samples	4917

LMTTD4012A Analyse use of colour in textiles	4924

LMTTD4013A Prepare stencils and screens for textile printing	4930

LMTTD5002A Design and produce woven tapestry products	4938

LMTTD5004A Design and produce experimental textiles	4947

LMTTD5005A Design and Produce printed textiles	4957

LMTTD5007A Develop textile designs using computer based design programs	4966

LMTTD6001A Research commercial development of textiles	4973

LMTTD6004A Create and produce textile designs for commercial production	4982

MCMC614A Develop a communications strategy to support production	4991

MCMS600A Develop a competitive manufacturing system	4999

MCMT675A Facilitate the development of a new product	5007

MEM05006B Perform brazing and/or silver soldering	5019

MEM05050B Perform routine gas metal arc welding	5026

MEM05051A Select welding processes	5033

MEM06001B Perform hand forging	5040

MEM06007B Perform basic incidental heat/quenching, tempering and annealing	5047

MEM08002C Pre-treat work for subsequent surface coating	5055

MEM08006B Produce clear and/or coloured and/or sealed anodised films on aluminium	5062

MEM08010B Manually finish/polish materials	5069

MEM08011B Prepare surfaces using solvents and/or mechanical means	5076

MEM12023A Perform engineering measurements	5084

MEM12024A Perform computations	5092

MEM13003B Work safely with industrial chemicals and materials	5100

MEM13004B Work safely with molten metals/glass	5108

MEM16006A Organise and communicate information	5115

MEM18001C Use hand tools	5122

MEM18002B Use power tools/hand held operations	5129

MEM18003C Use tools for precision work	5136

MEM19001B Perform jewellery metal casting	5144

MEM19002B Prepare jewellery illustrations	5151

MEM19003B Handle gem materials	5158

MEM19007B Perform gemstone setting	5166

MEM19009B Perform investment procedures for lost wax casting process	5174

MEM19010B Produce rubber moulds for lost wax casting process	5181

MEM19011B Perform wax injection of moulds for lost wax casting process	5188

MEM19012B Produce jewellery wax model	5195

MEM19013B Produce jewellery metal masters	5202

MEM19014B Perform hand engraving	5211

MEM19015B Perform jewellery enamelling	5218

MEM19016B Construct jewellery components	5226

MEM19017B Fabricate jewellery items	5233

MEM19023A Apply drawing and rendering techniques to jewellery or object design	5241

MEM19025A Create and present designs for jewellery and other 3D objects	5247

MEM19026A Investigate quality and application of jewellery materials	5256

MEM19027A Produce life drawings for presenting jewellery and object designs	5263

MEM19028A Select materials and new technologies for jewellery and 3D object design applications	5268

MEM19030A Research and design sustainable objects	5276

MEM19031A Produce renderings and technical drawings for jewellery and object design construction	5283

MEM19033A Create silversmithing objects	5290

MEM19035A Plan and apply casting techniques for jewellery and object designs	5297

MEM19036A Use specialised techniques to produce jewellery and objects	5304

MEM19038A Apply traditional techniques to jewellery and 3D object production	5312

MEM19039A Plan, conduct and supervise a jewellery and object exhibition	5318

MEM19043A Oversee jewellery or object design production	5326

MEM30023A Prepare a simple cost estimate for a manufactured product	5333

MSAPCII295A Operate manufacturing equipment	5340

MSAPCII296A Make a small furniture item from timber	5350

MSAPCII297A Make an object from cloth using an existing pattern	5362

MSAPCII298A Make an object from metal	5372

MSAPCII299A Make an object from plastic	5385

MSATCM305A Demonstrate basic knowledge of casting operations	5397

MSL974008A Capture and manage scientific images	5403

PMBPREP206C Prepare materials to formulae	5414

PMBPREP301C Set up and prepare for production	5421

PMBPROD330A Make moulds for formed products	5429

PMBPROD356C Construct moulds for composite products	5436

PMBPROD358C Develop patterns	5444

PMC552002C Operate equipment to blend/mix materials	5452

PMC552004C Prepare for production	5461

PMC552005C Process greenware/green products	5469

PMC552020C Operate slip casting equipment	5477

PMC552021C Operate manual glazing equipment	5485

PMC552023C Finish products after firing	5493

PMC552024C Hand mould products	5502

PMC552030C Operate a firing kiln	5509

PMC553020C Prepare moulds and dies	5517

PMC554090B Undertake simple refractory design	5524

PSPPM402B Manage simple projects	5532

PSPPM405A Administer simple projects	5543

PSPPROC602B Direct the management of contracts	5555

SIBXFAS202A Design and apply make-up for photography	5566

SIRRMER016A Style merchandise for photography	5577

SIRRRPK014A Recommend specialised products and services	5585

SIRXCCS002A Interact with customers	5596

SIRXIND001A Work effectively in a retail environment	5605

SIRXSLS001A Sell products and services	5615

SIRXSLS002A Advise on products and services	5625

SIRXSLS004A Build relationships with customers	5633

SITTGDE006A Prepare and present tour commentaries or activities	5645

SITTGDE007A Develop and maintain the general and regional knowledge required by guides	5655

SITTGDE008A Research and share general information on Australian Indigenous cultures	5665

SITTGDE009A Interpret aspects of local Australian Indigenous culture	5675

SITTVAF002A Provide a briefing or scripted commentary	5682

SITXCCS001B Provide visitor information	5689

SITXICT001A Build and launch a website for a small business	5696

SITXEVT001B Develop and update event industry knowledge	5707

SITXEVT002B Provide event staging support	5720

SITXEVT003B Process and monitor event registrations	5729

SITXEVT004B Coordinate on-site event registrations	5737

SITXEVT005B Organise in-house events or functions	5745

SITXEVT015B Manage exhibitions	5754

SITXFIN007A Manage physical assets	5764

TAEDEL301A Provide work skill instruction	5772

TAEDEL401A Plan, organise and deliver group-based learning	5782

CUV11 Visual Arts, Crafts and Design Training Package

Modification History

Version	Release Date	Comments
1	Primary release

CUV11 Visual Arts, Craft and Design Training Package

Copyright Statement
© 2011 Commonwealth of Australia. With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution-No Derivative Works 3.0 Australia licence. The details of the relevant licence conditions are available on the Creative Commons website (www.creativecommons.org.au) as is the full legal code. The document must be attributed as the CUV11 Visual Arts, Craft and Design Training Package version 1.0
Disclaimer
This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not necessarily represent the view of DEEWR or any specific body. For the sake of brevity it may omit factors which could be pertinent in particular cases. While care has been taken in the preparation of this Training Package, DEEWR and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. DEEWR and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package. The Commonwealth, through the Department of Education, Employment and Workplace Relations, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites

Published by:	Innovation & Business Skills Australia Ltd Level 11, 176 Wellington Parade East Melbourne VIC 3002 Phone: +61 3 9815 7000 Fax: +61 3 9815 7001 www.ibsa.org.au email reception@ibsa.org.au
Print Version Number:	1.0
Release Date:	October 2011
Review Date:	23 June 2014

Training Package Details

Training Package Code:	CUV11
Training Package Name:	Visual Arts, Craft and Design
First Published:	2011
Print Version Number:	1
Endorsed Date:	23 June 2011
Copyright Year:	2011
Training Package Review Date:	23 June 2014
ISC Name:	Innovation and Business Skills Australia (IBSA)
ISC Website URL:	www.ibsa.org.au

Training Package Volume Number	Training Package Volume Name

Training Package Volume Number	Training Package Volume Statement

Training Package Volume Number	Training Package Volume Description
This document is Volume 1 of the Visual Arts, Craft and Design Training Package endorsed components. As such it provides the introduction to the Training Package, including the Assessment Guidelines and the Qualification Framework. It should not be used in isolation; users will need to ensure they have the relevant volume or volumes for the particular industry sector containing the endorsed units of competency.

Preliminary Information

Important note to users

Training Packages are not static documents; they are amended periodically to reflect the latest industry practices and are version controlled. It is essential that the latest version is always used.

Check the version number before commencing training or assessment

This Training Package is Version 1.0 – check whether this is the latest version by going to Training.gov.au (http://training.gov.au) and locating information about the Training Package. Alternatively, contact Innovation and Business Industry Skills Council at www.ibsa.org.au to confirm the latest version number.

Explanation of version number conventions

The primary release Training Package is Version 1. When changes are made to a Training Package, sometimes the version number is changed and sometimes it is not, depending on the extent of the change. When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control, and is Version 1. Do not confuse the version number with the Training Package’s national code (which remains the same during its period of endorsement).

Explanation of the review date

The review date (shown on the title page and in the footer of each page) indicates when the Training Package is expected to be reviewed in the light of changes such as changing technologies and circumstances. The review date is not an expiry date. Endorsed Training Packages and their components remain current until they are reviewed or replaced.

Version modification history

The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.

Version	Release Date	Comments
1	October 2011	Primary release

History

The original Visual Arts, Craft and Design Training Package (CUV03) included qualifications up to Certificate IV level, except in the area of Arts Administration where there was an Advanced Diploma of Arts Management. Higher-level qualifications had always been envisaged as part of the Training Package, and were seen by many to be the qualifications that reflect skill levels required for professional practice.

A 2005 study by Innovation and Business Skills Australia (IBSA) made recommendations for the development of a range of Diploma and Advanced Diploma qualifications in various design disciplines: Visual Arts and Craft, Ceramics and Photo Imaging. Two qualifications were subsequently developed and included in CUV03 – a Diploma of Photo Imaging and an Advanced Diploma of Creative Product Development.

Since 2005, Manufacturing Skills Australia (MSA) has also developed several qualifications in design for inclusion in Training Packages. This includes qualifications in the areas of fashion design, interior design and furniture design.

Based on continuing stakeholder feedback, IBSA has now developed other qualifications recommended in 2005 and updated the Training Package.

CUV11 therefore incorporates both new and revised content.

For the first time, there are national qualifications at Diploma and/or Advanced Diploma level in the areas of:

visual arts

ceramics

jewellery design

graphic design.

The Training Package also includes revised or updated qualifications in the areas of:

visual arts

Aboriginal or Torres Strait Islander cultural arts

opal cutting and polishing

arts administration

design

photo imaging

creative product development.

Acknowledgments

Many people helped make this Training Package a reality. Thank you to members of the National Project Reference Group, to members of Expert Working Groups, and to all those individuals and organisations across the visual arts, craft and design industries, who donated their valuable time so generously to help develop this Training Package.

IBSA would also like to acknowledge those States and Territories who provided copies of their existing state curriculum to support the development of the new qualifications in the Training Package – ACT, Queensland, South Australia, Tasmania, Western Australia and Victoria. Information from the National Association for the Visual Arts was also used to inform professional practice content.

Summary of AQF Qualifications in this Training Package

Qualification code	Title
Visual arts qualifications
CUV10111	Certificate I in Visual Arts
CUV20111	Certificate II in Visual Arts
CUV30111	Certificate III in Visual Arts
CUV40111	Certificate IV in Visual Arts
CUV50111	Diploma of Visual Arts
CUV50211	Diploma of Ceramics
CUV60211	Advanced Diploma of Visual Arts
Aboriginal and Torres Strait Islander Cultural Arts qualifications
CUV10211	Certificate I in Aboriginal or Torres Strait Islander Cultural Arts
CUV20211	Certificate II in Aboriginal or Torres Strait Islander Cultural Arts
CUV30211	Certificate III in Aboriginal or Torres Strait Islander Cultural Arts
CUV40211	Certificate IV in Aboriginal or Torres Strait Islander Cultural Arts
Opal cutting and polishing qualifications
CUV20311	Certificate II in Opal Cutting and Polishing
CUV40611	Certificate IV in Opal Cutting and Polishing
Design qualifications
CUV30311	Certificate III in Design Fundamentals
CUV40311	Certificate IV in Design
CUV50311	Diploma of Graphic Design
CUV60411	Advanced Diploma of Graphic Design
Photo imaging qualifications
CUV40411	Certificate IV in Photo Imaging
CUV50411	Diploma of Photo Imaging
Arts administration qualifications
CUV30411	Certificate III in Arts Administration
CUV40511	Certificate IV in Arts Administration
Creative product development qualifications
CUV60311	Advanced Diploma of Creative Product Development

Whole of industry qualification information

Overall approach to qualifications

Industry identified a number of key requirements to ensure that qualifications reflect the nature of practice in the visual arts, craft and design sectors. Specifically, the qualifications:

recognise professional practice skills as vital to creative practice, and include these as core requirements in many qualifications

explicitly include sustainability in all its forms – environmental, economic and social

include units that reflect and support the holistic and integrated nature of creative practice

incorporate time-neutral terminology in all content

allow for both specialisation and cross-disciplinary approaches

maximise opportunities to draw units from other relevant Training Packages to increase pathways and recognition.

Work outcomes

The Visual Arts, Craft and Design Training Package supports the many different ways that people currently work in the creative sectors. The draft components apply a deliberately broad interpretation of terms like ‘work’, ‘jobs’, ‘employment’ and ‘industry’ to reflect the nature of art and design practice and its relationship to the workplace. Graphic design is a business and there are very direct links between qualifications and an ever-changing range of workplace opportunities. Often there are no such direct connections between qualifications and a particular job in the visual arts and craft sector. While some artists, and a lot of graphic designers, may be traditionally ‘employed’, in reality many work as sole practitioners, as freelancers or even produce their work outside of other paid employment. People with qualifications in visual arts, craft or design also apply their skills in different industry contexts and across all sectors of the economy.

For the most part, income-earning outcomes in visual arts only exist at the higher levels. Even at Diploma level, the arts practitioner is at the beginning of professional practice and this was a strong message during project consultations. CUV50311 Diploma of Graphic Design is also an entry-level qualification.

Lower level qualifications (up to Certificate IV), both in visual arts and design, are essentially pathway qualifications and remain vital in terms of skill development for the sector. Of course, other qualifications, such as those in arts administration and opal cutting and polishing directly reflect particular work outcomes. It is also true that there are some contexts in which outcomes from Certificate qualifications reflect the activities of working artists. An example of this would be the significant level of economic activity generated through Indigenous arts practice.

Context for visual arts qualifications

It is well known that many visual artists and craftspeople do not make a substantial living from their artwork alone. They work under variable employment arrangements: unemployed, self-employed, employed on contract or commission, or salaried on a full-time or part-time basis. Creative practitioners also face difficult working conditions and issues. They often work in isolation under relatively poor health and safety conditions. They must be vigilant about copyright and take responsibility for much of their own business management, including marketing and taxation.

In this environment, the range of skills needed by visual artists and craftspeople is extremely broad. All practitioners share skills in creativity, professional and industry practice, communication and visual literacy. But most importantly they have well developed expertise in their chosen creative form. A key challenge has been to effectively articulate these specialised skills in a flexible, workable framework. On the one hand, the framework needs to allow for difference and diversity; on the other it needs to set a benchmark for the expertise described above – with a direct relationship to professional practice at the higher levels.

Context for CUV50211 Diploma of Ceramics

A 2005 IBSA study found that there was strong support for separate ceramics qualifications, in particular in states and territories with a history of dedicated ceramics programs. The Australian Ceramics Association also strongly supports the proposed new Diploma of Ceramics.

The key difference in outcome between a ceramicist who undertakes a broader visual arts program and one who undertakes a dedicated ceramics qualification relates to the depth and complexity of technical skills and knowledge in areas such glaze technology, clay, handbuilding, throwing, casting and mould-making. This forms the basis of the individual’s ability to establish a viable ceramics practice. In terms of developing a qualification, this led to a structure with a more extensive range of core requirements, incorporating specific technical units with greater depth.

Context for graphic design qualifications

Like all design, graphic design is business, and there is a need for highly skilled graduates to meet the professional demands of the workplace. The work of designers embodies the full range of problem-solving applications, ranging from those that are strictly rational, analytical and objective to those that are inspirational, artistic and subjective.

In terms of developing the new qualifications, many stakeholders emphasised the need for an appropriate combination of strong technical skills alongside creative and conceptual ability. The Australian Graphic Design Association has been closely involved in the development of the CUV11 graphic design qualifications to ensure that current industry requirements are met.

Given the scope of potential areas of employment and the pace of change in terms of technology, the qualifications also needed to include a significant level of flexibility where individuals and training organisations are able to ‘cherry pick’ units from a broad range. Forcing people to specialise was considered counterproductive. However, flexibility sits on top of a core requirement that ensures the rigour and integrity of the qualification.

Titles of qualifications

Guidelines on issuing qualifications and the protocol defining the form of qualifications are contained in the Australian Qualifications Framework (AQF) Implementation Handbook which can be accessed on the AQF website at www.aqf.edu.au.

Qualifications in CUV11 Visual Arts, Craft and Design Training Package have broad descriptors only. There is no provision for nominating an occupational or functional stream in brackets as this would narrow the focus of what students can achieve and would result in the addition of numerous qualifications to the Training Package without any actual change in their structure.

However, RTOs issuing qualifications may wish to describe the specialisation in which individuals achieve competence. For example, the transcript of units completed could be preceded by a short statement such as ‘the chosen art form for this qualification was sculpture’.

Descriptive statements on certificates should always be written with reference to the overall guidelines in the AQF Implementation Handbook.

Units of Competency in this Training Package

List of all CUV units in CUV11 Training Package
Unit code	Unit title
Art, craft and design
CUVACD101A	Use basic drawing techniques
CUVACD201A	Develop drawing skills to communicate ideas
CUVACD301A	Produce drawings to communicate ideas
CUVACD302A	Produce computer-aided drawings
CUVACD303A	Produce technical drawings
CUVACD304A	Make scale models
CUVACD401A	Integrate colour theory and design processes
CUVACD402A	Experiment with moulding and casting techniques
CUVACD501A	Refine drawing and other visual representation tools
CUVACD502A	Create observational drawings
CUVACD503A	Select and refine a specialised drawing technique
CUVACD504A	Research and apply light and colour
CUVACD505A	Work with the human form in creative practice
CUVACD506A	Refine 2-D design ideas and processes
CUVACD507A	Refine 3-D design ideas and processes
CUVACD508A	Refine model making skills
CUVACD509A	Develop and refine metal-working techniques
CUVACD510A	Manage kiln operations
CUVACD511A	Make moulds and casts
CUVACD512A	Work with photomedia in creative practice
CUVACD513A	Make mixed media artworks
CUVACD514A	Refine carving techniques for creative work
CUVACD515A	Manage specialised finishing processes
CUVACD601A	Extend professional expertise with drawing and other visual representation tools
CUVACD602A	Extend professional expertise across new art forms and media
Business development: public relations
CUVPUB501A	Develop and manage public relations strategies
Community and cultural heritage: Aboriginal and Torres Strait Islander cultural arts
CUVATS101A	Develop understanding of own Aboriginal or Torres Strait Islander identity
CUVATS301A	Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts
CUVATS302A	Produce work that expresses own Aboriginal or Torres Strait Islander identity
Design: design process
CUVDES403A	Research and apply techniques for the design of wearable objects
CUVDES404A	Research and apply techniques in product design
CUVDES405A	Research and apply techniques in spatial design
CUVDES601B	Design innovative products
Finance: financial management
CUVFIM401A	Obtain revenue to support operations
Industry context
CUVIND401A	Communicate effectively with arts professionals
CUVIND501B	Maintain and apply creative arts industry knowledge
Opal cutting and polishing
CUVOPA201A	Identify and assess opal
CUVOPA202A	Handle and store rough and cut opal
CUVOPA203A	Complete pre-cutting processes for solid opals
CUVOPA204A	Cut and polish solid opals
CUVOPA205A	Complete pre-cutting processes for opal doublets and triplets
CUVOPA206A	Cut and polish opal doublets and triplets
CUVOPA401A	Use opal carving tools
CUVOPA402A	Production cut and polish opal
CUVOPA403A	Use a faceting machine
CUVOPA404A	Cut opal spheres and beads
CUVOPA405A	Obtain opal
CUVOPA406A	Identify the requirements for establishing an opal-cutting workshop
CUVOPA407A	Apply advanced pre-cutting processes to complex opals
CUVOPA408A	Undertake routine operational maintenance of machinery
Professional practice
CUVPRP101A	Use ideas and techniques for creative work
CUVPRP201A	Make simple creative work
CUVPRP202A	Participate in planning work for nominated sites
CUVPRP203A	Store finished creative work
CUVPRP301A	Produce creative work
CUVPRP302A	Document the work progress
CUVPRP303A	Select and prepare creative work for exhibition
CUVPRP304A	Participate in collaborative creative projects
CUVPRP401A	Realise a creative project
CUVPRP402A	Select sites for creative projects and plan work
CUVPRP403A	Select and organise finished work for storage
CUVPRP404A	Develop self as artist
CUVPRP405A	Develop and discuss ideas for own creative work
CUVPRP406A	Plan work space
CUVPRP501A	Realise a body of creative work
CUVPRP502A	Prepare for sustainable professional practice
CUVPRP503A	Present a body of own creative work
CUVPRP504A	Establish and maintain environmentally sustainable creative practice
CUVPRP505A	Establish and maintain safe professional practice
CUVPRP601A	Originate a body of independent creative work
CUVPRP602A	Collaborate in professional creative projects
CUVPRP603A	Engage in the business of creative practice
CUVPRP604A	Publicly present a body of own creative work
CUVPRP605A	Evolve ideas for professional creative work
CUVPRP606A	Extend expertise in a specialised art form to professional level
Research
CUVRES201A	Source and use information relevant to own arts practice
CUVRES301A	Apply knowledge of history and theory to own arts practice
CUVRES401A	Research history and theory to inform own arts practice
CUVRES501A	Critique cultural works
CUVRES502A	Analyse cultural history and theory
CUVRES601A	Extend cultural research expertise
Visual communication: calligraphy
CUVCAL301A	Produce calligraphy
CUVCAL401A	Experiment with techniques to produce calligraphy
Visual communication: ceramics
CUVCER201A	Develop ceramic skills
CUVCER301A	Produce ceramics
CUVCER401A	Experiment with techniques to produce ceramics
CUVCER402A	Experiment with throwing techniques
CUVCER403A	Experiment with ceramic surface treatments
CUVCER501A	Refine ceramics techniques
CUVCER502A	Investigate ceramic materials and processes
CUVCER503A	Refine throwing techniques
CUVCER504A	Refine handbuilding techniques
CUVCER505A	Develop and apply ceramic glazes
Visual communication: digital content and imaging
CUVDIG201A	Develop digital imaging skills
CUVDIG202A	Develop video art skills
CUVDIG301A	Produce digital images
CUVDIG302A	Produce video art
CUVDIG401A	Experiment with techniques to enhance digital images
CUVDIG402A	Experiment with techniques to produce video art
CUVDIG501A	Refine digital art techniques
CUVDIG502A	Investigate technologies for the creation of digital art
Visual communication: drawing
CUVDRA201A	Develop drawing skills
CUVDRA301A	Produce drawings
CUVDRA401A	Experiment with techniques to produce drawings
CUVDRA501A	Refine drawing techniques
CUVDRA502A	Investigate drawing materials and processes
Visual communication: glass
CUVGLA201A	Develop glassworking skills
CUVGLA301A	Produce glasswork
CUVGLA401A	Experiment with techniques to produce glasswork
CUVGLA501A	Refine glassworking techniques
CUVGLA502A	Investigate glassworking materials and processes
CUVGLA503A	Refine kiln cast glass techniques
Visual communication: graphic design
CUVGRD301A	Prepare files for publication
CUVGRD302A	Use typography techniques
CUVGRD401A	Research and apply graphic design techniques
CUVGRD501A	Research visual communication history and theory
CUVGRD502A	Produce graphic designs for 2-D and 3-D applications
CUVGRD503A	Produce typographic design solutions
CUVGRD504A	Create and manipulate graphics
CUVGRD505A	Design and manipulate complex layouts
CUVGRD506A	Develop graphic design practice to meet industry needs
CUVGRD601A	Engage in the business of graphic design
CUVGRD602A	Originate graphic designs for complex briefs
CUVGRD603A	Extend typographic design expertise
CUVGRD604A	Develop and execute advertising concepts
CUVGRD605A	Develop graphic designs for the built environment
CUVGRD606A	Develop graphic designs for packaging
CUVGRD607A	Develop graphic designs for branding and identify
Visual communication: illustration
CUVILL401A	Research and apply techniques for illustrative work
CUVILL501A	Develop professional illustrations
CUVILL502A	Refine illustration techniques
Visual communication: installation
CUVINS601A	Realise an installation work
Visual communication: jewellery
CUVJWL201A	Develop jewellery-making skills
CUVJWL301A	Produce jewellery
CUVJWL401A	Experiment with techniques to produce jewellery
Visual communication: painting
CUVPAI201A	Develop painting skills
CUVPAI301A	Produce paintings
CUVPAI401A	Experiment with techniques to produce paintings
CUVPAI501A	Refine painting techniques
CUVPAI502A	Investigate painting materials and processes
Visual communication: performance art
CUVPER401A	Experiment with techniques to produce performance art
Visual communication: photo imaging
CUVPHI301A	Develop and apply photo imaging industry knowledge
CUVPHI302A	Capture photographic images
CUVPHI303A	Process photo images to work-print and file stage
CUVPHI304A	Process colour materials in a wet darkroom context
CUVPHI305A	Use wet darkroom techniques to produce monochrome photographs
CUVPHI401A	Capture images in response to a brief
CUVPHI402A	Research and apply information on the traditions that inform photo imaging practice
CUVPHI403A	Apply photo imaging lighting techniques
CUVPHI404A	Enhance, manipulate and output photo images
CUVPHI405A	Develop self for photo imaging industry
CUVPHI516A	Research the role and use of the photo image in visual communication
CUVPHI517A	Research and exploit photo imaging trends
CUVPHI518A	Explore the descriptive and emotive nature of photo lighting
CUVPHI519A	Investigate and exploit innovative imaging options
CUVPHI520A	Produce an innovative presentation of professional work
CUVPHI521A	Produce commercial photo images
CUVPHI522A	Provide domestic portrait services
CUVPHI523A	Produce media photo images
CUVPHI524A	Make wedding photo imaging products
CUVPHI525A	Plan, capture and exploit visual art photo images
CUVPHI526A	Produce technical photo images
CUVPHI527A	Make illustrative images for publication and display
CUVPHI528A	Plan, capture and exploit stock photo images
CUVPHI529A	Employ colour management in a digital imaging workplace
CUVPHI530A	Prepare digital images for pre-press processing
CUVPHI531A	Investigate and refine alternative approaches to photomedia
Visual communication: printmaking
CUVPRI201A	Develop printmaking skills
CUVPRI301A	Produce prints
CUVPRI401A	Experiment with techniques to produce prints
CUVPRI501A	Refine printmaking techniques
CUVPRI502A	Investigate printmaking materials and processes
Visual communication: public art
CUVPUA501A	Create works of art for public spaces
CUVPUA601A	Realise a public art project
Visual communication: sculpture
CUVSCU201A	Develop sculptural skills
CUVSCU301A	Produce sculpture
CUVSCU401A	Experiment with techniques to produce sculpture
CUVSCU501A	Refine sculptural techniques
CUVSCU502A	Investigate sculptural materials and processes
Visual communication: textiles
CUVTEX201A	Develop skills in textile work
CUVTEX301A	Produce textile work
CUVTEX401A	Experiment with techniques to produce textile work
CUVTEX501A	Refine techniques for textile work
CUVTEX502A	Investigate materials and processes for textile work
Visual communication: wood
CUVWOO201A	Develop woodworking skills
CUVWOO301A	Produce wood objects
CUVWOO401A	Experiment with techniques to produce wood objects
CUVWOO501A	Refine woodworking techniques
CUVWOO502A	Investigate woodworking materials and processes

Imported units of competency
Unit code	Unit title	Origin
BSBADM307B	Organise schedules	BSB07
BSBADM311A	Maintain business resources	BSB07
BSBADM405B	Organise meetings	BSB07
BSBADM407B	Administer projects	BSB07
BSBADV509A	Create mass print media advertisements	BSB07
BSBADV510A	Create mass electronic media advertisements	BSB07
BSBCCO201A	Action customer contact	BSB07
BSBCOM501B	Identify and interpret compliance requirements	BSB07
BSBCOM502B	Evaluate and review compliance	BSB07
BSBCRT101A	Apply critical thinking techniques	BSB07
BSBCRT301A	Develop and extend critical and creative thinking skills	BSB07
BSBCRT401A	Articulate, present and debate ideas	BSB07
BSBCRT402A	Collaborate in a creative process	BSB07
BSBCRT403A	Explore the history and social impact of creativity	BSB07
BSBCRT501A	Originate and develop concepts	BSB07
BSBCRT601A	Research and apply concepts and theories of creativity	BSB07
BSBCUS301A	Deliver and monitor a service to customers	BSB07
BSBCUS402A	Address customer needs	BSB07
BSBCMM101A	Apply basic communication skills	BSB07
BSBCMM301A	Process customer complaints	BSB07
BSBCMM401A	Make a presentation	BSB07
BSBDES201A	Follow a design process	BSB07
BSBDES202A	Evaluate the nature of design in a specific industry context	BSB07
BSBDES301A	Explore the use of colour	BSB07
BSBDES302A	Explore and apply the creative design process to 2D forms	BSB07
BSBDES303A	Explore and apply the creative design process to 3D forms	BSB07
BSBDES304A	Source and apply design industry knowledge	BSB07
BSBDES305A	Source and apply information on the history and theory of design	BSB07
BSBDES401A	Generate design solutions	BSB07
BSBDES402A	Interpret and respond to a design brief	BSB07
BSBDES403A	Develop and extend design skills and practice	BSB07
BSBDES501A	Implement design solutions	BSB07
BSBDES502A	Establish, negotiate and refine a design brief	BSB07
BSBDES601A	Manage design realisation	BSB07
BSBDES602A	Research global design trends	BSB07
BSBDES701A	Research and apply design theory	BSB07
BSBDIV301A	Work effectively with diversity	BSB07
BSBDIV701A	Develop cross-cultural communication and negotiation strategies	BSB07
BSBEBU401A	Review and maintain a website	BSB07
BSBEBU501A	Investigate and design e-business solutions	BSB07
BSBEBU502A	Implement e-business solutions	BSB07
BSBFIA301A	Maintain financial records	BSB07
BSBFIA303A	Process accounts payable and receivable	BSB07
BSBFIM501A	Manage budgets and financial plans	BSB07
BSBFIM601A	Manage finances	BSB07
BSBFLM309C	Support continuous improvement systems and processes	BSB07
BSBINM301A	Organise workplace information	BSB07
BSBINM401A	Implement workplace information system	BSB07
BSBINM601A	Manage knowledge and information	BSB07
BSBINN201A	Contribute to workplace innovation	BSB07
BSBINN301A	Promote innovation in a team environment	BSB07
BSBINN501A	Establish systems that support innovation	BSB07
BSBINN502A	Build and sustain an innovative work environment	BSB07
BSBINN601B	Manage organisational change	BSB07
BSBINN801A	Lead innovative thinking and practice	BSB07
BSBIPR401A	Use and respect copyright	BSB07
BSBIPR404A	Protect and use innovative designs	BSB07
BSBIPR405A	Protect and use intangible assets in small business	BSB07
BSBIPR501A	Manage intellectual property to protect and grow business	BSB07
BSBITU101A	Operate a personal computer	BSB07
BSBITU102A	Develop keyboard skills	BSB07
BSBITU201A	Produce simple word processed documents	BSB07
BSBITU203A	Communicate electronically	BSB07
BSBITU301A	Create and use databases	BSB07
BSBITU302A	Create electronic presentations	BSB07
BSBITU303A	Design and produce text documents	BSB07
BSBITU304A	Produce spreadsheets	BSB07
BSBITU305A	Conduct online transactions	BSB07
BSBITU306A	Design and produce business documents	BSB07
BSBITU309A	Produce desktop published documents	BSB07
BSBITU401A	Design and develop complex text documents	BSB07
BSBITU402A	Develop and use complex spreadsheets	BSB07
BSBITU404A	Produce complex desktop published documents	BSB07
BSBLED401A	Develop teams and individuals	BSB07
BSBLED501A	Develop a workplace learning environment	BSB07
BSBMED301B	Interpret and apply medical terminology appropriately	BSB07
BSBMGT402A	Implement operational plan	BSB07
BSBMGT403A	Implement continuous improvement	BSB07
BSBMGT515A	Manage operational plan	BSB07
BSBMGT608C	Manage innovation and continuous improvement	BSB07
BSBMGT616A	Develop and implement strategic plans	BSB07
BSBMGT617A	Develop and implement a business plan	BSB07
BSBMKG401B	Profile the market	BSB07
BSBMKG402B	Analyse consumer behaviour for specific markets	BSB07
BSBMKG408B	Conduct market research	BSB07
BSBMKG413A	Promote products and services	BSB07
BSBMKG414B	Undertake marketing activities	BSB07
BSBMKG415A	Research international markets	BSB07
BSBMKG416A	Market goods and services internationally	BSB07
BSBMKG501B	Identify and evaluate marketing opportunities	BSB07
BSBMKG514A	Implement and monitor marketing activities	BSB07
BSBMKG603B	Manage the marketing process	BSB07
BSBMKG605B	Evaluate international marketing opportunities	BSB07
BSBMKG607B	Manage market research	BSB07
BSBMKG609A	Develop a marketing plan	BSB07
BSBOHS201A	Participate in OHS processes	BSB07
BSBOHS407A	Monitor a safe workplace	BSB07
BSBOHS509A	Ensure a safe workplace	BSB07
BSBPMG510A	Manage projects	BSB07
BSBPMG601A	Direct the integration of projects	BSB07
BSBPRO301A	Recommend products and services	BSB07
BSBPUB401A	Develop and apply knowledge of public relations industry	BSB07
BSBPUB402A	Develop public relations campaigns	BSB07
BSBPUB403A	Develop public relations documents	BSB07
BSBREL401A	Establish networks	BSB07
BSBREL402A	Build client relationships and business networks	BSB07
BSBREL701A	Develop and cultivate collaborative partnerships and relationships	BSB07
BSBRES401A	Analyse and present research information	BSB07
BSBRES801A	Initiate and lead applied research	BSB07
BSBRKG403B	Set up a business or records system for a small office	BSB07
BSBRKG506A	Develop and maintain terminology and classification schemes	BSB07
BSBRSK501A	Manage risk	BSB07
BSBSMB201A	Identify suitability for micro business	BSB07
BSBSMB301A	Investigate micro business opportunities	BSB07
BSBSMB302A	Develop a micro business proposal	BSB07
BSBSMB303A	Organise finances for the micro business	BSB07
BSBSMB304A	Determine resource requirements for the micro business	BSB07
BSBSMB305A	Comply with regulatory, taxation and insurance requirements for the micro business	BSB07
BSBSMB306A	Plan a home based business	BSB07
BSBSMB307A	Set up information and communications technology for the micro business	BSB07
BSBSMB401A	Establish legal and risk management requirements of small business	BSB07
BSBSMB402A	Plan small business finances	BSB07
BSBSMB403A	Market the small business	BSB07
BSBSMB404A	Undertake small business planning	BSB07
BSBSMB405A	Monitor and manage small business operations	BSB07
BSBSMB406A	Manage small business finances	BSB07
BSBSMB407A	Manage a small team	BSB07
BSBSMB408B	Manage personal, family, cultural and business obligations	BSB07
BSBSMB409A	Build and maintain relationships with small business stakeholders	BSB07
BSBSUS201A	Participate in environmentally sustainable work practices	BSB07
BSBSUS301A	Implement and monitor environmentally sustainable work practices	BSB07
BSBSUS501A	Develop workplace policy and procedures for sustainability	BSB07
BSBWOR202A	Organise and complete daily work activities	BSB07
BSBWOR203A	Work effectively with others	BSB07
BSBWOR204A	Use business technology	BSB07
BSBWOR301A	Organise personal work priorities and development	BSB07
BSBWOR401A	Establish effective workplace relationships	BSB07
BSBWOR402A	Promote team effectiveness	BSB07
BSBWOR403A	Manage stress in the workplace	BSB07
BSBWOR404B	Develop work priorities	BSB07
BSBWOR501B	Manage personal work priorities and professional development	BSB07
BSBWOR502B	Ensure team effectiveness	BSB07
BSBWRT301A	Write simple documents	BSB07
BSBWRT401A	Write complex documents	BSB07
BSBWRT501A	Write persuasive copy	BSB07
CHCCD307C	Support community resources	CHC08
CHCCD401D	Support community participation	CHC08
CHCCD413D	Work within specific communities	CHC08
CHCCD420A	Work to empower Aboriginal and/or Torres Strait Islander communities	CHC08
CHCDIS301A	Work effectively with people with a disability	CHC08
CUAADM401A	Contribute to the organisation of productions	CUA11
CUACHR301A	Develop basic dance composition skills	CUA11
CUADAN101A	Develop foundation dance techniques	CUA11
CUADAN106A	Develop foundation cultural dance techniques	CUA11
CUADAN201A	Develop basic dance techniques	CUA11
CUADAN202A	Incorporate artistic expression into basic dance performances	CUA11
CUADAN204A	Perform basic Aboriginal or Torres Strait Islander dance technique	CUA11
CUADAN302A	Increase depth of Aboriginal and/or Torres Strait Islander dance techniques	CUA11
CUAIND301A	Work effectively in the creative arts industry	CUA11
CUAIND401A	Extend expertise in specialist field	CUA11
CUAOHS101A	Follow basic safe dance practices	CUA11
CUECOR01C	Manage own work and learning	CUE03
CUECOR02C	Work with others	CUE03
CUECOR03B	Provide quality service to customers	CUE03
CUEFIN02C	Manage a budget	CUE03
CUEFIN03C	Obtain sponsorship	CUE03
CUEFOH03C	Provide seating and ticketing advice	CUE03
CUEFOH08B	Process incoming customer orders	CUE03
CUEFOH09B	Provide venue information and assistance	CUE03
CUEIND03B	Integrate accessibility principles into work practices	CUE03
CUEMAR01C	Assist with marketing activities	CUE03
CUEMAR02C	Undertake market research	CUE03
CUEMAR03C	Undertake marketing activities	CUE03
CUETEM03C	Establish and manage production requirements and resources	CUE03
CUFANM302A	Create 3D digital animations	CUF07
CUFANM303A	Create 3D digital models	CUF07
CUFANM503A	Design animation and digital visual effects	CUF07
CUFCMP301A	Implement copyright arrangements	CUF07
CUFCMP501A	Manage and exploit copyright arrangements	CUF07
CUFDIG201A	Maintain interactive content	CUF07
CUFDIG301A	Prepare video assets	CUF07
CUFDIG302A	Author interactive sequences	CUF07
CUFDIG303A	Produce and prepare photo images	CUF07
CUFDIG304A	Create visual design components	CUF07
CUFDIG401A	Author interactive media	CUF07
CUFDIG402A	Design user interfaces	CUF07
CUFDIG403A	Create user interfaces	CUF07
CUFDIG404A	Apply scripting language in authoring	CUF07
CUFDIG501A	Coordinate the testing of interactive media products	CUF07
CUFDIG502A	Design web environments	CUF07
CUFDIG503A	Design e-learning resources	CUF07
CUFDIG506A	Design interaction	CUF07
CUFDIG507A	Design digital simulations	CUF07
CUFIND201A	Develop and apply creative arts industry knowledge	CUF07
CUFIND301A	Work effectively in the screen and media industries	CUF07
CUFIND401A	Provide services on a freelance basis	CUF07
CUFLGT501A	Conceive and develop lighting designs	CUF07
CUFPOS402A	Manage media assets	CUF07
CUFRES401A	Conduct research	CUF07
CUFSOU301A	Prepare audio assets	CUF07
CUFWRT301A	Write content for a range of media	CUF07
CUFWRT302A	Write simple stories	CUF07
CUFWRT601A	Write scripts	CUF07
CULLB001B	Develop and apply knowledge of the library/information services industry	CUL04
CULLB203C	Develop and use information literacy skills	CUL04
CULLB206C	Assist with circulation services	CUL04
CULLB510C	Develop and maintain community/stakeholder relationships	CUL04
CULMS001B	Work with Aboriginal and Torres Strait Islander cultural material	CUL04
CULMS002B	Research and evaluate Aboriginal and Torres Strait Islander cultural material	CUL04
CULMS004B	Integrate knowledge of education and learning into museum activities	CUL04
CULMS005B	Research and generate ideas for exhibition concepts	CUL04
CULMS008B	Conceive, develop and realise exhibition designs	CUL04
CULMS009B	Implement preventive conservation activities	CUL04
CULMS010B	Contribute to the preservation of cultural material	CUL04
CULMS201C	Develop and apply knowledge of the museum industry	CUL04
CULMS202C	Provide visitors with venue information and assistance	CUL04
CULMS205C	Observe and report basic condition of collection	CUL04
CULMS207C	Assist with the presentation of public activities and events	CUL04
CULMS406C	Deliver information, activities and events	CUL04
CULMS407C	Install and dismantle exhibition elements	CUL04
CULMS506C	Plan and develop activities, events and programs	CUL04
CULMS412C	Record and maintain collection information	CUL04
CUSADM301A	Administer operations for rehearsals and performances	CUS09
CUSEVT301A	Book performance venues	CUS09
CUSFIM501A	Secure funding for projects	CUS09
CUSIND301B	Work effectively in the music industry	CUS09
CUSIND302A	Plan a career in the creative arts industry	CUS09
CUSMKG301A	Assist with the promotion of creative acts	CUS09
HLTCOM408B	Use specific health terminology to communicate effectively	HLT07
HLTDA417A	Take a clinical photograph	HLT07
HLTHIR403B	Work effectively with culturally diverse clients and co-workers	HLT07
HLTIN301B	Comply with infection control policies and procedures	HLT07
HLTIN302A	Process reusable instruments and equipment in health work	HLT07
HLTOPD401A	Work effectively in the ophthalmic industry	HLT07
ICAICT103A	Use, communicate and search securely on the internet	ICA11
ICAICT104A	Use digital devices	ICA11
ICAICT203A	Operate application software packages	ICA11
ICAICT204A	Operate a digital media technology package	ICA11
ICAICT308A	Use advanced features of computer applications	ICA11
ICAICT306A	Migrate to new technology	ICA11
ICAWEB302A	Build simple websites using commercial programs	ICA11
ICAWEB403A	Transfer content to a website using commercial packages	ICA11
ICAWEB404A	Maintain website performance	ICA11
ICAWEB501A	Build a dynamic website	ICA11
ICAWEB505A	Develop complex web page layouts	ICA11
ICAWEB506A	Develop complex cascading style sheets	ICA11
ICAWEB508A	Develop website information architecture	ICA11
ICAWEB516A	Research and apply emerging web technology trends	ICA11
ICPPP221C	Select and apply type	ICP10
ICPPP224C	Produce pages using a page layout application	ICP10
ICPPP284A	Produce PDF files for online or screen display	ICP10
ICPPP322C	Digitise images for reproduction	ICP10
ICPPP324C	Create pages using a page layout application	ICP10
ICPPP325C	Create graphics using a graphics application	ICP10
ICPPP333C	Electronically combine complex images	ICP10
ICPPP382C	Produce computer image for screen printing	ICP10
ICPPP396A	Generate high-end PDF files	ICP10
ICPPP421C	Compose and evaluate typography	ICP10
ICPPP422C	Digitise complex images for reproduction	ICP10
ICPPP430C	Manage colour	ICP10
ICPPP435C	Generate complex imposition	ICP10
ICPPP484C	Set up and operate automated workflow	ICP10
ICPPR384A	Set up and produce basic digital print	ICP10
ICPPR496A	Set up and produce complex digital print	ICP10
LMFCR0003B	Carry out measurements and calculations	LMF02
LMFFDT4001A	Apply finishing techniques to custom furniture	LMF02
LMFFDT4002A	Assemble custom furniture	LMF02
LMFFDT4003A	Assess and record the lifecycle of a product	LMF02
LMFFDT4004A	Assess environmental impact of a design	LMF02
LMFFDT4005A	Construct and evaluate furniture prototypes and samples	LMF02
LMFFDT4006A	Establish and maintain a safe furniture making work environment	LMF02
LMFFDT4007A	Establish the design brief	LMF02
LMFFDT4008A	Determine occupational health and safety implications of designs	LMF02
LMFFDT4009A	Prepare and present furniture design information	LMF02
LMFFDT4010A	Produce and evaluate developmental furniture models to scale	LMF02
LMFFDT4011A	Set up, operate and maintain basic static woodworking machines for furniture designs	LMF02
LMFFDT4012A	Produce ideation drawings	LMF02
LMFFDT4013A	Research and select furniture finishes	LMF02
LMFFDT4014A	Research and select furniture materials and technology	LMF02
LMFFDT4015A	Research furniture styles and movements	LMF02
LMFFDT4016A	Select, use and maintain hand tools for the creation of custom furniture	LMF02
LMFFDT5005A	Construct custom furniture using advanced techniques	LMF02
LMFFM4005A	Hand carve wood to custom design	LMF02
LMFGG2001B	Use glass and glazing sector hand and power tools	LMF02
LMFGG3007B	Form glass	LMF02
LMFGG3008B	Apply patterns and designs to glass	LMF02
LMFID3002A	Source and specify decoration products	LMF02
LMFID4001A	Research, analyse and apply colour for interior spaces	LMF02
LMFID4002A	Decorate residential interiors	LMF02
LMFID4003A	Prepare a materials board for client presentation	LMF02
LMFID4004A	Research and recommend furniture and accessories	LMF02
LMFID4005A	Research and recommend soft furnishings for interiors	LMF02
LMFID4006A	Research and recommend hard materials and finishes for interiors	LMF02
LMFID4007A	Identify building materials, construction techniques and methods used in interiors	LMF02
LMFKB3001A	Identify processes in kitchen and bathroom projects	LMF02
LMFKB3008A	Identify cabinet construction and installation methods	LMF02
LMFKB4003A	Identify and document services required to support fitted furniture designs	LMF02
LMFKB4006A	Prepare quotation and contract documentation for design project	LMF02
LMFKB4007A	Design ancillary residential cabinetry	LMF02
LMFPF1001B	Frame a simple artwork	LMF02
LMFPF2007B	Assemble artwork package (basic)	LMF02
LMFSL3002A	Paint glass	LMF02
LMFSL3003A	Fire glass	LMF02
LMFSL5005A	Apply innovation in contemporary lead light and stained glass	LMF02
LMTCL1001B	Produce a simple garment	LMT07
LMTCL2001B	Use a sewing machine	LMT07
LMTCL2003B	Identify fibres and fabrics	LMT07
LMTCL2011B	Draw and interpret a basic sketch	LMT07
LMTFD2001B	Design and produce a simple garment	LMT07
LMTFD2002B	Apply printing techniques to produce indigenous textile designs	LMT07
LMTFD2003B	Apply dyeing techniques to produce indigenous textile designs	LMT07
LMTFD2004B	Work within an indigenous cultural framework	LMT07
LMTFD2005B	Identify design process for fashion designs	LMT07
LMTFD3001B	Market design product to local outlets	LMT07
LMTFD3002B	Design and produce Indigenous textiles to a brief	LMT07
LMTFD3003B	Prepare design concept for a simple garment	LMT07
LMTFD3004B	Draw a trade drawing for fashion design	LMT07
LMTFD4001B	Apply design studio process	LMT07
LMTFD4002B	Apply principles of colour theory to fashion design development	LMT07
LMTFD4003B	Assist in preparation of preliminary design concepts	LMT07
LMTFD4005B	Communicate and sell design concepts	LMT07
LMTFD4006B	Interact and network with fashion industry participants	LMT07
LMTFD4007B	Conduct quality assurance for garments	LMT07
LMTFD4008B	Construct stock size block for garment to meet size and fit specifications	LMT07
LMTFD4011B	Cut fabrics for prototype designs	LMT07
LMTTD4013A	Prepare stencils and screens for textile printing	LMT07
LMTFD4014B	Identify contemporary fashion influences and construction techniques	LMT07
LMTFD4016B	Sew design prototypes	LMT07
LMTFD4017B	Source materials and resources for production of fashion design	LMT07
LMTFD4020B	Use electronic fashion design tools	LMT07
LMTTD4004A	Produce woven tapestry samples	LMT07
LMTTD4005A	Produce screen printed textiles	LMT07
LMTTD4006A	Source textile materials and resources	LMT07
LMTTD4007A	Analyse textile design influences	LMT07
LMTTD4010A	Apply manipulation techniques to create experimental textile samples	LMT07
LMTTD4012A	Analyse use of colour in textiles	LMT07
LMTTD4013A	Prepare stencils and screens for textile printing	LMT07
LMTTD5002A	Design and produce woven tapestry products	LMT07
LMTTD5004A	Design and produce experimental textiles	LMT07
LMTTD5005A	Design and produce printed textiles	LMT07
LMTTD5007A	Develop textile designs using computer based design programs	LMT07
LMTTD6001A	Research commercial development of textiles	LMT07
LMTTD6004A	Create and produce textile designs for commercial production	LMT07
MCMC614A	Develop a communications strategy to support production	MCM04
MCMS600A	Develop a competitive manufacturing system	MCM04
MCMT675A	Facilitate the development of a new product	MCM04
MEM05006B	Perform brazing and/or silver soldering	MEM05
MEM05050B	Perform routine gas metal arc welding	MEM05
MEM05051A	Select welding processes	MEM05
MEM06001B	Perform hand forging	MEM05
MEM06007B	Perform basic incidental heat/quenching, tempering and annealing	MEM05
MEM08002C	Pre-treat work for subsequent surface coating	MEM05
MEM08006B	Produce clear and/or coloured and/or sealed anodised films on aluminium	MEM05
MEM08010B	Manually finish/polish materials	MEM05
MEM08011B	Prepare surfaces using solvents and/or mechanical means	MEM05
MEM12023A	Perform engineering measurements	MEM05
MEM12024A	Perform computations	MEM05
MEM13003B	Work safely with industrial chemicals and materials	MEM05
MEM13004B	Work safely with molten metals/glass	MEM05
MEM16006A	Organise and communicate information	MEM05
MEM18001C	Use hand tools	MEM05
MEM18002B	Use power tools/hand held operations	MEM05
MEM18003C	Use tools for precision work	MEM05
MEM19001B	Perform jewellery metal casting	MEM05
MEM19002B	Prepare jewellery illustrations	MEM05
MEM19003B	Handle gem materials	MEM05
MEM19007B	Perform gemstone setting	MEM05
MEM19009B	Perform investment procedures for lost wax casting process	MEM05
MEM19010B	Produce rubber moulds for lost wax casting process	MEM05
MEM19011B	Perform wax injection of moulds for lost wax casting process	MEM05
MEM19012B	Produce jewellery wax model	MEM05
MEM19013B	Produce jewellery metal masters	MEM05
MEM19014B	Perform hand engraving	MEM05
MEM19015B	Perform jewellery enamelling	MEM05
MEM19016B	Construct jewellery components	MEM05
MEM19017B	Fabricate jewellery items	MEM05
MEM19023A	Apply drawing and rendering techniques to jewellery or object design	MEM05
MEM19025A	Create and present designs for jewellery and other 3D objects	MEM05
MEM19026A	Investigate quality and application of jewellery materials	MEM05
MEM19027A	Produce life drawings for presenting jewellery and object designs	MEM05
MEM19028A	Select materials and new technologies for jewellery and 3D object design applications	MEM05
MEM19030A	Research and design sustainable objects	MEM05
MEM19031A	Produce renderings and technical drawings for jewellery and object design construction	MEM05
MEM19033A	Create silversmithing objects	MEM05
MEM19035A	Plan and apply casting techniques for jewellery and object designs	MEM05
MEM19036A	Use specialised techniques to produce jewellery and objects	MEM05
MEM19038A	Apply traditional techniques to jewellery and 3D object production	MEM05
MEM19039A	Plan, conduct and supervise a jewellery and object exhibition	MEM05
MEM19043A	Oversee jewellery or object design production	MEM05
MEM30023A	Prepare a simple cost estimate for a manufactured product	MEM05
MSAPCII295A	Operate manufacturing equipment	MSA07
MSAPCII296A	Make a small furniture item from timber	MSA07
MSAPCII297A	Make an object from cloth using an existing pattern	MSA07
MSAPCII298A	Make an object from metal	MSA07
MSAPCII299A	Make an object from plastic	MSA07
MSATCM305A	Demonstrate basic knowledge of casting operations	MSA07
MSL974008A	Capture and manage scientific images	MSL09
PMBPREP206C	Prepare materials to formulae	PMB07
PMBPREP301C	Set up and prepare for production	PMB07
PMBPROD330A	Make moulds for formed products	PMB07
PMBPROD356C	Construct moulds for composite products	PMB07
PMBPROD358C	Develop patterns	PMB07
PMC552002C	Operate equipment to blend/mix materials	PMC10
PMC552004C	Prepare for production	PMC10
PMC552005C	Process greenware/green products	PMC10
PMC552020C	Operate slip casting equipment	PMC10
PMC552021C	Operate manual glazing equipment	PMC10
PMC552023C	Finish products after firing	PMC10
PMC552024C	Hand mould products	PMC10
PMC552030C	Operate a firing kiln	PMC10
PMC553020C	Prepare moulds and dies	PMC10
PMC554090B	Undertake simple refractory design	PMC10
PSPPM402B	Manage simple projects	PSP04
PSPPM405A	Administer simple projects	PSP04
PSPPROC602B	Direct the management of contracts	PSP04
RTD4804A	Develop community networks	RTD02
SIBXFAS202A	Design and apply make-up for photography	SIB10
SIRRMER016A	Style merchandise for photography	SIR07
SIRRRPK014A	Recommend specialised products and services	SIR07
SIRXCCS002A	Interact with customers	SIR07
SIRXIND001A	Work effectively in a retail environment	SIR07
SIRXSLS001A	Sell products and services	SIR07
SIRXSLS002A	Advise on products and services	SIR07
SIRXSLS004A	Build relationships with customers	SIR07
SITTGDE006A	Prepare and present tour commentaries or activities	SIT07
SITTGDE007A	Develop and maintain the general and regional knowledge required by guides	SIT07
SITTGDE008A	Research and share general information on Australian Indigenous cultures	SIT07
SITTGDE009A	Interpret aspects of local Australian Indigenous culture	SIT07
SITTVAF002A	Provide a briefing or scripted commentary	SIT07
SITXCCS001B	Provide visitor information	SIT07
SITXICT001A	Build and launch a website for a small business	SIT07
SITXEVT001A	Develop and update event industry knowledge	SIT07
SITXEVT002A	Provide event staging support	SIT07
SITXEVT003A	Process and monitor event registrations	SIT07
SITXEVT004A	Coordinate on-site event registrations	SIT07
SITXEVT005A	Organise in-house events or functions	SIT07
SITXEVT015A	Manage exhibitions	SIT07
SITXFIN007A	Manage physical assets	SIT07
TAEDEL301A	Provide work skill instruction	TAE10
TAEDEL401A	Plan, organise and deliver group-based learning	TAE10

Mapping to previous Training Package

1. Mapping of qualifications

The following changes apply across many or all qualifications:

code and title changes

elective units now listed with some restrictions in higher level qualifications

reduction in number of units required (essentially the result of moving to discrete rather than embedded core requirements and / or the creation of holistic studio practice units).

Qualification code and title in CUV03 V3	Qualification code and title in CUV11	Mapping details	Equivalence E= Equivalent N = Not equivalent
Certificate I
CUV10103 Certificate I in Visual Arts and Contemporary Craft	CUV10111 Certificate I in Visual Arts	Name of qualification simplified CUVCOR01B Source concept for own work deleted with content integrated into holistic basic studio practice unit CUVPRP101A Use ideas and techniques for creative work	N
CUV10203 Certificate I in Aboriginal or Torres Strait Islander Cultural Arts	CUV10211 Certificate I in Aboriginal or Torres Strait Islander Cultural Arts	CUVCOR01B Source concept for own work deleted with content integrated into holistic basic studio practice unit CUVPRP101A Use ideas and techniques for creative work	N
Certificate II
CUV20103 Certificate II in Visual Arts and Contemporary Craft	CUV20111 Certificate II in Visual Arts	Title of qualification simplified CUVCOR02B Develop and articulate concept for own work deleted with content integrated into holistic studio practice unit CUVPRP201A Make simple creative work Number of units reduced from 11 to 9	N
CUV20203 Certificate II in Aboriginal or Torres Strait Islander Cultural Arts	CUV20211 Certificate II in Aboriginal or Torres Strait Islander Cultural Arts	CUVCOR02B Develop and articulate concept for own work deleted with content integrated into holistic studio practice unit CUVPRP201A Make simple creative work Number of units reduced from 11 to 10	N
CUV20303 Certificate II in Opal Cutting and Polishing	CUV20311 Certificate II in Opal Cutting and Polishing	Minor updates only	E
Certificate III
CUV30103 Certificate III in Visual Arts and Contemporary Craft	CUV30111 Certificate III in Visual Arts	Title of qualification simplified CUVCOR03B Develop, refine and communicate concept for own work deleted with content integrated into holistic studio practice unit CUVPRP301A Produce creative work Number of units reduced from 14 to 12	N
CUV30203 Certificate III in Aboriginal or Torres Strait Islander Cultural Arts	CUV30211 Certificate III in Aboriginal or Torres Strait Islander Cultural Arts	CUVCOR03B Develop, refine and communicate concept for own work deleted with content integrated into holistic studio practice unit CUVPRP301A Produce creative work Number of units reduced from 14 to 12	N
CUV30303 Certificate III in Design Fundamentals	CUV30311 Certificate III in Design Fundamentals	Significant changes made to facilitate greater differentiation between this qualification and the Certificate IV in Design Overall number of units reduced from 14 to 12; core units changed and reduced by 2 Cross industry design unit BSBDES201A Follow a design process added to the core BSBDES305A Source and apply information on the history and theory of design moved from core to elective CUVCOR03B Develop, refine and communicate concept for own work deleted, with holistic creative practice unit CUVPRP301A Produce creative work now included as an elective option	N
CUV30403 Certificate III in Arts Administration	CUV30411 Certificate III in Arts Administration	Number of units reduced from 14 to 12	N
Certificate IV
CUV40103 Certificate IV in Visual Arts and Contemporary Craft	CUV40111 Certificate IV in Visual Arts	Title of qualification simplified CUVCOR04B Originate concept for own work and conduct critical discourse changed to be CUVPRP405A Develop and discuss ideas for own creative work New holistic studio practice unit CUVPRP401A Realise a creative project included in core CUVPRP404A Develop self as artist included in core Core units increased from 4 to 6 Overall number of units reduced from 18 to 15	N
CUV40203 Certificate IV in Aboriginal or Torres Strait Islander Cultural Arts	CUV40211 Certificate IV in Aboriginal or Torres Strait Islander Cultural Arts	New holistic studio practice unit CUVPRP401A Realise a creative project included in core Overall number of units reduced from 18 to 15	N
CUV40303 Certificate IV in Design	CUV40311 Certificate IV in Design	Significant changes made to facilitate greater differentiation between this qualification and the Certificate III in Design Fundamentals Overall number of units reduced from 18 to 15 Core units substantially changed and reduced from 10 to 7 New units in the core include: BSBCRT301A Develop and extend critical and creative thinking skills BSBDES401A Generate design solutions CUVPRP401A Realise a creative project Units deleted from the core include units already in Certificate III in Design Fundamentals: BSBDES301A Explore the use of colour BSBDES302A Explore and apply the creative design process to 2D forms BSBDES303A Explore and apply the creative design process to 3D forms	N
CUV40403 Certificate IV in Photoimaging	CUV40411 Certificate IV in Photo Imaging	CUECOR02C Work with others removed from the core Electives reduced by two Overall number of units reduced from 18 to 15	N
CUV40503 Certificate IV in Arts Administration	CUV40511 Certificate IV in Arts Administration	Some change to core to remove embedding Overall number of units reduced from 19 to 14	N
CUV40603 Certificate IV in Opal Cutting and Polishing	CUV40611 Certificate IV in Opal Cutting and Polishing	Minor updates only	E
Diploma
CUV50111 Diploma of Visual Arts	New qualification
CUV50211 Diploma of Ceramics	New qualification
CUV50311 Diploma of Graphic Design	New qualification
CUV50407 Diploma of Photoimaging	CUV50411 Diploma of Photo Imaging	Qualification changed due to removal of prerequisites from many units An entry requirement now included to protect the integrity of the qualification Vocational outcomes remain unchanged Electives updated to incorporate new options from work being undertaken in Visual Arts and Graphic Design	N
Advanced Diploma
CUV60103 Advanced Diploma of Arts Management	Qualification deleted
CUV60211 Advanced Diploma of Visual Arts	New qualification
CUV60307 Advanced Diploma of Creative Product Development	CUV60311 Advanced Diploma of Creative Product Development	No change to core requirements or packaging rules Elective units have been updated and expanded and minor changes made to other aspects of the qualification	E
CUV60411 Advanced Diploma of Graphic Design	New qualification
Skill sets
Technical/Scientific Field-Based Photoimaging Skill Set	Technical/Scientific Field-Based Photo Imaging Skill Set	Updated and additional project management option added	E
Preparatory Skill Set for Professional Graphic Design Practice	New skill set
Preparatory Skill Set for Professional Photo Imaging Practice	New skill set

2. Mapping of units of competency

Please note that all unit codes have been changed to comply with the current IBSA coding protocol and national policy requirements.

There are no prerequisite unit requirements in any of the CUV11 units of competency.

Where the mapping details column says ‘updated’, this means that the following changes have been made:

inclusion of an application statement

updating and streamlining of language, which in many cases involved changes to the order and wording of elements and performance criteria

explicit inclusion of required skills, including relevant literacy, numeracy and employability skills

inclusion of sustainability.

Unit code and title in CUV03 Version 3	Unit code and title in CUV11 Version 1	Mapping details	Equivalence
Art, craft and design
CUVCOR07B Use drawing techniques to represent the object or idea	CUVACD101A Use basic drawing techniques	Updated	E
CUVCOR08B Produce drawings to represent and communicate the concept	CUVACD201A Develop drawing skills to communicate ideas	Updated	E
CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept	CUVACD301A Produce drawings to communicate ideas	Updated	E
CUVCRS03B Produce computer-aided drawings	CUVACD302A Produce computer-aided drawings	Updated	E
CUVCRS04B Produce technical drawings	CUVACD303A Produce technical drawings	Updated	E
CUVCRS06B Make scale models	CUVACD304A Make scale models	Updated	E
CUVDES04B Integrate colour theory and design processes in response to a brief	CUVACD401A Integrate colour theory and design processes	Updated	E
CUVACD402A Experiment with moulding and casting techniques	New unit
CUVACD501A Refine drawing and other visual representation tools	New unit
CUVACD502A Create observational drawings	New unit
CUVACD503A Select and refine a specialised drawing technique	New unit
CUVACD504A Research and apply light and colour	New unit
CUVACD505A Work with the human form in creative practice	New unit
CUVACD506A Refine 2-D design ideas and processes	New unit
CUVACD507A Refine 3-D design ideas and processes	New unit
CUVACD508A Refine model making skills	New unit
CUVACD509A Develop and refine metal-working techniques	New unit
CUVACD510A Manage kiln operations	New unit
CUVACD511A Make moulds and casts	New unit
CUVACD512A Work with photomedia in creative practice	New unit
CUVACD513A Make mixed media artworks	New unit
CUVACD514A Refine carving techniques for creative work	New unit
CUVACD515A Manage specialised finishing processes	New unit
CUVACD601A Extend professional expertise with drawing and other visual representation tools	New unit
CUVACD602A Extend professional expertise across new art forms and media	New unit
Business development: public relations
CUVADM08B Develop and manage public relations strategies	CUVPUB501A Develop and manage public relations strategies	Updated	E
Community and cultural heritage: Aboriginal and Torres Strait Islander cultural arts
CUVPRP02B Develop understanding of own Aboriginal or Torres Strait Islander identity	CUVATS101A Develop understanding of own Aboriginal or Torres Strait Islander identity	Updated	E
CUVPRP03B Develop and apply knowledge of Aboriginal or Torres Strait Islander Cultural Arts	CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts	Updated	E
CUVPRP04B Produce work which expresses own Aboriginal or Torres Strait Islander identity	CUVATS302A Produce work that expresses own Aboriginal or Torres Strait Islander identity	Updated	E
Creative thinking
CUVICS03B Develop innovative ideas at work	BSBCRT301A Develop and extend critical and creative thinking skills	Unit deleted and replaced with more current BSB unit from BSB07	N
CUVICS04B Originate and develop a concept	BSBCRT501A Originate and develop concepts	Unit deleted and replaced with more current BSB unit from BSB07	E
Design: design process
CUVDSP13B Research and apply techniques for the design of wearable objects	CUVDES403A Research and apply techniques for the design of wearable objects	Updated	E
CUVDSP14B Research and apply techniques for the design of products	CUVDES404A Research and apply techniques in product design	Updated	E
CUVDSP15B Research and apply techniques for application to spatial design	CUVDES405A Research and apply techniques in spatial design	Updated	E
CUVDES601A Design innovative products	CUVDES601B Design innovative products	Updated Changes made to clearly identify that scope of ‘products’ includes any creative work	E
Finance: financial management
CUVADM10B Research and utilise revenue and funding opportunities	CUVFIM401A Obtain revenue to support operations	Updated	E
Industry context
CUVADM11B Work within an arts organisation context	CUFIND201A Develop and apply creative arts industry knowledge	Unit deleted and replaced with more current CUF unit from CUF07	N
CUVADM12B Work with arts professionals in an arts organisation	CUVIND401A Communicate effectively with arts professionals	Context broadened to encompass any organisation needing to communicate with arts professionals Emphasis on communication skills strengthened	N
CUVIND501A Maintain and apply creative arts industry knowledge	CUVIND501B Maintain and apply creative arts industry knowledge	Minor editorial changes throughout unit	E
Innovation
CUVICS01B Contribute to workplace improvements	BSBINN201A Contribute to workplace innovation	Unit deleted and replaced with more current BSB unit from BSB07	E
CUVICS02B Share ideas in the workplace	BSBINN301A Promote innovation in a team environment	Unit deleted and replaced with more current BSB unit from BSB07	N
CUVICS05B Lead a team to foster innovation	BSBINN502A Build and sustain an innovative work environment	Unit deleted and replaced with more current BSB unit from BSB07	E
CUVICS06B Create an innovative work environment	BSBINN502A Build and sustain an innovative work environment	Unit deleted and replaced with more current BSB unit from BSB07	E
CUVICS07B Set up systems that support innovation	BSBINN501A Establish systems that support innovation	Unit deleted and replaced with more current BSB unit from BSB07	E
Opal cutting and polishing
CUVOPA01B Identify and describe opal	CUVOPA201A Identify and assess opal	Updated	E
CUVOPA02B Handle and store rough and cut opal	CUVOPA202A Handle and store rough and cut opal	Updated	E
CUVOPA03B Complete precutting processes for solid opals	CUVOPA203A Complete pre-cutting processes for solid opals	Updated	E
CUVOPA04B Cut and polish an opal solid	CUVOPA204A Cut and polish solid opals	Updated	E
CUVOPA05B Complete pre-cutting processes for opal doublets and triplets	CUVOPA205A Complete pre-cutting processes for opal doublets and triplets	Updated	E
CUVOPA06B Cut and polish an opal doublet/triplet	CUVOPA206A Cut and polish opal doublets and triplets	Updated	E
CUVOPA07B Use opal carving tools	CUVOPA401A Use opal carving tools	Updated	E
CUVOPA08B Production cut and polish opal	CUVOPA402A Production cut and polish opal	Updated	E
CUVOPA09B Use a faceting machine	CUVOPA403A Use a faceting machine	Updated	E
CUVOPA10B Cut opal spheres and beads	CUVOPA404A Cut opal spheres and beads	Updated	E
CUVOPA11B Obtain opal	CUVOPA405A Obtain opal	Updated	E
CUVOPA12B Identify the requirements for establishing an opal-cutting workshop	CUVOPA406A Identify the requirements for establishing an opal-cutting workshop	Updated	E
CUVOPA13B Apply advanced pre-cutting processes to complex opals	CUVOPA407A Apply advanced pre-cutting processes to complex opals	Updated	E
CUVOPA14B Undertake operational maintenance of machinery	CUVOPA408A Undertake routine operational maintenance of machinery	Updated	E
Professional practice
CUVCOR01B Source concept for own work	CUVPRP101A Use ideas and techniques for creative work	New unit incorporates old content but is now much broader to encompass holistic nature of creative practice	N
CUVCOR02B Develop and articulate concept for own work	CUVPRP201A Make simple creative work	New unit incorporates old content but is now much broader to encompass holistic nature of creative practice	N
CUVCRS01B Plan work for a nominated site	CUVPRP202A Participate in planning work for nominated sites	Updated	E
CUVCRS13B Store finished work	CUVPRP203A Store finished creative work	Updated	E
CUVCOR03B Develop, refine and communicate concept for own work	CUVPRP301A Produce creative work	New unit incorporates old content but is now much broader to encompass holistic nature of creative practice	N
CUVCRS08B Document the work progress	CUVPRP302A Document the work progress	Updated	E
CUVCRS11B Select and prepare work for exhibition	CUVPRP303A Select and prepare creative work for exhibition	Updated	E
CUVPRP304A Participate in collaborative creative projects	New unit
CUVPRP401A Realise a creative project	New unit
CUVCRS02B Select sites and plan work	CUVPRP402A Select sites for creative projects and plan work	Updated	E
CUVCRS14B Prepare, store and maintain finished work	CUVPRP403A Select and organise finished work for storage	Updated	E
CUVPRP01B Develop self as artist	CUVPRP404A Develop self as artist	Updated	E
CUVCOR04B Originate concept for own work and conduct critical discourse	CUVPRP405A Develop and discuss ideas for own creative work	Updated	E
CUVADM02B Plan work space	CUVPRP406A Plan work space	Updated	E
CUVPRP501A Realise a body of creative work	New unit
CUVPRP502A Prepare for sustainable professional practice	New unit
CUVPRP503A Present a body of own creative work	New unit
CUVPRP504A Establish and maintain environmentally sustainable creative practice	New unit
CUVPRP505A Establish and maintain safe professional practice	New unit
CUVPRP601A Originate a body of independent creative work	New unit
CUVPRP602A Collaborate in professional creative projects	New unit
CUVPRP603A Engage in the business of creative practice	New unit
CUVPRP604A Publicly present a body of own creative work	New unit
CUVPRP605A Evolve ideas for professional creative work	New unit
CUVPRP606A Extend expertise in a specialised art form to professional level	New unit
Research
CUVCOR11B Source information on history and theory and apply to own area of work	CUVRES201A Source and use information relevant to own arts practice	Updated	E
CUVCOR12B Review history and theory for application to artistic practice	CUVRES301A Apply knowledge of history and theory to own arts practice	Updated	E
CUVCOR13B Research and critically analyse history and theory to inform artistic practice	CUVRES401A Research history and theory to inform own arts practice	Updated	E
CUVADM13B Research and critique cultural works	CUVRES501A Critique cultural works	Updated	E
CUVRES502A Analyse cultural history and theory	New unit
CUVRES601A Extend cultural research expertise	New unit
Visual communication: calligraphy
CUVVSP01B Produce calligraphy	CUVCAL301A Produce calligraphy	Updated	E
CUVVSP02B Research and experiment with techniques to produce calligraphy	CUVCAL401A Experiment with techniques to produce calligraphy	Updated	E
Visual communication: ceramics
CUVVSP04B Apply techniques to produce ceramics	CUVCER201A Develop ceramic skills	Updated	E
CUVVSP05B Produce ceramics	CUVCER301A Produce ceramics	Updated	E
CUVVSP06B Research and experiment with techniques to produce ceramics	CUVCER401A Experiment with techniques to produce ceramics	Updated	E
CUVVSP07B Apply techniques in wheel-formed ceramics	CUVCER402A Experiment with throwing techniques	Updated	E
CUVCER403A Experiment with ceramic surface treatments	New unit
CUVCER501A Refine ceramics techniques	New unit
CUVCER502A Investigate ceramic materials and processes	New unit
CUVCER503A Refine throwing techniques	New unit
CUVCER504A Refine handbuilding techniques	New unit
CUVCER505A Develop and apply ceramic glazes	New unit
Visual communication: digital content and imaging
CUVVSP11B Apply techniques to produce digital images	CUVDIG201A Develop digital imaging skills	Updated	E
CUVVSP18B Apply techniques to produce video art	CUVDIG202A Develop video art skills	Updated	E
CUVVSP12B Produce digital images	CUVDIG301A Produce digital images	Updated	E
CUVVSP19B Produce video art	CUVDIG302A Produce video art	Updated	E
CUVVSP13B Research and experiment with techniques for digital image enhancement and manipulation	CUVDIG401A Experiment with techniques to enhance digital images	Updated	E
CUVVSP20B Research and experiment with techniques to produce video art	CUVDIG402A Experiment with techniques to produce video art	Updated	E
CUVDIG501A Refine digital art techniques	New unit
CUVDIG502A Investigate technologies for the creation of digital art	New unit
Visual communication: drawing
CUVVSP14B Apply techniques to produce drawings	CUVDRA201A Develop drawing skills	Updated	E
CUVVSP15B Produce drawings	CUVDRA301A Produce drawings	Updated	E
CUVVSP16B Research and experiment with techniques to produce drawings	CUVDRA401A Experiment with techniques to produce drawings	Updated	E
CUVDRA501A Refine drawing techniques	New unit
CUVDRA502A Investigate drawing materials and processes	New unit
Visual communication: glass
CUVVSP17B Apply techniques to produce glass work	CUVGLA201A Develop glassworking skills	Updated	E
CUVVSP21B Produce glass work	CUVGLA301A Produce glasswork	Updated	E
CUVVSP22B Research and experiment with techniques to produce glass work	CUVGLA401A Experiment with techniques to produce glasswork	Updated	E
CUVGLA501A Refine glassworking techniques	New unit
CUVGLA502A Investigate glassworking materials and processes	New unit
CUVGLA503A Refine kiln cast glass techniques	New unit
Visual communication: graphic design
CUVCRS16B Prepare text and graphic files for print processing	CUVGRD301A Prepare files for publication	Updated	E
CUVCRS05B Use typography techniques for design work	CUVGRD302A Use typography techniques	Updated	E
CUVDSP07B Research and apply techniques for graphic design	CUVGRD401A Research and apply graphic design techniques	Updated	E
CUVGRD501A Research visual communication history and theory	New unit
CUVGRD502A Produce graphic designs for 2-D and 3-D applications	New unit
CUVGRD503A Produce typographic design solutions	New unit
CUVGRD504A Create and manipulate graphics	New unit
CUVGRD505A Design and manipulate complex layouts	New unit
CUVGRD506A Develop graphic design practice to meet industry needs	New unit
CUVGRD601A Engage in the business of graphic design	New unit
CUVGRD602A Originate graphic designs for complex briefs	New unit
CUVGRD603A Extend typographic design expertise	New unit
CUVGRD604A Develop and execute advertising concepts	New unit
CUVGRD605A Develop graphic designs for the built environment	New unit
CUVGRD606A Develop graphic designs for packaging	New unit
CUVGRD607A Develop graphic designs for branding and identity	New unit
Visual communication: illustration
CUVDSP11B Research and apply techniques for illustrative work	CUVILL401A Research and apply techniques for illustrative work	Updated	E
CUVILL501A Develop professional illustrations	New unit
CUVILL502A Refine illustration techniques	New unit
Visual communication: installation
CUVVSP24B Research and experiment with techniques to produce installation	CUVINS601A Realise an installation work	Revised unit is pitched at much higher level to reflect fact that installation work is undertaken by experienced artists	N
Visual communication: jewellery
CUVVSP26B Apply techniques to produce jewellery	CUVJWL201A Develop jewellery-making skills	Updated	E
CUVVSP27B Produce jewellery	CUVJWL301A Produce jewellery	Updated	E
CUVVSP28B Research and experiment with techniques to produce jewellery	CUVJWL401A Experiment with techniques to produce jewellery	Updated	E
Visual communication: painting
CUVVSP34B Apply techniques to produce paintings	CUVPAI201A Develop painting skills	Updated	E
CUVVSP35B Produce paintings	CUVPAI301A Produce paintings	Updated	E
CUVVSP36B Research and experiment with techniques to produce paintings	CUVPAI401A Experiment with techniques to produce paintings	Updated	E
CUVPAI501A Refine painting techniques	New unit
CUVPAI502A Investigate painting materials and processes	New unit
Visual communication: performance art
CUVVSP38B Research and experiment with techniques to produce performance art	CUVPER401A Experiment with techniques to produce performance art	Updated	E
Visual communication: photo imaging
CUVPHI01B Source and apply photoimaging industry knowledge	CUVPHI301A Develop and apply photo imaging industry knowledge	Updated	E
CUVPHI05B Use a 35mm SLR camera or digital equivalent	CUVPHI302A Capture photographic images	Updated	E
CUVPHI07B Process photoimages to work print/file stage	CUVPHI303A Process photo images to work-print and file stage	Updated	E
CUVPHI09B Use colour materials, processing and printing techniques in a wet darkroom context	CUVPHI304A Process colour materials in a wet darkroom context	Updated	E
CUVPHI10B Use and extend wet darkroom techniques to produce monochrome photographs	CUVPHI305A Use wet darkroom techniques to produce monochrome photographs	Updated	E
CUVPHI06B Plan and carry out image capture in response to a brief	CUVPHI401A Capture images in response to a brief	Updated	E
CUVPHI03B Research and apply information on the traditions which inform photoimaging practice	CUVPHI402A Research and apply information on the traditions that inform photo imaging practice	Updated	E
CUVPHI04B Apply photoimaging lighting techniques	CUVPHI403A Apply photo imaging lighting techniques	Updated	E
CUVPHI08B Enhance, manipulate and output photoimages	CUVPHI404A Enhance, manipulate and output photo images	Updated	E
CUVPHI02B Develop self for photoimaging industry	CUVPHI405A Develop self for photo imaging industry	Updated	E
CUVPHI501A Research role and use of the photoimage in visual communication	CUVPHI516A Research the role and use of the photo image in visual communication	Prerequisite units removed	N
CUVPHI502A Research and exploit photoimaging trends	CUVPHI517A Research and exploit photo imaging trends	Prerequisite units removed	N
CUVPHI503A Explore the descriptive and emotive nature of photo lighting	CUVPHI518A Explore the descriptive and emotive nature of photo lighting	Prerequisite units removed	N
CUVPHI504A Investigate and exploit innovative imaging options	CUVPHI519A Investigate and exploit innovative imaging options	Prerequisite units removed	N
CUVPHI505A Produce an innovative presentation of professional work	CUVPHI520A Produce an innovative presentation of professional work	Prerequisite units removed	N
CUVPHI506A Produce commercial photoimages	CUVPHI521A Produce commercial photo images	Prerequisite units removed	N
CUVPHI507A Provide domestic portrait services	CUVPHI522A Provide domestic portrait services	Prerequisite units removed	N
CUVPHI508A Produce media photoimages	CUVPHI523A Produce media photo images	Prerequisite units removed	N
CUVPHI509A Make wedding photoimaging products	CUVPHI524A Make wedding photo imaging products	Prerequisite units removed	N
CUVPHI510A Plan, capture and exploit art photoimages	CUVPHI525A Plan, capture and exploit visual art photo images	Prerequisite units removed	N
CUVPHI511A Produce technical photoimages	CUVPHI526A Produce technical photo images	Prerequisite units removed	N
CUVPHI512A Make illustrative images for publication and display	CUVPHI527A Make illustrative images for publication and display	Prerequisite units removed	N
CUVPHI513A Plan, capture and exploit stock photoimages	CUVPHI528A Plan, capture and exploit stock photo images	Prerequisite units removed	N
CUVPHI514A Employ colour management in a digital imaging workplace	CUVPHI529A Employ colour management in a digital imaging workplace	Prerequisite units removed	N
CUVPHI515A Prepare digital images for pre-press printing	CUVPHI530A Prepare digital images for pre-press processing	Prerequisite units removed	N
CUVPHI531A Investigate and refine alternative approaches to photomedia	New unit
Visual communication: printmaking
CUVVSP44B Apply techniques to produce prints	CUVPRI201A Develop printmaking skills	Updated	E
CUVVSP45B Produce prints	CUVPRI301A Produce prints	Updated	E
CUVVSP46B Research and experiment with techniques to produce prints	CUVPRI401A Experiment with techniques to produce prints	Updated	E
CUVPRI501A Refine printmaking techniques	New unit
CUVPRI502A Investigate printmaking materials and processes	New unit
Visual communication: public art
CUVVSP48B Research and experiment with techniques to produce public art	CUVPUA501A Create works of art for public spaces	Revised unit is pitched at higher level to reflect fact that public art work is undertaken by more experienced artists	N
CUVPUA601A Realise a public art project	New unit
Visual communication: sculpture
CUVVSP50B Apply techniques to produce sculpture	CUVSCU201A Develop sculptural skills	Updated	E
CUVVSP51B Produce sculpture	CUVSCU301A Produce sculpture	Updated	E
CUVVSP52B Research and experiment with techniques to produce sculpture	CUVSCU401A Experiment with techniques to produce sculpture	Updated	E
CUVSCU501A Refine sculptural techniques	New unit
CUVSCU502A Investigate sculptural materials and processes	New unit
Visual communication: textiles
CUVVSP54B Apply techniques to produce textile/fibre work	CUVTEX201A Develop skills in textile work	Updated	E
CUVVSP55B Produce textile/fibre work	CUVTEX301A Produce textile work	Updated	E
CUVVSP56B Research and experiment with techniques to produce textile/fibre work	CUVTEX401A Experiment with techniques to produce textile work	Updated	E
CUVTEX501A Refine techniques for textile work	New unit
CUVTEX502A Investigate materials and processes for textile work	New unit
Visual communication: wood
CUVVSP57B Apply techniques to produce wood objects	CUVWOO201A Develop woodworking skills	Updated	E
CUVVSP58B Produce wood objects	CUVWOO301A Produce wood objects	Updated	E
CUVVSP59B Research and experiment with techniques to produce wood objects	CUVWOO401A Experiment with techniques to produce wood objects	Updated	E
CUVWOO501A Refine woodworking techniques	New unit
CUVWOO502A Investigate woodworking materials and processes	New unit
Deleted units
CUVADM01B Develop and implement arts administration systems and procedures	Unit deleted
CUVADM05B Plan and develop information management systems	Unit deleted
CUVCON06B Develop concepts for arts organisations or projects	Unit deleted
CUVDSP04B Research and apply the history and theory of design to design practice	Unit deleted

Overview

What is a Training Package?

A Training Package is an integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework (AQF) qualifications for a specific industry, industry sector or enterprise.

Each Training Package:

provides a consistent and reliable set of components for training, recognising and assessing peoples skills, and may also have optional support materials

enables nationally recognised qualifications to be awarded through direct assessment of workplace competencies

encourages the development and delivery of flexible training which suits individual and industry requirements

encourages learning and assessment in a work-related environment which leads to verifiable workplace outcomes.

How do Training Packages fit within the National Skills Framework?

The National Skills Framework applies nationally, is endorsed by the Ministerial Council for Vocational and Technical Education, and comprises the Australian Quality Training Framework 2010 (AQTF 2010), and Training Packages endorsed by the National Quality Council (NQC).

How are Training Packages developed?

Training Packages are developed by Industry Skills Councils or enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement of Training Packages, developers must provide evidence of extensive research, consultation and support within the industry area or enterprise.

How do Training Packages encourage flexibility?

Training Packages describe the skills and knowledge needed to perform effectively in the workplace without prescribing how people should be trained.

Training Packages acknowledge that people can achieve vocational competency in many ways by emphasising what the learner can do, not how or where they learned to do it. For example, some experienced workers might be able to demonstrate competency against the units of competency, and even gain a qualification, without completing a formal training program.

With Training Packages, assessment and training may be conducted at the workplace, off-the-job, at a training organisation, during regular work, or through work experience, work placement, work simulation or any combination of these.

Who can deliver and assess using Training Packages?

Training and assessment using Training Packages must be conducted by a Registered Training Organisation (RTO) that has the qualifications or specific units of competency on its scope of registration, or that works in partnership with another RTO, as specified in the AQTF 2010.

Training Package Components

Training Packages are made up of mandatory components endorsed by the NQC, and optional support materials.

Training Package Endorsed Components

The nationally endorsed components include the Competency Standards, Assessment Guidelines and Qualifications Framework. These form the basis of training and assessment in the Training Package and, as such, they must be used.

Competency Standards

Each unit of competency identifies a discrete workplace requirement and includes the knowledge and skills that underpin competency as well as language, literacy and numeracy; and occupational health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment Guidelines

The Assessment Guidelines provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards as expressed in the Training Package and the AQTF 2010. The Assessment Guidelines must be followed to ensure the integrity of assessment leading to nationally recognised qualifications.

Qualifications Framework

Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued.

Training Package Support Materials

The endorsed components of Training Packages are complemented and supported by optional support materials that provide for choice in the design of training and assessment to meet the needs of industry and learners.

Training Package support materials can relate to single or multiple units of competency, an industry sector, a qualification or the whole Training Package. They tend to fall into one or more of the categories illustrated below.

Training Package support materials are produced by a range of stakeholders such as RTOs, individual trainers and assessors, private and commercial developers and Government agencies.

Training Package, Qualification and Unit of Competency Codes

There are agreed conventions for the national codes used for Training Packages and their components. Always use the correct codes, exactly as they appear in the Training Package, and with the code always before the title.

Training Package Codes

Each Training Package has a unique five-character national code assigned when the Training Package is endorsed, for example XYZ08. The first three characters are letters identifying the Training Package industry coverage and the last two characters are numbers identifying the year of endorsement.

Qualification Codes

Within each Training Package, each qualification has a unique eight-character code, for example CUV10111. Qualification codes are developed as follows:

the first three letters identify the Training Package;

the first number identifies the qualification level (noting that, in the qualification titles themselves, arabic numbers are not used);

the next two numbers identify the position in the sequence of the qualification at that level; and

the last two numbers identify the year in which the qualification was endorsed. (Where qualifications are added after the initial Training Package endorsement, the last two numbers may differ from other Training Package qualifications as they identify the year in which those particular qualifications were endorsed.)

Unit of Competency Codes

Within each Training Package, each unit of competency has a unique code. Unit of competency codes are assigned when the Training Package is endorsed, or when new units of competency are added to an existing endorsed Training Package. Unit codes are developed as follows:

a typical code is made up of 10 characters, normally a mixture of uppercase letters and numbers, as in CUVDIG201A;

the first three characters signify the Training Package – Visual Arts, Craft and Design CUV11 – in the above example and up to seven characters, relating to an industry sector, function or skill area, follow;

the last character is always a letter and identifies the unit of competency version. An ‘A’ at the end of the code indicates that this is the original unit of competency. ‘B’, or another incremented version identifier means that minor changes have been made. Typically this would mean that wording has changed in the range statement or evidence guide, providing clearer intent; and

where changes are made that alter the outcome, a new code is assigned and the title is changed.

Training Package, Qualification and Unit of Competency Titles

There are agreed conventions for titling Training Packages and their components. Always use the correct titles, exactly as they appear in the Training Package, and with the code always placed before the title.

Training Package Titles

The title of each endorsed Training Package is unique and relates the Training Packages broad industry coverage.

Qualification Titles

The title of each endorsed Training Package qualification is unique. Qualification titles use the following sequence:

first, the qualification is identified as either Certificate I, Certificate II, Certificate III, Certificate IV, Diploma, Advanced Diploma, Vocational Graduate Certificate, or Vocational Graduate Diploma;

this is followed by the words ‘in’ for Certificates I to IV, and ‘of’ for Diploma, Advanced Diploma, Vocational Graduate Certificate and Vocational Graduate Diploma;

then, the industry descriptor, for example Telecommunications; and

then, if applicable, the occupational or functional stream in brackets.

For example:

CUV10111 Certificate I in Visual Arts.

Unit of Competency Titles

Each unit of competency title is unique. Unit of competency titles describe the competency outcome concisely, and are written in sentence case.

For example:

CUVDIG201A Develop digital imaging skills.

Historical and general information
Introduction to the industry Innovation and Business Skills Australia (IBSA) works in partnership with industry and key stakeholders in the vocational education and training (VET) sector to develop the business and innovation skills that are critical to the success of Australian industries, enterprises and their workforce. IBSA covers the industry sectors of: business services cultural industries education financial services information and communications technologies, and printing and graphic arts. The cultural industries comprise screen and media, live performance, music and entertainment, museum and library/information services, and visual arts, craft and design. Like many of the creative industries, the visual arts, craft and design industry in Australia is characterised by the diversity of ways in which practitioners apply their skills. A large proportion of those working within the arts are not employees. Sole practitioners and employers make up over 50% of people in artist occupations overall. This is five times the rate of the total workforce, in which only 10 percent are not employees. Of these, 87% of visual arts and 92% craft practitioners are freelance or self-employed. Visual arts and craft The 2010 David Throsby and Anita Zednik report Do you really expect to get paid? An economic study of professional artists in Australia estimated the number of practising professional artists in Australia in 2009 to be around 44,000, with 12,800 artists and craftspeople. Informally, the National Association for the Visual Arts (NAVA) believes these figures underestimate the number of professional practising artists and do not include Indigenous artists (around 6000). NAVA thinks that 25,000 is closer to the real figure. Research in 2010 by Stuart Cunningham and Peter Higgs called What’s Your Other Job?, a census analysis of arts employment in Australia, articulates the diverse ways in which the cultural contribution to the economy should be accounted for. It provides data about the work of artists within the creative industries, non-artists who may be taking on management and technical support roles within creative industries and artists’ roles in other non-creative industries. Cunningham and Higgs’ analysis shows that of all artists, visual arts and craft practitioners had the highest rate of application of their skills in wider cultural and related industries at 48% (as designer, drawer or illustrator around 40%), while 21% of visual artists and 17% of craftspeople were engaged in non-cultural industries. One explanation might be that people with these skills have the most diverse options for earning income both in related areas (such as design in the fields of fashion, graphics and interior design, as well as in illustration, teaching and picture framing) and more broadly where the application of visual tools is increasing exponentially, especially in the digital world. Artists strongly believe that new technologies will open up more creative opportunities in the future and believe these technologies are likely also to improve their income-earning position. Artists on average are highly educated, with 65% holding a tertiary qualification, compared to 25% educated to this level in the general workforce. Ninety percent of visual artists have had formal training and have the highest level of training of all artists. Of all art forms after writers, visual artists and craft practitioners take the longest to get established – not until their mid-30s – compared with people in the performing arts who are off and running in their 20s. In Australia, contemporary artists are supported through a network of public galleries, contemporary art spaces, commercial galleries, festivals, international biennial and triennial events, art fairs, artist-run initiatives and service organisations. The visual arts sector infrastructure has strengthened over the past decade and is underpinned by a core of outstanding artists, curators, writers, arts administrators and arts workers. Effective and continued government support is considered critical for ongoing sustainability. The foremost challenge is meeting rising costs. There is also a lack of support for artists with disabilities and poor career paths for independent and Indigenous curators. Digital technology poses its own set of challenges, with access to technology and skills development seen as vital to its ongoing success. While the sector faces challenges, there are still many opportunities. International presentation opportunities for contemporary Indigenous artists are increasing. With the evolution of publishing, new strategies can be developed to increase book and catalogue distribution. There are new sources of support for artists through national and international private and public partnerships. Local government contemporary art galleries are increasing in number and professionalism; and the design sector in Australia has an opportunity to forge a place of prominence in the international world of innovation and design. Sources: The Australia Council, Tamara Winikoff in Arts Hub and the National Association for the Visual Arts Design From a design perspective, 27,409 people identified their occupation as graphic designer in the 2006 census, which was more than double the 1996 census figure (13,086). The Australian Bureau of Statistics reports that in the wider Australian population the proportion of people with a Bachelor Degree or above has increased from 17% in May 2001, to 23% in May 2010. Over the same period the proportion of people with an Advanced Diploma increased from 29% to 31%. This points to a likely increase in the population of designers also holding these qualifications. The majority of designers hold an Advanced Diploma or Bachelor Degree, and in recent years it has become uncommon for designers to be employed without a formal design education. An increasing number of Bachelor Degrees now allow direct articulation from Advanced Diploma into their degree courses, making it easier for students to continue their education to a higher level. Graphic design continues to be a very popular subject at college, TAFE and university level. Graphic designers are defined as visual communicators who have a sound understanding of communication strategies. They use their creative skills and experience to create visual solutions for their clients. Designers can work in a diverse range of environments, from high profile studios and advertising agencies with national and international reputations, through to smaller independent boutique studios. There are also opportunities for designers to work in-house for large corporations and government departments that have their own communication, marketing, web, multimedia and publication teams. The work undertaken by designers is also quite diverse and can include logo development, corporate identity collateral, stationery, advertising, communication and publicity material, books, magazines, newspapers, e-learning projects, website development, interactive and static exhibition design, packaging, building and street signage, staff uniforms, vehicle livery and any other form of visual communication. Designers can work as sole practitioners or in small or large teams, depending on their clients’ requirements. Some designers choose to work as freelancers picking up short or long-term contracts or specific projects, either independently from studios and agencies, or from graphic design employment agencies. Graduate designers will usually benefit from some time working in a studio environment where they can learn quickly from their colleagues, and can then move on to other opportunities. Some of the job titles held by designers in the workplace are defined in The Aquent Orange Book: Salary Survey and Industry Monitor for the Marketing, Communications and Creative Industries, Asia Pacific Edition 2008-2009, and include: creative director, senior art director, mid-weight art director, production manager, senior designer, mid-weight designer, junior designer, studio manager, and finished artist. To this list can be added junior, mid-weight and senior web designer, web manager, illustrator, typesetter, desktop publisher and pre-press or Mac operator. A designer usually needs three to five years of experience in a studio-like environment, to graduate to mid-weight or senior designer. For employers, the emphasis is on a candidate having a suitable portfolio of work and knowledge of the relevant software, their ability to work independently when required but harmoniously with their colleagues at all times, and also to be responsive to the needs of their clients and the business. Having acquired skills in problem-solving processes along with substantial creative, innovative and technical expertise, designers will be ready to participate in new ways of delivering their work and taking advantage of advances in technology, which will eventually revolutionise client expectations and the way managers run their businesses. Recent shortages of skilled, experienced senior and mid-level designers in the Australian market has led to more flexible work practices as businesses work to retain their investment in staff. Thanks to the Australian Graphic Design Association for the above industry snapshot.

Qualifications Framework

The Australian Qualifications Framework

What is the Australian Qualifications Framework?

A brief overview of the Australian Qualifications Framework (AQF) follows. For a full explanation of the AQF, see the AQF Implementation Handbook. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_07.pdf

The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the vocational education and training (VET) sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment.

Training Package qualifications in the VET sector must comply with the titles and guidelines of the AQF. Endorsed Training Packages provide a unique title for each AQF qualification which must always be reproduced accurately.

Qualifications

Training Packages can incorporate the following eight AQF qualifications.

Certificate I in ...

Certificate II in ...

Certificate III in ...

Certificate IV in ...

Diploma of ...

Advanced Diploma of ...

Vocational Graduate Certificate of ...

Vocational Graduate Diploma of ...

On completion of the requirements defined in the Training Package, a Registered Training Organisation (RTO) may issue a nationally recognised AQF qualification. Issuance of AQF qualifications must comply with the advice provided in the AQF Implementation Handbook and the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Statement of Attainment

A Statement of Attainment is issued by a Registered Training Organisation when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). Issuance of Statements of Attainment must comply with the advice provided in the current AQF Implementation Handbook and the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Under the AQTF 2010, RTOs must recognise the achievement of competencies as recorded on a qualification or Statement of Attainment issued by other RTOs. Given this, recognised competencies can progressively build towards a full AQF qualification.

AQF Guidelines and Learning Outcomes

The AQF Implementation Handbook provides a comprehensive guideline for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for each VET related AQF qualification is provided below.

Certificate I

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable.

Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate knowledge by recall in a narrow range of areas;

demonstrate basic practical skills, such as the use of relevant tools;

perform a sequence of routine tasks given clear direction

receive and pass on messages/information.

Certificate II

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied.

Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes.

Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate basic operational knowledge in a moderate range of areas;

apply a defined range of skills;

apply known solutions to a limited range of predictable problems;

perform a range of tasks where choice between a limited range of options is required;

assess and record information from varied sources;

take limited responsibility for own outputs in work and learning.

Certificate III

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available.

Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints.

Applications may involve some responsibility for others. Participation in teams including group or team co-ordination may be involved.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate some relevant theoretical knowledge

apply a range of well-developed skills

apply known solutions to a variety of predictable problems

perform processes that require a range of well-developed skills where some discretion and judgement is required

interpret available information, using discretion and judgement

take responsibility for own outputs in work and learning

take limited responsibility for the output of others.

Certificate IV

Characteristics of Learning Outcomes

Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature.

Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for, and limited organisation of, others.

Distinguishing Features of Learning Outcomes

Do the competencies enable an individual with this qualification to:

demonstrate understanding of a broad knowledge base incorporating some theoretical concepts

apply solutions to a defined range of unpredictable problems

identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas

identify, analyse and evaluate information from a variety of sources

take responsibility for own outputs in relation to specified quality standards

take limited responsibility for the quantity and quality of the output of others.

Diploma

Characteristics of Learning Outcomes

Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and co-ordination.

The self directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others.

Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team co-ordination may be involved.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes

Do the competencies or learning outcomes enable an individual with this qualification to:

demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas

analyse and plan approaches to technical problems or management requirements

transfer and apply theoretical concepts and/or technical or creative skills to a range of situations

evaluate information, using it to forecast for planning or research purposes

take responsibility for own outputs in relation to broad quantity and quality parameters

take some responsibility for the achievement of group outcomes.

Advanced Diploma

Characteristics of Learning Outcomes

Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures.

The application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved.

Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes

Do the competencies or learning outcomes enable an individual with this
qualification to:

demonstrate understanding of specialised knowledge with depth in some areas

analyse, diagnose, design and execute judgements across a broad range of technical or management functions

generate ideas through the analysis of information and concepts at an abstract level

demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills

demonstrate accountability for personal outputs within broad parameters

demonstrate accountability for personal and group outcomes within broad parameters.

Vocational Graduate Certificate

Characteristics of Competencies or Learning Outcomes

The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

Substantial breadth and complexity involving the initiation, analysis, design, planning, execution and evaluation of technical and management functions in highly varied and highly specialised contexts.

Applications involve making significant, high-level, independent judgements in major broad or planning, design, operational, technical and management functions in highly varied and specialised contexts. They may include responsibility and broadranging accountability for the structure, management and output of the work or functions of others.

The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes

Demonstrate the self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

Initiate, analyse, design, plan, execute and evaluate major broad or technical and management functions in highly varied and highly specialised contexts.

Generate and evaluate ideas through the analysis of information and concepts at an abstract level.

Demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills in complex contexts.

Demonstrate responsibility and broad-ranging accountability for the structure, management and output of the work or functions of others.

Vocational Graduate Diploma

Characteristics of Competencies or Learning Outcomes

The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.

Substantial breadth, depth and complexity involving the initiation, analysis, design, planning, execution and evaluation of major functions, both broad and highly specialised, in highly varied and highly specialised contexts.

Further specialisation within a systematic and coherent body of knowledge.

Applications involve making high-level, fully independent, complex judgements in broad planning, design, operational, technical and management functions in highly varied and highly specialised contexts. They may include full responsibility and accountability for all aspects of work and functions of others, including planning, budgeting and strategy development.

The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes

Demonstrate the self-directed development and achievement of broad and highly specialised areas of knowledge and skills, building on prior knowledge and skills.

Initiate, analyse, design, plan, execute and evaluate major functions, both broad and within highly varied and highly specialised contexts.

Generate and evaluate complex ideas through the analysis of information and concepts at an abstract level.

Demonstrate an expert command of wide-ranging, highly specialised, technical, creative or conceptual skills in complex and highly specialised or varied contexts.

Demonstrate full responsibility and accountability for personal outputs.

Demonstrate full responsibility and accountability for all aspects of the work or functions of others, including planning, budgeting and strategy.

Qualification pathways

CUV11 Visual Arts, Craft and Design Training Package does not mandate particular pathways to the achievement of qualifications. It is the prerogative of registered training organisations (RTOs) to use the rules of the qualifications to provide the best learning programs and sequences to meet the needs of their students and customers. The qualification structure allows them to decide what, when and how they will teach. It describes the outcomes of training but leaves the detailed decision-making and implementation to RTOs.

The following pathways chart is provided to show the types of pathways into and from qualifications that are possible with this Training Package. For more information about qualifications and pathways contact Innovation and Business Skills Australia.

Definition

Skill sets are defined as single units of competency, or combinations of units of competency from an endorsed Training Package, which link to a licence or regulatory requirement, or defined industry need.

Wording on Statements of Attainment

Skill sets are a way of publicly identifying logical groupings of units of competency which meet an identified need or industry outcome. Skill sets are not qualifications.

Where skill sets are identified in a Training Package, the Statement of Attainment can set out the competencies a person has achieved in a way that is consistent and clear for employers and others. This is done by including the wording ‘these competencies meet [insert skill set title or identified industry area] need’ on the Statement of Attainment. This wording applies only to skill sets that are formally identified as such in the endorsed Training Package. See the 2010 edition of the AQF Implementation Handbook for advice on wording on Statements of Attainment. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_07.pdf

Skill Set Structures

Skill sets are designed to be available to industry to train participants in a particular skill set. They contain units of competency that will be awarded with a Statement of Attainment and are able to be counted towards a qualification. Where possible, Skill Sets are aligned to a range of vendor training programs that are used as a basis for industry certifications. Readers should ensure that they have also read the part of the Training Package that outlines licensing and regulatory requirements.

Skill sets in this Training Package

This section provides information on Skill Sets within this Training Package, with the following important disclaimer: Readers should ensure that they have also read the part of the Training Package that outlines licensing and regulatory requirements.

Technical/Scientific Field-Based Photo Imaging Skill Set
Preparatory Skill Set for Professional Graphic Design Practice
Preparatory Skill Set for Professional Photo Imaging Practice

Employability Skills

Employability Skills replacing key competency information from 2006

In May 2005, the approach to incorporate employability skills within Training Package qualifications and units of competency was endorsed. As a result, from 2006 employability skills have replaced key competency information in Training Packages.

Background to employability skills

Employability skills are also sometimes referred to as generic skills, capabilities or key competencies. The employability skills discussed here build on the Mayer Committee’s key competencies, which were developed in 1992 and attempted to describe generic competencies for effective participation in work.

The Business Council of Australia (BCA) and the Australian Chamber of Commerce and Industry (ACCI), produced the Employability Skills for the Future report in 2002 in consultation with other peak employer bodies and with funding provided by the Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA). Officially released in 2002, copies of the report are available from the DEST website at: www.dest.gov.au/archive/ty/publications/ employability_skills/index.htm.

The report indicated that business and industry now require a broader range of skills than the Mayer Key Competencies Framework and featured an Employability Skills Framework identifying the following eight employability skills:

Communication

Teamwork

Problem solving

Initiative and enterprise

Planning and organising

Self-management

Learning

Technology.

The report demonstrated how employability skills can be further described for particular occupational and industry contexts by sets of facets. The facets listed in the report are the aspects of the employability skills that the sample of employers surveyed identified as being important work skills. These facets were seen by employers as being dependent both in their nature and priority on an enterprise’s business activity.

Employability Skills Framework

The following table contains the employability skills facets identified in the report Employability Skills for the Future.

Skill	Facets
Aspects of the skill that employers identify as important. The nature and application of these facets will vary depending on industry and job type.
Communication that contributes to productive and harmonious relations across employees and customers:	listening and understanding speaking clearly and directly writing to the needs of the audience negotiating responsively reading independently empathising using numeracy effectively understanding the needs of internal and external customers persuading effectively establishing and using networks being assertive sharing information speaking and writing in languages other than English.
Teamwork that contributes to productive working relationships and outcomes:	working across different ages irrespective of gender, race, religion or political persuasion working as an individual and as a member of a team knowing how to define a role as part of the team applying teamwork to a range of situations, e.g. future planning and crisis problem solving identifying the strengths of team members coaching and mentoring skills, including giving feedback.
Problem solving that contributes to productive outcomes:	developing creative, innovative and practical solutions showing independence and initiative in identifying and solving problems solving problems in teams applying a range of strategies to problem solving using mathematics, including budgeting and financial management to solve problems applying problem solving strategies across a range of areas testing assumptions, taking into account the context of data and circumstances resolving customer concerns in relation to complex project issues.
Initiative and enterprise that contribute to innovative outcomes:	adapting to new situations developing a strategic, creative and long-term vision being creative identifying opportunities not obvious to others translating ideas into action generating a range of options initiating innovative solutions.
Planning and organising that contribute to long and short-term strategic planning:	managing time and priorities – setting time lines, coordinating tasks for self and with others being resourceful taking initiative and making decisions adapting resource allocations to cope with contingencies establishing clear project goals and deliverables allocating people and other resources to tasks planning the use of resources, including time management participating in continuous improvement and planning processes developing a vision and a proactive plan to accompany it predicting – weighing up risk, evaluating alternatives and applying evaluation criteria collecting, analysing and organising information understanding basic business systems and their relationships.
Self-management that contributes to employee satisfaction and growth:	having a personal vision and goals evaluating and monitoring own performance having knowledge and confidence in own ideas and visions articulating own ideas and visions taking responsibility.
Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes:	managing own learning contributing to the learning community at the workplace using a range of mediums to learn – mentoring, peer support and networking, IT and courses applying learning to technical issues (e.g. learning about products) and people issues (e.g. interpersonal and cultural aspects of work) having enthusiasm for ongoing learning being willing to learn in any setting – on and off the job being open to new ideas and techniques being prepared to invest time and effort in learning new skills acknowledging the need to learn in order to accommodate change.
Technology that contributes to the effective carrying out of tasks:	having a range of basic IT skills applying IT as a management tool using IT to organise data being willing to learn new IT skills having the OHS knowledge to apply technology having the appropriate physical capacity.

Employability Skills summary

An employability skills summary is included for each qualification. Summaries provide a lens through which to view employability skills at the qualification level and capture the key aspects or facets of the employability skills that are important to the job roles covered by the qualification. Summaries are designed to assist trainers and assessors to identify and include important industry application of employability skills in learning and assessment strategies.

The following is important information for trainers and assessors about employability skills summaries:

Employability skills summaries provide examples of how each skill is applicable to the job roles covered by the qualification.

Employability skills summaries contain general information about the industry context which is further explained as measurable outcomes of performance in the units of competency in each qualification.

The detail in each employability skills summary will vary depending on the range of job roles covered by the qualification in question.

Employability skills summaries are not exhaustive lists of qualification requirements or checklists of performance (which are separate assessment tools that should be designed by trainers and assessors after analysis at the unit level).

Employability skills summaries contain information that may also assist in building learners’ understanding of industry and workplace expectations.

Industry requirements for employability skills

CUV11 Visual Arts, Craft and Design Training Package explicitly embeds employability skills in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to industry requirements and the nature of the unit of competency.

Assessment Guidelines

Introduction

These Assessment Guidelines provide the endorsed framework for assessment of units of competency in this Training Package. They are designed to ensure that assessment is consistent with the Australian Quality Training Framework (AQTF) Essential Standards for Initial and Continuing Registration. Assessments against the units of competency in this Training Package must be carried out in accordance with these Assessment Guidelines.

Assessment System Overview

This section provides an overview of the requirements for assessment when using this Training Package, including a summary of the AQTF requirements; licensing and registration requirements; and assessment pathways.

Quality assessment underpins the credibility of the vocational education and training sector. The Assessment Guidelines of a Training Package are an important tool in supporting quality assessment.

Assessment within the National Skills Framework is the process of collecting evidence and making judgements about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency.

Assessment must be carried out in accordance with the:

benchmarks for assessment

specific industry requirements

principles of assessment

rules of evidence

assessment requirements set out in the AQTF.

Benchmarks for Assessment

The endorsed units of competency in this Training Package are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs).

Principles of Assessment

All assessments carried out by RTOs are required to demonstrate compliance with the principles of assessment:

validity

reliability

flexibility

fairness

sufficiency.

These principles must be addressed in the:

design, establishment and management of the assessment system for this Training Package

development of assessment tools, and

the conduct of assessment.

Validity

Assessment is valid when the process is sound and assesses what it claims to assess. Validity requires that:

assessment against the units of competency must cover the broad range of skills and knowledge that are essential to competent performance

assessment of knowledge and skills must be integrated with their practical application

judgement of competence must be based on sufficient evidence (that is, evidence gathered on a number of occasions and in a range of contexts using different assessment methods). The specific evidence requirements of each unit of competency provide advice on sufficiency

Reliability

Reliability refers to the degree to which evidence presented for assessment is consistently interpreted and results in consistent assessment outcomes. Reliability requires the assessor to have the required competencies in assessment and relevant vocational competencies (or to assess in conjunction with someone who has the vocational competencies). It can only be achieved when assessors share a common interpretation of the assessment requirements of the unit(s) being assessed.

Flexibility

To be flexible, assessment should reflect the candidate’s needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and support continuous competency development.

Fairness

Fairness in assessment requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands and is able to participate in, the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary.

Sufficiency

Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency. Sufficiency is also one of the rules of evidence.

Rules of Evidence

The rules of evidence guide the collection of evidence that address the principles of validity and reliability, guiding the collection of evidence to ensure that it is valid, sufficient, current and authentic.

Valid

Valid evidence must relate directly to the requirements of the unit of competency. In ensuring evidence is valid, assessors must ensure that the evidence collected supports demonstration of the outcomes and performance requirements of the unit of competency together with the knowledge and skills necessary for competent performance. Valid evidence must encapsulate the breadth and depth of the unit of competency, which will necessitate using a number of different assessment methods.

Sufficient

Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency.

Current

In assessment, currency relates to the age of the evidence presented by a candidate to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence collected must be from either the present or the very recent past.

Authentic

To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate’s own work. Assessment Requirements of the Australian Quality Training Framework

Assessment leading to nationally recognised AQF qualifications and Statements of Attainment in the vocational education and training sector must meet the requirements of the AQTF as expressed in the AQTF 2010 Essential Standards for Registration.

The AQTF 2010 Essential Standards for Initial and Continuing Registration can be downloaded from <www.training.com.au>.

The following points summarise the assessment requirements.

Registration of Training Organisations

Assessment must be conducted by, or on behalf of, an RTO formally registered by a State or Territory Registering Body in accordance with the AQTF. The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration.

Quality Training and Assessment

Each RTO must provide quality training and assessment across all its operations. See the AQTF 2010 Essential Standards for Initial and Continuing Registration, Standard 1.

Assessor Competency Requirements

Each person involved in training and assessment must be competent for the functions they perform. See the AQTF 2010 Essential Standards for Initial and Continuing Registration, Standard 1 for assessor (and trainer) competency requirements. See also the AQTF 2010 Users’ Guide to the Essential Standards for Registration – Appendix 2.

Assessment Requirements

The RTOs assessments, including RPL, must meet the requirements of the relevant endorsed Training Package. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Assessment Strategies

Each RTO must have strategies for training and assessment that meet the requirements of the relevant Training Package or accredited course and are developed in consultation with industry stakeholders. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

National Recognition

Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Access and Equity and Client Outcomes

Each RTO must adhere to the principles of access and equity and maximise outcomes for its clients. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Monitoring Assessments

Training and/or assessment provided on behalf of the RTO must be monitored to ensure that it is in accordance with all aspects of the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Recording Assessment Outcomes

Each RTO must manage records to ensure their accuracy and integrity. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Issuing AQF qualifications and Statements of Attainment

Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the current AQF Implementation Handbook and the endorsed Training Packages within the scope of its registration. An AQF qualification is issued once the full requirements for a qualification, as specified in the nationally endorsed Training Package are met. A Statement of Attainment is issued when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). See the AQTF and the edition of the AQF Implementation Handbook – available on the AQF Council website <www.aqf.edu.au>.

Licensing/Registration Requirements

This section provides information on licensing/registration requirements for CUV11 Visual Arts, Craft and Design Training Package, with the following important disclaimer.

The developers of this Training Package, and DEEWR, consider that no registration requirements apply to registered training organisations (RTOs), assessors or candidates with respect to this Training Package. Contact the relevant state or territory department(s) to check if there are any registration requirements with which you must comply. For further information on this topic contact IBSA at www.ibsa.org.au.

Requirements for Assessors

Assessor Competencies

The AQTF specifies mandatory competency requirements for assessors. For information, Element 1.4 from the AQTF 2007 Essential Standards for Registration follows:

1.1	Training and assessment are conducted by trainers and assessors who:

have the necessary training and assessment competencies as determined by the National Quality Council or its successors, and

have the relevant vocational competencies at least to the level being delivered or assessed, and

can demonstrate current industry skills directly relevant to the training/ assessment being undertaken, and

continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence.

* See AQTF 2010 Users’ Guide to the Essential Standards for Registration – Appendix 2.

Requirements for RTOs

Training and assessment in remote and regional areas

Training and assessing candidates in remote and regional areas present a range of challenges. These include:

lack of numbers preventing the establishment of traditional class sizes

physical remoteness of some communities, where access to training facilities is limited

scarcity of teachers with the required industry experience

scarcity of physical training resources (e.g. current and emerging technology).

Some options for overcoming these challenges include:

partnerships between RTOs to establish classes, i.e. programs delivered on a regional rather than local basis

delivering certain units by distance mode

partnerships between industry and RTOs to share resources and personnel

partnerships between schools and RTOs

use of technology (e.g. email, CDs and internet) and self-paced resources.

Training and assessment issues for schools

Implementation of CUV11 Visual Arts, Craft and Design Training Package within the school sector, while encouraged, needs to ensure the following:

currency of skills and knowledge of those charged with training and assessing students

access to industry-current equipment, facilities and training resources so that students acquire a realistic view of the realities and conditions within the workplace

comprehensive coverage of underpinning skills and knowledge as delineated within the competency standards

appropriateness of learning and assessment experiences to ensure that these are current and realistic.

The units of competency provide more detailed guidance for training and assessment purposes, as well as examples relevant to each unit, and schools are encouraged to use these guidelines when planning training and assessment.

It is recommended that delivery of qualifications in schools should only include Certificates I and II. For more information on VET in Schools, please refer to Appendix C.

Assessment of units related to Indigenous arts practice

Units directly related to Indigenous arts practice contain the following statement:

‘Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.’

Operation of the reference group would vary depending on local community needs, but typically a reference group might provide advice about and be involved in:

participant selection

staff selection

negotiation for involvement of Elders, custodians, mentors and advisers

policy guidelines

delivery and assessment issues

training and professional development resources.

Assessment in a simulated environment

Units of competency in CUV11 Visual Arts, Craft and Design Training Package may be assessed in the workplace or in a simulated environment. Given the nature of the sector, it is most likely that units in this Training Package will not be assessed in the workplace.

In order to be valid and reliable, simulation where used must closely represent what actually occurs in art and design workplaces, and should seek to replicate an actual work setting. It is critical that the designer of the simulation is thoroughly familiar with the application of the unit of competency and is experienced in current and relevant workplace practices. In deciding whether a simulation or an assessment environment has been adequately designed, the following questions should be asked.

Are there opportunities to:

test the full range of equipment?

use up-to-date equipment and software?

reflect time pressures and deadlines?

show the complexity of dealing with multiple tasks?

prioritise among competing tasks?

deal with customers, including difficult ones?

work with others in a team when appropriate?

communicate with diverse groups?

find, discuss and test solutions to problems?

explore health and safety issues?

answer practically-oriented, applied knowledge questions?

show the level of verbal and written expression sufficient for, but not exceeding, the work requirements?

Industry Assessment Contextualisation 1 – Assessment for Indigenous organisations

Aboriginal and Torres Strait Islander people have expressed concern about the importance of developing appropriate assessment processes.

There are four main areas of concern:

diversity

cultural appropriateness

community control

accreditation.

Diversity

The word ‘diversity’ is used to emphasise the wide range of opinions, aspirations, community circumstances, cultural practices, geographic locations, and social, economic and political conditions that exist throughout Australia and the need to guard against assumptions that all communities are the same.

One approach is to distinguish between remote, rural and urban settings. These settings suggest differences that may be relevant to Aboriginal and Torres Strait Islander organisations, including:

culture

language

history

social make-up

geography

social and economic infrastructure

economy

political structure.

These factors suggest that training and assessment, in order to be relevant to the needs of a particular Aboriginal or Torres Strait Islander organisation, should address each situation as unique.

Cultural appropriateness

The word ‘culture’ is used in a broad sense and refers to:

values, social beliefs and customs, such as Aboriginal and Torres Strait Islander law, land, and family and kinship systems

protocols of behaviour and interaction, such as cultural authority, gender and kinship

ways of thinking, including preferred learning styles

language, both English and Aboriginal English

lifestyles

local history

location, including region and place.

A particularly important aspect of cultural appropriateness is that of learning styles. There is evidence that Aboriginal and Torres Strait Islander people, both traditional and contemporary, approach learning differently to the Western intellectual tradition, which is relevant to effective training and assessment.

It is understood that Aboriginal and Torres Strait Islander people may:

learn better in groups than individually

learn better in the surroundings of their community than in an institutional environment

prefer oral communication to written forms

learn on the basis of trial and error in the presence of an experienced person in preference to concept building approaches

have a highly-developed sense of spatial relations by which they learn; hence stories, maps and pictures would be preferable to oral explanations.

To be effective, it is necessary that training and assessment recognise, adopt and practise appropriate delivery and assessment approaches.

Trainers and assessors who are not Aboriginal or Torres Strait Islanders need information on aspects of Aboriginal and Torres Strait Islander culture. They need to work closely with Aboriginal and Torres Strait Islander people to adopt practices that reflect Aboriginal and Torres Strait Islander approaches. The community should be asked to identify experts to provide information and to assist with assessment of relevant protocols, for example, where required.

There are a number of ways an RTO can establish and maintain culturally appropriate training and assessment practices, including:

ensuring a high proportion of Aboriginal and Torres Strait Islander participation in all aspects of planning, development, delivery and evaluation

establishing and maintaining a collaborative relationship with local Aboriginal and Torres Strait Islander communities

as a mainstream (non-Indigenous) RTO, establishing auspice relationships with Aboriginal and Torres Strait Islander organisations and individuals, including direct and indirect involvement of persons identified as appropriate by the local community

ensuring ongoing training of non-Aboriginal and Torres Strait Islander staff at all levels of the RTO, delivered by Aboriginal and Torres Strait Islander personnel.

Community control

The term ‘community control’ is synonymous with such things as self-determination and self-management, and underpins most community aspirations. It is of fundamental concern to people who see themselves as having been dispossessed by colonisation.

The essence of control is control of decision making. In order to be able to do this, people need all relevant information, relevant competencies, and recognition of their own structures and processes.

Among other things, Aboriginal and Torres Strait Islander people seek control over their training. It is necessary, therefore, that they participate in meaningful ways in all stages of planning, development, delivery and evaluation. One way to achieve this is for communities to have control of the contract for training initiatives.

It is important that training providers and assessors respect and conform to the practice of community control.

Accreditation

Aboriginal and Torres Strait Islander people have said for a long time that their involvement in training has not been formally recognised and that many of the skills they use in managing their organisations and delivering services to their communities have not been valued.

The first issue may have arisen because much of the training that has been delivered to communities has been customised to particular situations, has not been assessed on an individual basis if at all, and has been delivered by unregistered personnel. Secondly, until this time, recognition of current competencies (RCC) has been underutilised.

Individuals may demonstrate competence in complete units of competency through formal training, informal training, or the recognition of current competencies and skills, resulting in qualifications or statements of attainment being awarded.

In the community group setting, an important feature of likely relevance for assessment is that participants may vary with respect to previous education and training experience, which may result in diverse literacy and numeracy issues. However, literacy and numeracy skills are not a barrier to sophisticated thought, and care must be taken not to use assessment strategies that rely on a person having numeracy and literacy skills that are not intrinsically required by the unit of competency being assessed.

A flexible approach to assessment will be required by RTOs in order to meet the requirements of Aboriginal and Torres Strait Islander organisations and individuals.

Assessment in Aboriginal and Torres Strait Islander communities

The guiding principles that underpin assessment include:

assessment should be transparent, i.e. clearly seen and understood by the candidate and others

assessment should empower the candidate on the basis of consent, self-assessment and responsibility for the process

members or prospective members of community management committees should have opportunities to demonstrate their competencies and skills

activities undertaken by the candidate in a community management role may be used as the context for assessment where possible (known as on-the-job assessment or workplace assessment); there may also be opportunities to include evidence from other relevant situations

assessment should involve designated community experts working in collaboration with RTO assessors in order to provide appropriate recognition of cultural and community skills and knowledge

assessments must provide constructive feedback to candidates and support for further competency development

assessments must provide a statement of attainment or qualification, listing the units of competency achieved

records of candidate achievement maintained by the RTO must include the statement of attainment, listing the units of competency or qualifications achieved as required by the AQTF

a record of demonstrated competencies will assist in role clarification and performance appraisals in the workplace.

Given the importance of the assessment to the candidate and community management committees, the assessor must make every effort to ensure that assessment is conducted with the highest level of professionalism and integrity.

Units of competency with cultural content, including the following of local protocols, will require the assessor to have knowledge of these cultural matters. As these matters are often governed by local rules regarding access to such knowledge, only those people with the knowledge can genuinely assess these aspects of the unit of competency or provide guidance on their assessment.

Discussion must take place with the community and agreement must be reached on how these matters are assessed. For non-Aboriginal and Torres Strait Islander RTOs, this will usually mean the use of auspice arrangements with appropriate people or knowledge experts, identified by the community.

It should be noted that for Aboriginal and Torres Strait Islander people being assessed in aspects of competency, they will almost invariably have been attained through life experience.

This must also be taken into account in the assessment procedures relating to cultural matters.

Assessors may exercise limited discretion in response to organisational or individual requirements, but any changes must not alter the meaning of the unit of competency or the elements of competency.

Candidates must be informed of the right to access grievance procedures.

Industry Assessment Contextualisation 2 – Training and assessment for people with specific needs

Disability Standards for Education were formed under the Disability Discrimination Act 1992 and were introduced in August 2005. They clarify the obligations of education and training providers to ensure that students who have a disability are able to access and participate in education without experiencing discrimination.

The Department of Education, Employment and Workplace Relations (DEEWR) provides further information in the Disability Standards for Education 2005 Guidance Notes, accessible via the DEEWR website (http://www.deewr.gov.au/schooling/ programs/pages/disabilitystandardsforeducation.aspx).

Good vocational training and assessment are often about making adjustments to what we do to meet the learning support needs of individuals. The information provided in this section is aimed at assisting teachers/trainers to meet the reasonable adjustment needs of people who have a disability.

According to the Australian Bureau of Statistics (ABS), 2003, Survey of Disability, Ageing and Carers (SDAC) in the section on education and employment:

‘In 2003, one in four people (24%) aged 15–64 years with a profound or severe coreactivity limitation, who were living in households, had completed Year 12. This compares to half (49%) of those without a disability. People with a profound or severe coreactivity limitation were less likely to have completed a diploma or higher qualification (14%) than those without a disability (28%).’

Employmentrelated findings, for people aged 15–64 years living in households, from the ABS 2003 SDAC include:

those with a profound level of core-activity limitation had a much lower labour force participation rate (15%) than people without a disability (81%)

people with a disability who were employed were more likely to work part-time (37%) than those who were employed and did not have a disability (29%)

people employed in agriculture, forestry and fishing (16%) had a relatively high disability rate compared to the overall rate for those employed (11%).

Clearly there is much work still to be done to ensure that people who have a disability are able to participate in employment and vocational education and training as fully as possible.

What is a disability?

A disability presents some impairment to everyday activity. Some people with a disability do not have any impairments resulting from their disability. For example, a person who has a hearing impairment which is compensated for by a hearing aid may function without any adjustments.

While some people with a disability may have an impairment because of the environment, not the disability itself. For example, hearing loss can be accentuated in a room with loud, competing noise and poor acoustics.

A disability may affect or relate to a range of human functions, including mobility, stamina, lifting ability, memory, vision, hearing, speech, comprehension and mood swings. This may be due to accidents, illnesses or birth.

According to the ABS 2003 SDAC:

‘One in five people in Australia (3,958,300 or 20.0%) had a reported disability. This rate was much the same for males (19.8%) and females (20.1%). Disability was defined as any limitation, restriction or impairment, which has lasted, or is likely to last, for at least six months and restricts everyday activities. Examples range from hearing loss which requires the use of a hearing aid, to difficulty dressing due to arthritis, to advanced dementia requiring constant help and supervision.’

The ABS 2003 SDAC information also tells us that:

‘15.2% (600,300) of people with a disability reported that the cause of their main health condition was accident or injury, 14% (557,300) that it was disease, illness or heredity, and 11% (423,500) that it was “working conditions, work or overwork”.’

Health conditions can also be acquired through sporting accidents, repetitive or overuse (through regular or sporting activities), or the daily activities of life.

There are many resources available that provide information on how to adjust training and assessment for someone who has a disability; some of these are listed in the contacts section below.

Adjustments in training and assessment

An open mind, common sense and tailoring to individual circumstances will, as often as not, ensure individuals achieve the standards that employers and training providers expect.

Reasonable adjustments need only be that – reasonable. It is about identifying what adjustments might reasonably be made and how they may be put into place.

Training and assessment can be made more appropriate and fairer for a person who has a disability through attitude, preparation and application.

Attitude

The attitude of others is often the greatest barrier for people who have a disability. While most people who have a disability will only ever require minor adjustments to ensure learning is positive, some will require additional support. There are many support agencies that can provide advice, however teachers/trainers may need to take additional time to ensure their teaching/training meets the learning support needs of the individual concerned.

Positive language creates an atmosphere of mutual respect, which is essential to learning. For example, using language that identifies learners as people rather than language that identifies them by one of their characteristics conveys that the person is more important than the characteristic, such as the difference between a ‘person who has an intellectual disability’ and an ‘intellectually disabled person’. A person who has an intellectual disability could also be identified by a range of equally important characteristics – height, age, sporting interests, etc. However, the term ‘intellectually disabled person’ refers to the disability as the major, and often only, defining characteristic.

Preparation

It is important to identify any functional issues arising from the nature and extent of a person’s disability. This can usually be done by discussing such issues with the individual. In most cases, this consultation will identify reasonable adjustment needs which can be put into place. There are many simple things that teachers/trainers can do to make reasonable adjustments to enable individuals who have a disability to succeed in training and assessment. In some cases, professional support may be required.

Application

Once reasonable adjustments have been implemented it is important to monitor and evaluate what has been done to ensure the best environment for continuous learning because:

adjustments may only need to be temporary – i.e. mechanisms may only need to be in place during an induction period or due to a temporary disability, in which case evaluation will ensure appropriateness without the need for ongoing monitoring

adjustments may need reinforcing – when adjustments need to be ongoing, monitoring may reinforce patterns of behaviour in order for them to become ‘natural’

adjustments may need improving – where adjustments are ongoing or substantial, a commitment to continuous improvement is recommended through monitoring.

In most cases an informal discussion with the person concerned may be all that is necessary. However, should adjustments be substantial, or a learner not be acquiring competence at a reasonable rate, a more formal process may be required. This may include:

performance indicators – training providers, learners and employers should have agreed indicators of performance which can be measured and monitored

independent support – a third party, independent of the training and/or assessment environment, may need to be involved

experimentation – if existing adjustments are not proving satisfactory, creative solutions may be needed

continuing review – formal monitoring is encouraged if adjustments are changed or if substantial adjustments are necessary.

For further information on training and assessment for people with specific needs, the DEEWR website has information about the National Disability Coordination Officer Programme, which ‘provides information, coordination and referral services for people with a disability interested in or enrolled in postschool education and training’ (www.deewr.gov.au).

Reasonable adjustment

Below are some of the practical things that can be done as part of providing reasonable adjustment to learners with specific support needs to enable them to undertake training and assessment. Clearly, each case will be different and will need to be discussed with the person and in some cases expert help will be needed, at least in the initial stages.

Type of disability	Reasonable adjustment
Acquired brain injury	Memory aids (posters, notes, etc.) Reflective listening skills Stress minimisation Time and patience.
Hearing impairment	Audio loops for people using hearing aids Plain English documents Fire and alarm systems with flashing lights Sign language interpreters Telephone typewriters.
Intellectual disability	Additional time Assessment which is appropriate to the skill (i.e. avoiding written assessment for practical tasks) Mentors Plain English documents Practical learning sessions Repetition of learning exercises.
Mobility impairment	Access to aids, such as for holding documents Adjustable tables Lifting limits Note-taking support Verbal rather than written presentations Personal computers Wheelchair access.
Psychiatric disability	Identification and avoidance of stresses Ongoing rather than formal assessments Reflective listening skills ‘Timeout’ breaks in assessment.
Speech impairment	Information summaries Stress minimisation Time and patience Written rather than verbal opportunities
Vision impairment	Additional writing time for assignments and tests Audiotapes Braille translations Enlarged computer screen images Enlarged text and images Good lighting or reading lamps Guide dog provision Informing the person before moving furniture Voice synthesisers on computers.

Designing assessment tools

This section provides an overview on the use and development of assessment tools.

Use of Assessment Tools

Assessment tools provide a means of collecting the evidence that assessors use in making judgements about whether candidates have achieved competency.

There is no set format or process for the design, production or development of assessment tools. Assessors may use prepared assessment tools, such as those specifically developed to support this Training Package, or they may develop their own.

Using Prepared Assessment Tools

If using prepared assessment tools, assessors should ensure these relate to the current version of the relevant unit of competency. The current unit of competency can be checked on the National Register <http://training.gov.au>.

Developing Assessment Tools

When developing their own assessment tools, assessors must ensure that the tools:

are benchmarked against the relevant unit or units of competency;

are reviewed as part of the validation of assessment strategies required under the AQTF; and

meet the assessment requirements expressed in the AQTF 2010 Essential Standards for Initial and Continuing Registration.

A key reference for assessors developing assessment tools is TAE10 Training and Education Training Package.

Language, Literacy and Numeracy

The design of assessment tools must reflect the language, literacy and numeracy competencies required for the performance of a task in the workplace and not exceed these expectations.

Conducting Assessment

This section details the mandatory assessment requirements and provides information on equity in assessment including reasonable adjustment.

Mandatory Assessment Requirements

Assessments must meet the criteria set out in the AQTF 2010 Essential Standards for Initial and Continuing Registration. For information, the mandatory assessment requirements from Standard 1 from the AQTF 2010 Essential Standards for Initial and Continuing Registration are as follows:

Assessment, including Recognition of Prior Learning (RPL):

meets the requirements of the relevant Training Package or accredited course

is conducted in accordance with the principles of assessment and the rules of evidence

meets workplace and, where relevant, regulatory requirements

is systematically validated.

Assessment of Employability Skills

Employability Skills are integral to workplace competency. As such, they must be considered in the design, customisation, delivery and assessment of vocational education and training programs in an integrated and holistic way, as represented diagrammatically below.

Employability Skills are embedded within each unit of competency, and an Employability Skills Summary is available for each qualification. Training providers must use Employability Skills information in order to design valid and reliable training and assessment strategies.

This analysis could include:

reviewing units of competency to locate relevant Employability Skills and determine how they are applied within the unit

analysing the Employability Skills Summary for the qualification in which the unit or units are packaged to help clarify relevant industry and workplace contexts and the application of Employability Skills at that qualification outcome

designing training and assessment to address Employability Skills requirements.

The National Quality Council has endorsed a model for assessing and reporting Employability Skills, which contains further suggestions about good practice strategies in teaching, assessing, learning and reporting Employability Skills. The model is available from <http://www.training.com.au/>.

The endorsed approach includes learners downloading qualification specific Employability Skills Summaries for Training Package qualifications from an online repository at <http://employabilityskills.training.com.au>.

For more information on Employability Skills in Innovation and Business Industry Skills Council Training Packages go to the Innovation and Business Industry Skills Council website at <http://www.ibsa.org.au>.

Employability Skills are reported on each qualification using the following statement on the qualification testamur: ‘A summary of the Employability Skills developed through this qualification can be downloaded from http://employabilityskills.training.com.au’.

Access and Equity

An individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package: training and assessment must be bias-free.

Under the rules for their development, Training Packages must reflect and cater for the increasing diversity of Australia’s VET clients and Australia’s current and future workforce. The flexibilities offered by Training Packages should enhance opportunities and potential outcomes for all people so that we can all benefit from a wider national skills base and a shared contribution to Australia’s economic development and social and cultural life.

Reasonable Adjustments

It is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with disability.

Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While ‘reasonable adjustment’ and ‘unjustifiable hardship’ are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of students with and without disability.

An adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and training on the same basis as students without a disability.

An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student’s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment.

An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship.

The Training Package Guidelines provides more information on reasonable adjustment, including examples of adjustments. Go to http://www.deewr.gov.au/tpdh/Pages/home.aspx.

Further Sources of Information

The section provides a listing of useful contacts and resources to assist assessors in planning, designing, conducting and reviewing of assessments against this Training Package.

Contacts

This section provides a list of useful contacts and resources to assist trainers and assessors in planning, designing, conducting and reviewing their programs for this Training Package.

Industry Skills Council: Innovation & Business Skills Australia Level 11, 176 Wellington Pde EAST MELBOURNE VIC 3002 Telephone: (03) 9815 7000 Facsimile: (03) 9815 7001 Email: virtual@ibsa.org.au Website: www.ibsa.org.au	For information on the TAE10 Training and Education Training Package contact: Innovation & Business Skills Australia Level 11, 176 Wellington Pde EAST MELBOURNE VIC 3002 Telephone: (03) 9815 7000 Facsimile: (03) 9815 7001 Email: virtual@ibsa.org.au Website: www.ibsa.org.au

General resources

Refer to <http://antapubs.dest.gov.au/publications/search.asp> to locate the following publications.

AQF Implementation Handbook, fourth edition. Australian Qualifications Framework Advisory Board, 2007, <www.aqf.edu.au>.

Australian Quality Training Framework (AQTF) – for information and resources go to <www.training.com.au>.

AQTF Essential Conditions and Standards. Training organisations must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.

AQTF User’s Guide to the Essential Standards for Registration. A Users’ Guide for training organisations who must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.

AQTF Standards for Accredited Courses. State and territory accrediting bodies are responsible for accrediting courses. This standard provides a national operating framework and template for the accreditation of courses.

TAE10 Training and Education Training Package. This is available from Innovation and Business Skills Australia (IBSA), the Innovation and Business Industry Skills Council, and can be viewed and components downloaded, from Training.gov.au (TGA).

Training.gov.au, an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses (http://training.gov.au).

Training Package Development Handbook can be downloaded from www.deeewr.gov.au.

Assessment resources

Training Package Assessment Guides – a range of resources to assist RTOs in developing Training Package assessment materials (originally developed by ANTA with funding from the Department of Education, Training and Youth Affairs) and made up of 10 separate titles, as described at the publications page of <www.deewr.gov.au>. Go to <www.resourcegenerator.gov.au>.

Printed and/or CD versions of the Guides can be purchased from Technical and Vocational Education and Training (TVET) Australia Limited. The resource includes the following guides:

Training Package Assessment Materials Kit

Assessing Competencies in Higher Qualifications

Recognition Resource

Kit to Support Assessor Training

Candidates Kit: Guide to Assessment in New Apprenticeships

Assessment Approaches for Small Workplaces

Assessment Using Partnership Arrangements

Strategies for ensuring Consistency in Assessment

Networking for Assessors

Quality Assurance Guide for Assessment.

An additional guide ‘Delivery and Assessment Strategies’ has been developed to complement these resources.

Assessment tool design and conducting assessment

VETASSESS and Western Australian Department of Training and Employment 2000, Designing Tests – Guidelines for designing knowledge based tests for Training Packages.

Vocational Education and Assessment Centre 1997, Designing Workplace Assessment Tools, A self-directed learning program, NSW TAFE.

Manufacturing Learning Australia 2000, Assessment Solutions, Australian Training Products, Melbourne.

Rumsey, David 1994, Assessment practical guide, Australian Government Publishing Service, Canberra.

Assessor training

Australian Committee on Training Curriculum (ACTRAC) 1994, Assessor training program – learning materials, Australian Training Products, Melbourne.

Australian National Training Authority, A Guide for Professional Development, ANTA, Brisbane.

Australian Training Products Ltd Assessment and Workplace Training, Training Package – Toolbox, ATPL Melbourne (available from TVET).

Green, M, et al. 1997, Key competencies professional development package, Department for Education and Children’s Services, South Australia.

Victorian TAFE Association 2000, The professional development CD: A learning tool, VTA, Melbourne.

Assessment system design and management

Office of Training and Further Education 1998, Demonstrating best practice in VET project – assessment systems and processes, OTFE Victoria (now ‘Skills Victoria’).

Toop, L., Gibb, J. & Worsnop, P. Assessment system designs, Australian Government Publishing Service, Canberra.

Support for employment, training and assessment of people with specific needs

Association of Competitive Employment (ACE) National Network ACE represents agencies who deliver open employment services for people who have a disability. PO Box 5198 Alphington VIC 3078 Tel: 03 9411 4033 Fax: 03 9411 4053 Email: info@acenational.org.au Website: www.acenational.org.au	Australian Disability Clearinghouse on Education and Training (ADCET) ADCET provides information about inclusive post-secondary education and training teaching, learning and assessment strategies and support services for people who have a disability. Locked Bag 1335 Launceston TAS 7250 Tel: 03 6324 3787 Fax: 03 6324 3788 Website: www.adcet.edu.au
Australian Association of the Deaf PO Box 1083 Stafford QLD 4053 Tel: 07 3357 8266 Fax: 07 3357 8377 TTY: 07 3357 8277 Email: aad@aad.org.au Website: www.aad.org.au	Australian Federation of Deaf Societies PO Box 1060 Parramatta NSW 2124 Tel: 02 8833 3615 Fax: 02 9893 8333 TTY: 02 9893 8858
Australian Federation of Disability Organisations 247 Flinders lane Melbourne VIC 3000 Tel: 03 9662 3324 Fax: 03 9662 3325 Email: office@afdo.org.au Website: www.afdo.org.au	Blind Citizens Australia PO Box 24 Sunshine VIC 3020 Tel: 03 9372 6400 Fax: 03 9372 6466 TTY: 03 9372 9275 Freecall: 1800 033 660 Email: bca@bca.org.au Website: www.bca.org.au
Brain Injury Australia PO Box 82 Mawson ACT 2607 Tel: 02 6290 2253 Fax: 02 6290 2252 Email: bianational@apex.net.au	Carers Australia PO Box 73 Deakin West ACT 2600 Tel: 02 6122 9900 Fax: 02 6122 9999 Email: caa@carersaustralia.com.au Website: www.carersaustralia.com.au
Commonwealth Disability Services Program Contacts www.facs.gov.au or by telephone: New South Wales/Australian Capital Territory: 1300 653 227 Northern Territory: 08 8936 6366 Queensland: 07 3004 4712 South Australia: 08 8400 2100 Tasmania: 03 6211 9300 Victoria: 03 8626 1109 Western Australia: 08 9229 1500	Deafness Forum of Australia The forum coordinates the annual National Hearing Awareness Week, held in the last complete week of August. 218 Northbourne Avenue Braddon ACT 2612 Tel: 02 6262 7808 Fax: 02 6262 7810 TTY: 02 6262 7809 Email: info@deafnessforum.org.au Website: www.deafnessforum.org.au Website: www.hearingawareness.org.au
Mental Health Foundation Australia 270 Church St Richmond VIC 3121 Tel: 03 9427 0407 Fax: 03 9427 1294 Email: admin@mhfa.org.au Website: www.mhfa.org.au	National Council on Intellectual Disability PO Box 771 Mawson ACT 2607 Tel: 02 6296 4400 Fax: 02 6296 4488 Email: ncid@dice.org.au Website: www.dice.org.au
National Ethnic Disability Alliance PO Box 381 Harris Park NSW 2150 Tel: 02 9687 8933 Fax: 02 9635 5355 TTY: 02 9687 6325 Website: www.neda.org.au	Physical Disability Council of Australia Ltd PO Box 77 Northgate QLD 4013 Tel: 07 3267 1057 Fax: 07 3267 1733 Email: pdca@pdca.org.au Website: www.pdca.org.au
SANE Australia PO Box 226 South Melbourne VIC 3205 Tel: 03 9682 5933 Fax: 03 9682 5944 Freecall: 1800 18 SANE Email: info@sane.org Email: helpline@sane.org Website: www.sane.org	SAI Global Standards Australia publications distributor. Tel: 131 242 Fax: 1300 65 49 49 Email: sales@saiglobal.com Website: www.saiglobal.com
Standards Australia Standards Australia develops standards and codes for building access. Standards Australia Limited Level 10, The Exchange Centre 20 Bridge Street Sydney NSW 2000 Tel: 1800 035 822 Email: mail@standards.org.au	Women with Disabilities Australia WWDA PO Box 605 Rosny Park TAS 7018 Tel: 03 6244 8288 Fax: 03 6244 8255 Email: wwda@ozemail.com.au Website: www.wwda.org.au

Competency Standards

What is competency?

The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise.

Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications.

Contextualisation of Units of Competency by RTOs

As indicated elsewhere, RTOs may contextualise units of competency imported from other Training Packages to reflect outcomes relevant to the ICA11 Information and Communications Technology Training Package industry.

The units from the Training Packages detailed above have been imported into these qualifications to support those units which address specific aspects of the ICT industry, such as computer networking and security, project management, small business needs and customer service.

Using ‘BSBSUS501A Develop workplace policy and procedures for sustainability’ as an example, RTOs could add the development of policies and procedures in sustainability while formulating planning and design specifications to ICT projects.

Components of Units of Competency

The components of units of competency are summarised below, in the order in which they appear in each unit of competency.

Unit Title

The unit title is a succinct statement of the outcome of the unit of competency. Each unit of competency title is unique, both within and across Training Packages.

Unit Descriptor

The unit descriptor broadly communicates the content of the unit of competency and the skill area it addresses. Where units of competency have been contextualised from units of competency from other endorsed Training Packages, summary information is provided. There may also be a brief second paragraph that describes its relationship with other units of competency, and any licensing requirements.

Employability Skills

This sub-section contains a statement that the unit contains Employability skills.

Pre-requisite Units (optional)

If there are any units of competency that must be completed before the unit, these will be listed.

Application of the Unit

This sub-section fleshes out the unit of competency’s scope, purpose and operation in different contexts, for example, by showing how it applies in the workplace.

Competency Field (Optional)

The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function. It is an optional component of the unit of competency.

Sector (optional)

The industry sector is a further categorisation of the competency field and identifies the next classification, for example an elective or supervision field.

Elements of Competency

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

Performance Criteria

The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. They are usually written in passive voice. Critical terms or phrases may be written in bold italics and then defined in range statement, in the order of their appearance in the performance criteria.

Required Skills and Knowledge

The essential skills and knowledge are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Range Statement

The range statement provides a context for the unit of competency, describing 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. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement.

Evidence Guide

The evidence guide is critical in assessment as it provides information to the Registered Training Organisation (RTO) and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the assessor to make determinations, and by providing the assessment context. The evidence guide describes:

conditions under which competency must be assessed including variables such as the assessment environment or necessary equipment;

relationships with the assessment of any other units of competency;

suitable methodologies for conducting assessment including the potential for workplace simulation;

resource implications, for example access to particular equipment, infrastructure or situations;

how consistency in performance can be assessed over time, various contexts and with a range of evidence; and

the required underpinning knowledge and skills.

Employability Skills in Units of Competency

The detail and application of Employability Skills facets will vary according to the job-role requirements of each industry. In developing Training Packages, industry stakeholders are consulted to identify appropriate facets of Employability Skills which are incorporated into the relevant units of competency and qualifications.

Employability Skills are not a discrete requirement contained in units of competency (as was the case with Key Competencies). Employability Skills are specifically expressed in the context of the work outcomes described in units of competency and will appear in elements, performance criteria, range statements and evidence guides. As a result, users of Training Packages are required to review the entire unit of competency in order to accurately determine Employability Skills requirements.

How Employability Skills relate to the Key Competencies

The eight nationally agreed Employability Skills now replace the seven Key Competencies in Training Packages. Trainers and assessors who have used Training Packages prior to the introduction of Employability Skills may find the following comparison useful.

Employability Skills	Mayer Key Competencies
Communication	Communicating ideas and information
Teamwork	Working with others and in teams
Problem solving	Solving problems Using mathematical ideas and techniques
Initiative and enterprise
Planning and organising	Collecting, analysing and organising information Planning and organising activities
Self-management
Learning
Technology	Using technology

When analysing the above table it is important to consider the relationship and natural overlap of Employability Skills. For example, using technology may involve communication skills and combine the understanding of mathematical concepts.

Explicitly embedding Employability Skills in units of competency

This Training Package seeks to ensure that industry-endorsed Employability Skills are explicitly embedded in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to industry requirements and the nature of the unit of competency.

Employability Skills must be both explicit and embedded within units of competency. This means that Employability Skills will be:

embedded in units of competency as part of the other performance requirements that make up the competency as a whole

explicitly described within units of competency to enable Training Packages users to identify accurately the performance requirements of each unit with regards to Employability Skills.

This Training Package also seeks to ensure that Employability Skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes.

Sample unit of competency components showing Employability Skills

The following table shows the sequence of a unit of competency, and each cell contains text taken from a range of units. It provides examples of where and how various Employability Skills could be embedded in each component.

Please note that in the example, the bracketed Employability Skills are provided for clarification only and would not be present in units of competency within this Training Package.

Examples from this Training Package of employability skills embedded within unit components

Unit component	Example of embedded employability skill
Unit title	Present a body of own creative work (communication)
Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use creative, technical and project management skills to develop a professional and innovative presentation of own creative work (initiative and enterprise, planning and organisation)
Element	Evaluate and select presentation options (problem-solving, communication)
Performance criteria	Identify and consult with relevant people when developing presentation options (teamwork, communication)
Required skills and knowledge	initiative and enterprise skills to identify and act on new ideas for presenting work (initiative and enterprise) learning and self-management skills to keep up-to-date with emerging and innovative practice in professional presentation of work (learning, self-management) planning and organising skills to manage the workflow for the production of a portfolio of work (planning and organising) visual communication formats relevant to the presentation of creative work (communication)
Range statement	New and innovative ways may include: interactivity media not used before new distribution mechanisms storytelling or other interpretive techniques (technology, communication, initiative and enterprise, problem-solving)
Evidence guide	Evidence of the ability to: research industry-standard presentation methodologies design and realise presentation concepts present creative products in a manner suited to the intended audience and purpose (communication, planning and organising)

Employability Skills Summaries and units of competency

An Employability Skills Summary exists for each qualification. Summaries include broad advice on industry expectations with regard to Employability Skills at the qualification level. Summaries should be used by trainers and assessors to assist in identifying the Employability Skills requirements contained within units of competency.

Competency standards – industry contextualisation

All units in CUV11 have been written to support broad application and may be contextualised for different specialisations. This includes those related to:

2-D design

3-D design

drawing as a visual representation tool

computer-aided drawing

observational drawing

technical drawing

model making

presentation and exhibition of work

safe professional practice

sustainable creative practice

technical processes that apply across art forms (e.g. moulding and casting, carving, kiln work and metalwork).

CUV11 also imports many units that allow contextualisation from other Training Packages:

BSB07 Business Service

CHC08 Community Services

CUA11 Performing Arts

CUE03 Entertainment

CUF07 Screen and Media

CUL04 Museum and Library/Information Services

CUS09 Music

HLT07 Health

ICA11 Information and Communications Technology

ICP10 Printing and Graphic Arts

LMF02 Furnishing

LMT07 Textiles, Clothing and Footwear

MCM04 Competitive Manufacturing

MEM05 Metal and Engineering

MSA07 Manufacturing

MSL09 Laboratory Operations

PMB07 Plastics, Rubber and Cablemaking

PMC10 Manufactured Mineral Products

PSP04 Public Sector

RTD02 Conservation and Land Management

SIB10 Beauty

SIR07 Retail

SIT07 Tourism, Hospitality and Events

TAE10 Training and Education.

CUV10111 Certificate I in Visual Arts

Modification History

Version	Comments
CUV10111	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification allows learners to develop basic knowledge and skills to prepare for work in the visual arts, craft and broader creative industries. It is suitable for delivery in schools and local communities. There are no direct job outcomes from this qualification.

Pathways Information

Pathways into the qualification

People may enter this qualification with limited or no vocational experience and without a relevant lower level qualification.

Pathways from the qualification

After achieving this qualification, people could progress to a wide range of other qualifications in visual arts and craft, or the creative industries more broadly.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	passing on key safety information to colleagues communicating effectively with people from a range of cultural backgrounds presenting information in a way that is useful for the purpose intended
Teamwork	checking safety procedures with relevant people seeking feedback from colleagues
Problem-solving	identifying safety issues and reporting them to appropriate person identifying technical problems in creative work
Initiative and enterprise	collecting information to develop an idea for own work
Planning and organising	organising work tasks to ensure safety
Self-management	following workplace procedures, particularly in relation to OHS maintaining personal safety standards
Learning	improving art skills through practice
Technology	using the internet to source information using a range of tools and equipment to produce art works, including computer applications

Packaging Rules

Total number of units = 6

3 core units plus

3 elective units

The elective units consist of:

up to 3 from the list of elective units below

up to 3 from Certificate I or II in any currently endorsed Training Package

1 may be from an accredited course at Certificate I or II.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBOHS201A Participate in OHS processes

CUVACD101A Use basic drawing techniques

CUVPRP101A Use ideas and techniques for creative work

Elective units

Aboriginal and Torres Strait Islander cultural arts

CULMS001B Work with Aboriginal or Torres Strait Islander cultural material

CUVATS101A Develop understanding of own Aboriginal or Torres Strait Islander identity

LMTFD2004B Work within an indigenous cultural framework

Communication

BSBCMM101A Apply basic communication skills

Creative thinking

BSBCRT101A Apply critical thinking techniques

Information technology

BSBITU101A Operate a personal computer

BSBITU102A Develop keyboard skills

BSBITU201A Produce simple word processed documents

BSBITU203A Communicate electronically

ICAICT103A Use, communicate and search securely on the internet

ICAICT104A Use digital devices

Visual communication

LMFCR0003B Carry out measurements and calculations

LMFGG2001B Use glass and glazing sector hand and power tools

LMFPF1001B Frame a simple artwork

LMFPF2007B Assemble artwork package (basic)

LMTCL2003B Identify fibres and fabrics

LMTFD2001B Design and produce a simple garment

LMTFD2002B* Apply printing techniques to produce indigenous textile designs

LMTFD2003B* Apply dyeing techniques to produce indigenous textile designs

MSAPCII296A Make a small furniture item from timber

MSAPCII297A Make an object from cloth using an existing pattern

MSAPCII298A Make an object from metal

MSAPCII299A Make an object from plastic

Workplace effectiveness

BSBWOR202A Organise and complete daily work activities

BSBWOR204A Use business technology

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
LMTFD2002B Apply printing techniques to produce indigenous textile designs	LMTCL2003B Identify fibres and fabrics
LMTFD2003B Apply dyeing techniques to produce indigenous textile designs	LMTCL2003B Identify fibres and fabrics

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Learner developing general art-making skills

Core units plus:

CUVDIG201A Develop digital imaging skills

CUVDRA201A Develop drawing skills

CUVPAI201A Develop painting skills

Learner developing woodworking skills

Core units plus:

CUVWOO201A Develop woodworking skills

MEM18001C Use hand tools

MEM18002B Use power tools/hand held operations

CUV10211 Certificate I in Aboriginal or Torres Strait Islander Cultural Arts

Modification History

Version	Comments
CUV10211	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification allows learners to develop basic knowledge and skills to prepare for work in the visual arts, craft and broader creative industries. It is suitable for delivery in schools and local communities.

The local cultural knowledge necessary to achieve some of the units of competency in this qualification may only be accessible to Aboriginal or Torres Strait Islander people. Any organisation or individual planning to offer this qualification would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group.

Pathways Information

Pathways into the qualification

People may enter this qualification with limited or no vocational experience and without a relevant lower level qualification.

Pathways from the qualification

After achieving this qualification, people could progress to a wide range of other qualifications in visual arts and craft or the creative industries more broadly.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	discussing issues of family and kinship with one’s own Aboriginal or Torres Strait Islander community passing on key safety information to colleagues
Teamwork	checking safety procedures with relevant people
Problem-solving	identifying sensitive issues and using information in a culturally appropriate way identifying safety issues and reporting them to appropriate person identifying technical problems in creative work
Initiative and enterprise	collecting information to develop an idea for own work
Planning and organising	collecting and organising information on one’s own Aboriginal or Torres Strait Islander cultural heritage organising work tasks to ensure safety
Self-management	following workplace procedures, particularly in relation to OHS maintaining personal safety standards
Learning	improving art skills through practice
Technology	using the internet to source information using a range of tools and equipment to produce art works, including computer applications.

Packaging Rules

Total number of units = 6

4 core units plus

2 elective units

The elective units consist of:

up to 2 from the list of elective units below

up to 2 from a Certificate I or II in any currently endorsed Training Package

1 from an accredited course at Certificate I or II.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBOHS201A Participate in OHS processes

CUVACD101A Use basic drawing techniques

CUVATS101A Develop understanding of own Aboriginal or Torres Strait Islander identity

CUVPRP101A Use ideas and techniques for creative work

Elective units

Aboriginal and Torres Strait Islander cultural arts

CULMS001B Work with Aboriginal and Torres Strait Islander cultural material

LMTFD2004B Work within an indigenous cultural framework

Dance

CUADAN101A Develop foundation dance techniques

CUADAN106A Develop foundation cultural dance technique

CUAOHS101A Follow basic safe dance practices

Communication

BSBCMM101A Apply basic communication skills

Information technology

BSBITU101A Operate a personal computer

BSBITU102A Develop keyboard skills

BSBITU201A Produce simple word processed documents

BSBITU203A Communicate electronically

ICAICT103A Use, communicate and search securely on the internet

ICAICT104A Use digital devices

Visual communication

LMFCR0003B Carry out measurements and calculations

LMFGG2001B Use glass and glazing sector hand and power tools

LMFPF1001B Frame a simple artwork

LMFPF2007B Assemble artwork package (basic)

LMTCL1001B Produce a simple garment

LMTCL2003B Identify fibres and fabrics

LMTFD2002B* Apply printing techniques to produce indigenous textile designs

LMTFD2003B* Apply dyeing techniques to produce indigenous textile designs

MSAPCII296A Make a small furniture item from timber

MSAPCII297A Make an object from cloth using an existing pattern

MSAPCII298A Make an object from metal

MSAPCII299A Make an object from plastic

Workplace effectiveness

BSBWOR202A Organise and complete daily work activities

BSBWOR204A Use business technology

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
LMTFD2002B Apply printing techniques to produce indigenous textile designs	LMTCL2003B Identify fibres and fabrics
LMTFD2003B Apply dyeing techniques to produce indigenous textile designs	LMTCL2003B Identify fibres and fabrics

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Learner developing general art-making skills

Core units plus:

CUVDRA201A Develop drawing skills

CUVPAI201A Develop painting skills

Learner developing textile skills

Core units plus:

LMTCL2001B Use a sewing machine

LMTCL2003B Identify fibres and fabrics

CUV20111 Certificate II in Visual Arts

Modification History

Version	Comments
CUV20111	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification allows learners to develop the basic creative and technical skills that underpin visual arts and craft practice. It is suitable for delivery in schools and local communities. There are no direct job outcomes from this qualification.

Pathways Information

Pathways into the qualification

People may enter this qualification with limited or no vocational experience and without a relevant lower level qualification.

Pathways from the qualification

After achieving this qualification, people could progress to a wide range of other qualifications in visual arts and craft, or the creative industries more broadly.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	liaising with people from arts organisations passing on key safety information to colleagues collecting information to develop an idea for own work talking about ideas with others
Teamwork	checking safety procedures with other team members obtaining feedback on concepts
Problem-solving	adjusting work practices to suit particular contexts identifying safety issues and reporting them to appropriate person refining ideas to incorporate feedback from others identifying action to be taken for simple problems
Initiative and enterprise	developing ideas from a range of information sources
Planning and organising	collecting information to develop an idea for own work organising work tasks to ensure safety preparing work for storage and storing it appropriately identifying the steps and resources required to produce the proposed work
Self-management	following workplace procedures, particularly in relation to OHS maintaining personal safety standards
Learning	keeping up-to-date with industry developments improving technical skills through practice
Technology	using the internet for sourcing information using tools to make creative work

Packaging Rules

Total number of units = 9

4 core units plus

5 elective units

The elective units consist of:

up to 5 from the list of elective units below

up to 5 from Certificate II or above in any currently endorsed Training Package

1 from an accredited course at Certificate I, II or III.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBOHS201A Participate in OHS processes

CUVACD101A Use basic drawing techniques

CUVPRP201A Make simple creative work

CUVRES201A Source and use information relevant to own arts practice

Elective units

Aboriginal and Torres Strait Islander cultural arts

CULMS001B Work with Aboriginal or Torres Strait Islander cultural material

CUVATS101A Develop understanding of own Aboriginal or Torres Strait Islander identity

LMTFD2004B Work within an indigenous cultural framework

Creative thinking

BSBCRT101A Apply critical thinking techniques

Design

BSBDES201A Follow a design process

BSBDES202A Evaluate the nature of design in a specific industry context

Information technology

BSBITU101A Operate a personal computer

BSBITU102A Develop keyboard skills

BSBITU201A Produce simple word processed documents

BSBITU203A Communicate electronically

ICAICT204A Operate a digital media technology package

Industry capability

CUFIND201A Develop and apply creative arts industry knowledge

Innovation

BSBINN201A Contribute to workplace innovation

Micro business

BSBSMB201A Identify suitability for micro business

Professional practice

CUVPRP202A Participate in planning work for nominated sites

CUVPRP203A Store finished creative work

Sustainability

BSBSUS201A Participate in environmentally sustainable work practices

Visual communication

CUVCER201A Develop ceramic skills

CUVDIG201A Develop digital imaging skills

CUVDIG202A Develop video art skills

CUVDRA201A Develop drawing skills

CUVGLA201A Develop glassworking skills

CUVJWL201A Develop jewellery-making skills

CUVPAI201A Develop painting skills

CUVPRI201A Develop printmaking skills

CUVSCU201A Develop sculptural skills

CUVTEX201A Develop skills in textile work

CUVWOO201A Develop woodworking skills

LMFCR0003B Carry out measurements and calculations

LMFGG2001B Use glass and glazing sector hand and power tools

LMFGG3007B Form glass

LMFPF1001B Frame a simple artwork

LMFPF2007B Assemble artwork package (basic)

LMFSL3003A Fire glass

LMTFD2001B Design and produce a simple garment

LMTFD2002B* Apply printing techniques to produce indigenous textile designs

LMTFD2003B* Apply dyeing techniques to produce indigenous textile designs

MSAPCII295A Operate manufacturing equipment

MSAPCII296A Make a small furniture item from timber

MSAPCII297A Make an object from cloth using an existing pattern

MSAPCII298A Make an object from metal

MSAPCII299A Make an object from plastic

MSATCM305A Demonstrate basic knowledge of casting operations

PMC552020C Operate slip casting equipment

PMC552024C Hand mould products

Workplace effectiveness

BSBWOR202A Organise and complete daily work activities

BSBWOR203A Work effectively with others

BSBWOR204A Use business technology

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
LMTFD2002B Apply printing techniques to produce indigenous textile designs	LMTCL2003B Identify fibres and fabrics
LMTFD2003B Apply dyeing techniques to produce indigenous textile designs	LMTCL2003B Identify fibres and fabrics

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Learner developing design and digital media skills

Core units plus:

BSBCRT101A Apply critical thinking techniques

BSBDES201A Follow a design process

CUFIND201A Develop and apply creative arts industry knowledge

CUVDIG201A Develop digital imaging skills

CUVDIG202A Develop video art skills

CUV20211 Certificate II in Aboriginal or Torres Strait Islander Cultural Arts

Modification History

Version	Comments
CUV20211	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification allows learners to develop the basic art-making skills that underpin visual arts and craft practice. The qualification is suitable for VET in schools programs.

The local cultural knowledge necessary to achieve some of the units of competency in this qualification may only be accessible to Aboriginal or Torres Strait Islander people. Any organisation or individual planning to offer this qualification would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group.

Pathways Information

Pathways into the qualification

People may enter this qualification with limited or no vocational experience and without a relevant lower level qualification.

Pathways from the qualification

After achieving this qualification, people could progress to a wide range of other qualifications in visual arts and craft or the creative industries more broadly.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	discussing issues of family and kinship with one’s own Aboriginal or Torres Strait Islander community talking about ideas with others passing on key safety information to colleagues
Teamwork	checking safety procedures with other team members obtaining feedback on concepts
Problem-solving	refining ideas to incorporate feedback from others identifying sensitive issues and using information in a culturally appropriate way identifying safety issues and reporting them to appropriate person identifying action to be taken for simple problems
Initiative and enterprise	developing ideas from a range of sources
Planning and organising	collecting and organising information on one’s own Aboriginal or Torres Strait Islander cultural heritage collecting information to develop an idea for own work identifying the steps and resources required to produce the proposed work organising work tasks to ensure safety preparing work for storage and storing it appropriately
Self-management	following workplace procedures, particularly in relation to OHS maintaining personal safety standards
Learning	improving artistic skills through practice
Technology	using the internet for sourcing information using tools to make creative work

Packaging Rules

Total number of units = 10

5 core units plus

5 elective units

The elective units consist of:

up to 5 from the list of elective units below

up to 5 from Certificate II or above in any currently endorsed Training Package

1 from an accredited course at Certificate I, II or III.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBOHS201A Participate in OHS processes

CUVACD101A Use basic drawing techniques

CUVATS101A Develop understanding of own Aboriginal or Torres Strait Islander identity

CUVPRP201A Make simple creative work

CUVRES201A Source and use information relevant to own arts practice

Elective units

Aboriginal and Torres Strait Islander cultural arts

CULMS001B Work with Aboriginal or Torres Strait Islander cultural material

LMTFD2004B Work within an indigenous cultural framework

Creative thinking

BSBCRT101A Apply critical thinking techniques

Dance

CUADAN201A Develop basic dance techniques

CUADAN204A Perform basic Aboriginal and Torres Strait Islander dance technique

CUAOHS101A Follow basic safe dance practices

Design

BSBDES201A Follow a design process

BSBDES202A Evaluate the nature of design in a specific industry context

Information technology

BSBITU101A Operate a personal computer

BSBITU102A Develop keyboard skills

BSBITU201A Produce simple word processed documents

BSBITU203A Communicate electronically

Micro business

BSBSMB201A Identify suitability for micro business

Sustainability

BSBSUS201A Participate in environmentally sustainable work practices

Industry capability

CUFIND201A Develop and apply creative arts industry knowledge

Innovation

BSBINN201A Contribute to workplace innovation

Professional practice

CUVPRP202A Participate in planning work for nominated sites

CUVPRP203A Store finished creative work

Visual communication

CUVCER201A Develop ceramic skills

CUVDIG201A Develop digital imaging skills

CUVDIG202A Develop video art skills

CUVDRA201A Develop drawing skills

CUVGLA201A Develop glassworking skills

CUVJWL201A Develop jewellery-making skills

CUVPAI201A Develop painting skills

CUVPRI201A Develop printmaking skills

CUVSCU201A Develop sculptural skills

CUVTEX201A Develop skills in textile work

CUVWOO201A Develop woodworking skills

LMFCR0003B Carry out measurements and calculations

LMFGG2001B Use glass and glazing sector hand and power tools

LMFGG3007B Form glass

LMFPF1001B Frame a simple artwork

LMFPF2007B Assemble artwork package (basic)

LMFSL3003A Fire glass

LMTFD2001B Design and produce a simple garment

LMTFD2002B* Apply printing techniques to produce indigenous textile designs

LMTFD2003B* Apply dyeing techniques to produce indigenous textile designs

MSAPCII295A Operate manufacturing equipment

MSAPCII296A Make a small furniture item from timber

MSAPCII297A Make an object from cloth using an existing pattern

MSAPCII298A Make an object from metal

MSAPCII299A Make an object from plastic

MSATCM305A Demonstrate basic knowledge of casting operations

PMC552020C Operate slip casting equipment

PMC552024C Hand mould products

Workplace effectiveness

BSBWOR202A Organise and complete daily work activities

BSBWOR203A Work effectively with others

BSBWOR204A Use business technology

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
LMTFD2002B Apply printing techniques to produce indigenous textile designs	LMTCL2003B Identify fibres and fabrics
LMTFD2003B Apply dyeing techniques to produce indigenous textile designs	LMTCL2003B Identify fibres and fabrics

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Learner developing textile skills

Core units plus:

BSBDES201A Follow a design process

CUVTEX201A Develop skills in textile work

LMTFD2001B Design and produce a simple garment

LMTFD2002B Apply printing techniques to produce indigenous textile designs

LMTFD2003B Apply dyeing techniques to produce indigenous textile designs

CUV20311 Certificate II in Opal Cutting and Polishing

Modification History

Version	Comments
CUV20311	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification reflects entry-level skills in cutting and polishing opals. It is aimed at a young person entering the industry sector or the miner wanting hands-on skills in opal cutting and polishing. The qualification provides a pathway, which can subsequently be built on to achieve a range of high level outcomes in the industry.

Pathways Information

Pathways into the qualification

People may enter this qualification with little or no vocational experience and without a lower level qualification.

Pathways from the qualification

This qualification prepares people for entry-level roles in the opal industry.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	passing on key safety information to colleagues sharing information with others discussing opal buying preferences with colleagues and others in the industry
Teamwork	checking safety procedures with other team members working collaboratively with other team members acknowledging the strengths of other team members
Problem-solving	identifying safety issues and reporting them to appropriate person identifying possible conflicts with team members and suggesting ways of dealing with them identifying whether a sample is genuine natural opal or a simulated opal identifying and rectifying equipment faults that do not require specialist attention
Initiative and enterprise	determining where to cut stones to maximise value and artistic effect
Planning and organising	identifying risk factors and taking action to minimise risk organising work tasks to ensure safety maintaining stock control and other workplace records weighing opals to determine yield planning and executing the process of cutting and polishing opals planning and performing routine maintenance of equipment
Self-management	following workplace procedures, particularly in relation to OHS maintaining personal safety standards taking responsibility within scope of job role managing own time to meet deadlines
Learning	seeking assistance and advice from others to improve one’s own skills and knowledge seeking assistance and expert advice from equipment manufacturers
Technology	using security systems using cameras and scanning equipment using electronic stock control systems using the internet for research using equipment and tools to cut and polish opals

Packaging Rules

Total number of units = 9

6 core units plus

3 elective units

The elective units consist of:

1 unit from the elective list below

of the remaining 2 units:

up to 2 may be from the list of elective units below

up to 2 may be from Certificate II in any currently endorsed Training Package

1 may be from a Certificate I or III in any currently endorsed Training Package

1 may be from an accredited course at Certificate I, II or III.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBOHS201A Participate in OHS processes

CUECOR02C Work with others

CUVOPA201A Identify and assess opal

CUVOPA202A Handle and store rough and cut opal

CUVOPA203A Complete pre-cutting processes for solid opals

CUVOPA204A Cut and polish solid opals

Elective units

Design

BSBDES201A Follow a design process

BSBDES202A Evaluate the nature of design in a specific industry context

Financial administration

BSBFIA301A Maintain financial records

Information technology

BSBITU101A Operate a personal computer

BSBITU102A Develop keyboard skills

BSBITU201A Produce simple word processed documents

BSBITU203A Communicate electronically

Micro business

BSBSMB201A Identify suitability for micro business

Opal cutting and polishing

CUVOPA205A Complete pre-cutting processes for opal doublets and triplets

CUVOPA206A Cut and polish opal doublets and triplets

CUVOPA405A Obtain opal

CUVOPA408A Undertake routine operational maintenance of machinery

Sales

SIRXSLS001A Sell products and services

Sustainability

BSBSUS201A Participate in environmentally sustainable work practices

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Assistant in an opal cutting and polishing workshop

Core units plus:

CUVOPA405A Obtain opal

CUVOPA408A Undertake routine operational maintenance of machinery

SIRXSLS001A Sell products and services

CUV30111 Certificate III in Visual Arts

Modification History

Version	Comments
CUV30111	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification enables learners to use a range of skills and techniques to produce art and craft works. They have the ability to select, adapt and transfer skills to different situations. Job outcomes are limited at this level.

Pathways Information

Pathways into the qualification

People may enter this qualification with limited or no vocational experience and without a lower level qualification.

Pathways from the qualification

This qualification prepares people for the higher-level learning that supports professional art practice.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	passing on key safety information to colleagues presenting ideas to others communicating ideas through creative work
Teamwork	checking safety procedures with other team members discussing ideas and work issues with colleagues
Problem-solving	identifying safety issues and reporting them to appropriate person refining ideas to incorporate feedback from others adjusting techniques to achieve a particular effect
Initiative and enterprise	developing several possible ways of communicating an idea producing a range of ideas in response to a brief
Planning and organising	collecting and analysing information to develop ideas organising the presentation of a concept to others organising work tasks to ensure safety preparing and maintaining documentation identifying techniques and processes required to produce art works
Self-management	following workplace procedures, particularly in relation to OHS maintaining personal safety standards challenging one’s own ideas and approaches
Learning	evaluating information gained from research and integrating ideas into the development of own work using practice, feedback and evaluation opportunities to continuously improve skills and knowledge improving skills through experimentation with materials and techniques
Technology	using the internet for research using tools and equipment to produce creative work

Packaging Rules

Total number of units = 12

4 core units plus

8 elective units

The elective units consist of:

4 from Group A

of the remaining 4 units:

up to 4 may be from Group A and/or Group B

up to 4 may be from Certificate II or above in any currently endorsed Training Package

up to 2 may be from an accredited course at Certificate II, III or IV.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBOHS201A Participate in OHS processes

CUVACD201A Develop drawing skills to communicate ideas

CUVPRP301A Produce creative work

CUVRES301A Apply knowledge of history and theory to own arts practice

Elective units

Group A

Aboriginal and Torres Strait Islander cultural arts

CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts

CUVATS302A Produce work that expresses own Aboriginal or Torres Strait Islander identity

Art, craft and design

CUVACD301A Produce drawings to communicate ideas

CUVACD302A Produce computer-aided drawings

CUVACD303A Produce technical drawings

CUVACD304A Make scale models

Creative thinking

BSBCRT101A Apply critical thinking techniques

BSBCRT301A Develop and extend critical and creative thinking skills

Design

BSBDES201A Follow a design process

BSBDES202A Evaluate the nature of design in a specific industry context

BSBDES301A Explore the use of colour

BSBDES302A Explore and apply the creative design process to 2D forms

BSBDES303A Explore and apply the creative design process to 3D forms

BSBDES304A Source and apply design industry knowledge

BSBDES305A Source and apply information on the history and theory of design

General administration

CUVPRP406A Plan work space

Industry capability

CUAIND301A Work effectively in the creative arts industry

CUSIND302A Plan a career in the creative arts industry

Professional practice

CUVPRP302A Document the work progress

CUVPRP303A Select and prepare creative work for exhibition

CUVPRP304A Participate in collaborative creative projects

Visual communication

CUFANM302A Create 3D digital animations

CUFANM303A Create 3D digital models

CUFDIG302A Author interactive sequences

CUFDIG303A Produce and prepare photo images

CUFDIG304A Create visual design components

CUVCAL301A Produce calligraphy

CUVCER301A Produce ceramics

CUVDIG301A Produce digital images

CUVDIG302A Produce video art

CUVDRA301A Produce drawings

CUVGLA201A Develop glassworking skills

CUVGLA301A Produce glasswork

CUVPAI301A Produce paintings

CUVPHI302A Capture photographic images

CUVPHI304A Process colour materials in a wet darkroom context

CUVPHI305A Use wet darkroom techniques to produce monochrome photographs

CUVPRI301A Produce prints

CUVSCU301A Produce sculpture

CUVTEX301A Produce textile work

CUVWOO301A Produce wood objects

LMFGG3007B Form glass

LMFGG3008B Apply patterns and designs to glass

LMFSL3002A Paint glass

LMFSL3003A Fire glass

LMTTD4005A Produce screen printed textiles

LMTTD4007A Analyse textile design influences

LMTTD4010A Apply manipulation techniques to create experimental textile samples

LMTTD4012A* Analyse use of colour in textiles

MSAPCII295A Operate manufacturing equipment

MSATCM305A Demonstrate basic knowledge of casting operations

PMBPREP206C Prepare materials to formulae

PMBPREP301C Set up and prepare for production

PMBPROD330A Make moulds for formed products

PMBPROD356C Construct moulds for composite products

PMBPROD358C Develop patterns

PMC552002C Operate equipment to blend/mix materials

PMC552004C Prepare for production

PMC552005C Process greenware/green products

PMC552020C Operate slip casting equipment

PMC552021C Operate manual glazing equipment

PMC552023C Finish products after firing

PMC552024C Hand mould products

PMC552030C Operate a firing kiln

PMC553020C Prepare moulds and dies

PMC554090B Undertake simple refractory design

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
LMTTD4012A Analyse use of colour in textiles	LMTCL2003B Identify fibres and fabrics LMTTD4013A Prepare stencils and screens for textile printing

Group B

Copyright and IP

CUFCMP301A Implement copyright arrangements

Diversity

BSBDIV301A Work effectively with diversity

General administration

BSBADM311A Maintain business resources

BSBWOR204A Use business technology

Financial administration

BSBFIA301A Maintain financial records

Innovation

BSBINN301A Promote innovation in a team environment

Information technology

ICAICT203A Operate application software packages

ICAICT204A Operate a digital media technology package

ICAICT308A Use advanced features of computer applications

Micro business

BSBSMB201A Identify suitability for micro business

BSBSMB301A Investigate micro business opportunities

Sustainability

BSBSUS201A Participate in environmentally sustainable work practices

Workplace effectiveness

BSBWOR301A Organise personal work priorities and development

CUECOR01C Manage own work and learning

CUECOR02C Work with others

Writing

BSBWRT301A Write simple documents

CUFWRT301A Write content for a range of media

CUFWRT302A Write simple stories

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Learner developing skills to support community theatre work

Core units plus:

BSBDES201A Follow a design process

BSBDES301A Explore the use of colour

CUESCE05B Apply a general knowledge of scenic art

CUESCE06B Use scenic art painting techniques

CUFSCE201A Prepare and prime scenic art cloths

CUVPAI301A Produce paintings

CUVPRP302A Document the work progress

CUVPRP304A Participate in collaborative creative projects

CUV30211 Certificate III in Aboriginal or Torres Strait Islander Cultural Arts

Modification History

Version	Comments
CUV30211	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification enables learners to use a range of skills and techniques to produce arts and craft works. They have the ability to select, adapt and transfer skills to different situations. Job roles are limited at this level.

The local cultural knowledge necessary to achieve some of the units of competency in this qualification may only be accessible to Aboriginal or Torres Strait Islander people. Any organisation or individual planning to offer this qualification would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group.

Pathways Information

Pathways into the qualification

People may enter this qualification with limited or no vocational experience and without a lower level qualification.

Pathways from the qualification

This qualification prepares people for working in a range of Aboriginal and Torres Strait Islander arts contexts. It also prepares people for the higher-level learning that supports professional art practice.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	discussing issues of family and kinship with one’s own Aboriginal or Torres Strait Islander community presenting ideas to others passing on key safety information to colleagues confirming work requirements with others
Teamwork	checking safety procedures with other team members discussing ideas and work issues with colleagues
Problem-solving	refining ideas to incorporate feedback from others identifying sensitive issues and using information in a culturally appropriate way adjusting techniques to achieve a particular effect
Initiative and enterprise	developing several possible ways of communicating an idea producing a range of ideas in response to a brief
Planning and organising	collecting and organising information on cultural arts and one’s own Aboriginal or Torres Strait Islander cultural heritage collecting information to develop a concept for own work identifying the steps and resources required to produce the proposed work organising work tasks to ensure safety
Self-management	following workplace procedures, particularly in relation to OHS maintaining personal safety standards challenging one’s own ideas and approaches
Learning	evaluating information gained from research and integrating ideas into the development of own work using practice, feedback and evaluation opportunities to continuously improve skills and knowledge improving skills through experimentation with materials and techniques using opportunities to update knowledge of Aboriginal or Torres Strait Islander cultural arts seeking expert legal advice on contractual rights and obligation where necessary
Technology	using the internet for research using tools and equipment to produce creative work

Packaging Rules

Total number of units = 12

6 core units plus

6 elective units

The elective units consist of:

4 units from Group A

of the remaining 2 units:

up to 2 may be from Group A and/or Group B

up to 2 may be from a Certificate II or above in any currently endorsed Training Package or accredited course.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBOHS201A Participate in OHS processes

CUVACD201A Develop drawing skills to communicate ideas

CUVATS101A Develop understanding of own Aboriginal or Torres Strait Islander identity

CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts

CUVPRP301A Produce creative work

CUVRES301A Apply knowledge of history and theory to own arts practice

Elective units

Group A

Aboriginal and Torres Strait Islander cultural arts

CULMS001B Work with Aboriginal or Torres Strait Islander cultural material

CULMS002B Research and evaluate Aboriginal or Torres Strait Islander cultural material

SITTGDE008A Research and share general information on Australian Indigenous cultures

SITTGDE009A Interpret aspects of local Australian Indigenous culture

Art, craft and design

CUVACD301A Produce drawings to communicate ideas

CUVACD302A Produce computer-aided drawings

CUVACD303A Produce technical drawings

CUVACD304A Make scale models

Creative thinking

BSBCRT101A Apply critical thinking techniques

BSBCRT301A Develop and extend critical and creative thinking skills

Dance

CUACHR301A Develop basic dance composition skills

CUADAN202A Incorporate artistic expression into basic dance performances

CUADAN302A Increase depth of Aboriginal and Torres Strait Islander dance techniques

Design process

BSBDES201A Follow a design process

BSBDES202A Evaluate the nature of design in a specific industry context

BSBDES301A Explore the use of colour

BSBDES302A Explore and apply the creative design process to 2D forms

BSBDES303A Explore and apply the creative design process to 3D forms

BSBDES304A Source and apply design industry knowledge

BSBDES305A Source and apply information on the history and theory of design

Industry capability

CUAIND301A Work effectively in the creative arts industry

CUSIND302A Plan a career in the creative arts industry

Professional practice

CUVPRP302A Document the work progress

CUVPRP303A Select and prepare creative work for exhibition

CUVPRP304A Participate in collaborative creative projects

Visual communication

CUFANM302A Create 3D digital animations

CUFANM303A Create 3D digital models

CUFDIG302A Author interactive sequences

CUFDIG304A Create visual design components

CUVCAL301A Produce calligraphy

CUVCER301A Produce ceramics

CUVDIG301A Produce digital images

CUVDIG302A Produce video art

CUFDIG303A Produce and prepare photo images

CUVDRA301A Produce drawings

CUVGLA201A Develop glassworking skills

CUVPAI301A Produce paintings

CUVPHI302A Capture photographic images

CUVPHI304A Process colour materials in a wet darkroom context

CUVPHI305A Use wet darkroom techniques to produce monochrome photographs

CUVPRI301A Produce prints

CUVSCU301A Produce sculpture

CUVTEX301A Produce textile work

CUVWOO301A Produce wood objects

LMFGG3007B Form glass

LMFGG3008B Apply patterns and designs to glass

LMFSL3003A Fire glass

LMTFD2001B Design and produce a simple garment

LMTFD2002B* Apply printing techniques to produce indigenous textile designs

LMTFD2003B* Apply dyeing techniques to produce indigenous textile designs

LMTFD2004B Work within an indigenous cultural framework

LMTTD4005A Produce screen printed textiles

LMTTD4007A Analyse textile design influences

LMTTD4010A Apply manipulation techniques to create experimental textile samples

LMTTD4012A* Analyse use of colour in textiles

LMTTD4006A Source textile materials and resources

MSAPCII295A Operate manufacturing equipment

MSATCM305A Demonstrate basic knowledge of casting operations

PMBPREP206C Prepare materials to formulae

PMBPREP301C Set up and prepare for production

PMBPROD330A Make moulds for formed products

PMBPROD356C Construct moulds for composite products

PMBPROD358C Develop patterns

PMC552002C Operate equipment to blend/mix materials

PMC552004C Prepare for production

PMC552005C Process greenware/green products

PMC552020C Operate slip casting equipment

PMC552021C Operate manual glazing equipment

PMC552023C Finish products after firing

PMC552024C Hand mould products

PMC552030C Operate a firing kiln

PMC553020C Prepare moulds and dies

PMC554090B Undertake simple refractory design

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
LMTFD2002B Apply printing techniques to produce indigenous textile designs	LMTCL2003B Identify fibres and fabrics
LMTFD2003B Apply dyeing techniques to produce indigenous textile designs	LMTCL2003B Identify fibres and fabrics
LMTTD4012A Analyse use of colour in textiles	LMTCL2003B Identify fibres and fabrics LMTTD4013A Prepare stencils and screens for textile printing

Group B

Copyright and IP

CUFCMP301A Implement copyright arrangements

Diversity

BSBDIV301A Work effectively with diversity

General administration

BSBADM311A Maintain business resources

BSBWOR204A Use business technology

Financial administration

BSBFIA301A Maintain financial records

Innovation

BSBINN301A Promote innovation in a team environment

Information technology

ICAICT203A Operate application software packages

ICAICT204A Operate a digital media technology package

ICAICT308A Use advanced features of computer applications

Micro business

BSBSMB201A Identify suitability for micro business

BSBSMB301A Investigate micro business opportunities

Sustainability

BSBSUS201A Participate in environmentally sustainable work practices

Workplace effectiveness

BSBWOR301A Organise personal work priorities and development

CUECOR01C Manage own work and learning

CUECOR02C Work with others

Writing

BSBWRT301A Write simple documents

CUFWRT301A Write content for a range of media

CUFWRT302A Write simple stories

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Learner developing ceramics skills

Core units plus:

BSBDES201A Follow a design process

BSBDES303A Explore and apply the creative design process to 3D forms

CUVCER201A Develop ceramic skills

PMC552020C Operate slip casting equipment

PMC552024C Hand mould products

PMC552030C Operate a firing kiln

CUV30311 Certificate III in Design Fundamentals

Modification History

Version	Comments
CUV30311	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification provides a pathway to a career in design. There are limited job outcomes at this level, though in areas such as graphic design and digital media there may be some employment opportunities in junior roles.

Pathways Information

Pathways into the qualification

People may enter this qualification with limited or no vocational experience and without a lower level qualification.

Pathways from the qualification

This qualification prepares people for design learning at higher levels across a broad range of design disciplines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	passing on key safety information to colleagues presenting ideas to others communicating ideas through drawing and other visual representation tools
Teamwork	checking safety procedures with other team members discussing ideas, industry developments and work issues with others
Problem-solving	identifying safety issues and reporting them to appropriate person refining ideas to incorporate feedback from others adjusting techniques to achieve a particular effect responding to technical problems in work
Initiative and enterprise	developing different approaches to a design challenge producing a range of samples in response to a brief
Planning and organising	collecting and analysing information to develop ideas organising work tasks to ensure safety identifying techniques, processes and resources required to produce design solutions sourcing and analysing information to inform design practice organising resources, taking into account cost and other constraints
Self-management	following workplace procedures, particularly in relation to OHS maintaining personal safety standards challenging one’s own ideas and approaches planning a career in design
Learning	evaluating information gained from research and integrating ideas into the development of own work using practice, feedback and discussion and evaluation opportunities to continuously improve skills and knowledge improving skills through experimentation keeping up-to-date with industry developments
Technology	using the internet for research using a range of technology relevant to a given area of design

Packaging Rules

Total number of units = 12

7 core units plus

5 elective units

The elective units consist of:

2 from the list of elective units below

of the remaining 3 units:

up to 3 may be from the list of elective units below

up to 3 may be from Certificate III in any currently endorsed Training Package

1 may be from a Certificate II or IV in any currently endorsed Training Package

1 may be from an accredited course at Certificate II or above.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBDES201A Follow a design process

BSBDES301A Explore the use of colour

BSBDES302A Explore and apply the creative design process to 2D forms

BSBDES303A Explore and apply the creative design process to 3D forms

BSBDES304A Source and apply design industry knowledge

BSBOHS201A Participate in OHS processes

CUVACD301A Produce drawings to communicate ideas

Elective units

Art, craft and design

CUVACD302A Produce computer-aided drawings

CUVACD303A Produce technical drawings

CUVACD304A Make scale models

Copyright and IP

CUFCMP301A Implement copyright arrangements

Design process

BSBDES202A Evaluate the nature of design in a specific industry context

BSBDES305A Source and apply information on the history and theory of design

Digital media

CUFDIG201A Maintain interactive content

CUFDIG301A Prepare video assets

CUFDIG302A Author interactive sequences

CUFDIG304A Create visual design components

Fashion design

LMTFD2001B Design and produce a simple garment

LMTFD2002B* Apply printing techniques to produce indigenous textile designs

LMTFD2003B* Apply dyeing techniques to produce indigenous textile designs

LMTFD2004B Work within an indigenous cultural framework

LMTFD2005B Identify design process for fashion designs

LMTFD3001B Market design product to local outlets

LMTFD3002B* Design and produce Indigenous textiles to a brief

LMTFD3003B* Prepare design concept for a simple garment

LMTFD3004B Draw a trade drawing for fashion design

Photo imaging

CUFDIG303A Produce and prepare photo images

CUVPHI302A Capture photographic images

CUVPHI303A Process photo images to work-print and file stage

Graphic design

CUVCAL401A Experiment with techniques to produce calligraphy

CUVGRD301A Prepare files for publication

CUVGRD302A Use typography techniques

Industry capability

CUSIND302A Plan a career in the creative arts industry

Information technology

BSBITU302B Create electronic presentations

BSBITU309A Produce desktop published documents

ICAICT308A Use advanced features of computer applications

Pre-press

ICPPP221C Select and apply type

ICPPP322C Digitise images for reproduction

ICPPP324C* Create pages using a page layout application

ICPPP325C Create graphics using a graphics application

ICPPP333C Electronically combine complex images

ICPPP382C Produce computer image for screen printing

ICPPP396A* Generate high-end PDF files

Professional practice

CUVPRP301A Produce creative work

CUVPRP304A Participate in collaborative creative projects

Visual communication

CUFANM303A Create 3D digital models

Workplace effectiveness

CUECOR01C Manage own work and learning

Writing

CUFWRT301A Write content for a range of media

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
ICPPP324C Create pages using a page layout application	ICPPP224C Produce pages using a page layout application
ICPPP396A Generate high-end PDF files	ICPPP284A Produce PDF files for online or screen display
LMTFD2002B Apply printing techniques to produce indigenous textile designs	LMTCL2003B Identify fibres and fabrics
LMTFD2003B Apply dyeing techniques to produce indigenous textile designs	LMTCL2003B Identify fibres and fabrics
LMTFD3002B Design and produce Indigenous textiles to a brief	LMTFD2002B Apply printing techniques to produce indigenous textile designs (Prerequisite: LMTCL2003B Identify fibres and fabrics) LMTFD2003B Apply dyeing techniques to produce indigenous textile designs (Prerequisite: LMTCL2003B Identify fibres and fabrics) LMTFD2004B Work within an indigenous cultural framework
LMTFD3003B Prepare design concept for a simple garment	LMTCL2011B Draw and interpret a basic sketch LMTFD2005B Identify design process for fashion designs

CUV30411 Certificate III in Arts Administration

Modification History

Version	Comments
CUV30411	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification reflects the role of people who work in administrative roles across a varied range of arts organisations. They perform a range of skilled tasks using discretion and judgement and have the ability to select, adapt and transfer skills to different situations. The qualification applies in contexts such as galleries, museums, theatres, community arts centres and arts organisations more broadly. It reflects job roles, such as:

arts administration officer

project officer

community arts assistant.

Pathways Information

Pathways into the qualification

People may enter this qualification with limited or no vocational experience and without a lower level qualification. They may already have a qualification or experience in general administration.

Pathways from the qualification

After achieving this qualification people could undertake higher level qualifications, such as the Certificate IV in Arts Administration, broader administration qualifications from BSB07 Business Services Training Package, or qualifications in related areas such as event management.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	exchanging information with arts professionals preparing and distributing promotional materials communicating effectively with customers contributing to the flow of information and ideas in the workplace
Teamwork	sharing information with colleagues showing sensitivity to cultural and social differences when communicating with others collaborating with colleagues and others on a range of administrative tasks
Problem-solving	responding to customer complaints and referring escalated complaints to the appropriate person identifying safety issues and reporting them to appropriate person using manuals and online help to overcome problems with database design and production adjusting work practices to suit particular arts contexts
Initiative and enterprise	identifying and acting on opportunities to enhance the quality of customer service using functions of software applications to enhance the presentation of business documents proactively identifying information and assistance needs of patrons, including those with special needs
Planning and organising	planning, organising and prioritising work tasks and responsibilities designing and producing business documents creating and using simple databases maintaining files and workplace documentation processing and recording financial transactions
Self-management	following workplace procedures, particularly in relation to OHS maintaining personal presentation standards acting within the scope of own job role completing work within given timelines
Learning	keeping up-to-date with industry developments using manuals and online help to improve own skills keeping up-to-date with information about organisation’s products and services
Technology	using the internet as a source of information using word processing and database applications

Packaging Rules

Total number of units = 12

4 core units plus

8 elective units

The elective units consist of:

4 from Group A

1 from Group B

of the remaining 3 units:

up to 3 may be from Group A and/or Group B

up to 3 may be from Certificate III or above in any currently endorsed Training Package

up to 2 may be from Certificate II in any currently endorsed Training Package

up to 2 may be from an accredited course at Certificate III, IV or Diploma.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBDIV301A Work effectively with diversity

BSBOHS201A Participate in OHS processes

CUECOR02C Work with others

CUFIND201A Develop and apply creative arts industry knowledge

Elective units

Group A

Aboriginal and Torres Strait Islander cultural arts

CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts

Community involvement

CHCCD307C Support community resources

Creative thinking

BSBCRT101A Apply critical thinking techniques

Customer service

BSBCMM301A Process customer complaints

BSBCUS301A Deliver and monitor a service to customers

BSBPRO301A Recommend products and services

General administration

BSBADM307B Organise schedules

BSBADM311A Maintain business resources

BSBWOR301A Organise personal work priorities and development

CUVPRP406A Plan work space

Financial administration

BSBFIA301A Maintain financial records

BSBFIA303A Process accounts payable and receivable

Information management

BSBINM301A Organise workplace information

Information technology

BSBITU301A Create and use databases

BSBITU302B Create electronic presentations

BSBITU303A Design and produce text documents

BSBITU304A Produce spreadsheets

BSBITU306A Design and produce business documents

BSBITU309A Produce desktop published documents

ICAICT306A Migrate to new technology

ICAICT308A Use advanced features of computer applications

Marketing

CUEMAR01C Assist with marketing

Sustainability

BSBSUS301A Implement and monitor environmentally sustainable work practices

Writing

BSBWRT301A Write simple documents

CUFWRT301A Write content for a range of media

Workplace skills

CHCDIS301A Work effectively with people with a disability

Group B

Aboriginal and Torres Strait Islander cultural arts

CUVATS101A Develop understanding of own Aboriginal or Torres Strait Islander identity

Copyright and IP

CUFCMP301A Implement copyright arrangements

Entertainment and events

CUECOR03B Provide quality service to customers

CUEFOH03C Provide seating and ticketing advice

CUEFOH08B Process incoming customer orders

CUEFOH09B Provide venue information and assistance

CUSEVT301A Book performance venues

CUSMKG301A Assist with the promotion of creative acts

SITTGDE007A Develop and maintain the general and regional knowledge required by guides

SITTGDE008A Research and share general information on Australian Indigenous cultures

SITTVAF002A Provide a briefing or scripted commentary

SITXCCS001B Provide visitor information

SITXEVT002B Provide event staging support

SITXEVT003B Process and monitor event registrations

SITXEVT004B Coordinate on-site event registrations

General Administration

CUECOR01C Manage own work and learning

BSBWOR204A Use business technology

Industry capability

CUAIND301A Work effectively in the creative arts industry

CUFIND301B Work effectively in the screen and media industries

CULLB001B Develop and apply knowledge of the library/information services industry

CULLB203C Develop and use information literacy skills

CULLB206C Assist with circulation services

CULMS201C Develop and apply knowledge of the museum industry

CUSIND301B Work effectively in the music industry

CUSIND302A Plan a career in the creative arts industry

Innovation

BSBINN201A Contribute to workplace innovation

Museums and libraries

CULMS001B Work with Aboriginal or Torres Strait Islander cultural material

CULMS202C Provide visitors with venue information and assistance

CULMS205C Observe and report basic condition of collection

CULMS207C Assist with the presentation of public activities and events

CULMS412C Record and maintain collection information

Professional Practice

CUVPRP203A Store finished creative work

CUVPRP303A Select and prepare creative work for exhibition

CUVPRP403A Select and organise finished work for storage

Visual Communication

CUVDIG301A Produce digital images

Workplace effectiveness

CUECOR01C Manage own work and learning

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Gallery assistant

Core units plus:

BSBFIA301A Maintain financial records

BSBFIA303A Process accounts payable and receivable

BSBINM301A Organise workplace information

BSBITU301A Create and use databases

BSBITU306A Design and produce business documents

BSBITU309A Produce desktop published documents

CUEMAR01C Assist with marketing activities

CULMS202B Assist the public to access services and facilities

Administrative officer in a small theatre

Core units plus:

BSBFIA301A Maintain financial records

BSBITU301A Create and use databases

BSBITU306A Design and produce business documents

BSBITU309A Produce desktop published documents

CUECOR03B Provide quality service to customers

CUEFOH08B Process incoming customer orders

CUEFOH09B Provide venue information and assistance

CUEMAR01C Assist with marketing activities

CUV40111 Certificate IV in Visual Arts

Modification History

Version	Comments
CUV40111	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification reflects the role of practitioners working at a pre-professional level who are beginning to develop their own artistic voice. They produce work that shows proficiency with techniques in their chosen art form and are able to apply solutions to a defined range of unpredictable problems. They have broad and integrated factual, technical and theoretical knowledge with cognitive skills that allow them to analyse, compare and act on information from a range of sources.

Pathways Information

Pathways into the qualification

It is highly recommended that people undertaking this qualification possess some relevant art or design skills and knowledge prior to entry. This could be demonstrated through skills in drawing or particular art techniques.

Pathways from the qualification

This qualification prepares people for skilled work at a pre-professional level and for learning at higher levels, in particular through visual arts qualifications at Diploma, Advanced Diploma and Degree levels.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	passing on key safety information to colleagues presenting and discussing ideas with others producing art works which are consistent with the ideas that inform them
Teamwork	checking safety procedures with other team members discussing ideas and industry developments with others
Problem-solving	resolving safety issues in own work refining ideas to incorporate feedback from others adjusting techniques to achieve a particular effect
Initiative and enterprise	developing several possible ways of communicating an idea developing new and personal ideas, and own artistic voice from research and experimentation
Planning and organising	sourcing and analysing information to develop ideas organising the presentation of ideas to others organising work tasks to ensure safety organising workspace and materials for work projects researching history and theory to inform creative practice
Self-management	establishing and following safe working practices maintaining personal safety standards challenging one’s own ideas and approaches having clear goals about one’s future as a creative practitioner
Learning	evaluating information gained from research and integrating ideas into the development of own work using practice, feedback and evaluation opportunities to continuously improve skills and knowledge improving skills through experimentation with materials and techniques keeping up-to-date with industry and technological developments
Technology	using the internet for research extending the application of tools and equipment to produce art works using technology to expand own arts practice

Packaging Rules

Total number of units = 15

6 core units plus

9 elective units

The elective units consist of:

4 units from Group A

1 unit from Group B

of the remaining 4 units:

up to 4 may be from Group A and/or Group B

up to 4 may be from Certificate III or above in any currently endorsed Training Package

up to 2 may be from a Certificate II in any currently endorsed Training Package

up to 2 may be from an accredited course at Certificate III, IV or Diploma level.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBOHS201A Participate in OHS processes

CUVACD301A Produce drawings to communicate ideas

CUVPRP401A Realise a creative project

CUVPRP404A Develop self as artist

CUVPRP405A Develop and discuss ideas for own creative work

CUVRES401A Research history and theory to inform own arts practice

Elective units

Group A

Art, craft and design

CUVACD302A Produce computer-aided drawings

CUVACD303A Produce technical drawings

CUVACD304A Make scale models

CUVACD401A Integrate colour theory and design processes

CUVACD402A Experiment with moulding and casting techniques

Creative thinking

BSBCRT301A Develop and extend critical and creative thinking skills

BSBCRT401A Articulate, present and debate ideas

BSBCRT402A Collaborate in a creative process

BSBCRT403A Explore the history and social impact of creativity

Design process

BSBDES301A Explore the use of colour

BSBDES302A Explore and apply the creative design process to 2D forms

BSBDES303A Explore and apply the creative design process to 3D forms

BSBDES304A Source and apply design industry knowledge

BSBDES305A Source and apply information on the history and theory of design

BSBDES401A Generate design solutions

BSBDES402A Interpret and respond to a design brief

BSBDES403A Develop and extend design skills and practice

Professional practice

CUAIND401A Extend expertise in specialist field

CUVPRP302A Document the work progress

CUVPRP303A Select and prepare creative work for exhibition

CUVPRP304A Participate in collaborative creative projects

CUVPRP402A Select sites for creative projects and plan work

CUVPRP403A Select and organise finished work for storage

Visual communication

CUFANM303A Create 3D digital models

CUFDIG401A Author interactive media

CUFDIG402A Design user interfaces

CUFDIG403A Create user interfaces

CUVCAL401A Experiment with techniques to produce calligraphy

CUVCER401A Experiment with techniques to produce ceramics

CUVCER402A Experiment with throwing techniques

CUVCER403A Experiment with ceramic surface treatments

CUVDIG401A Experiment with techniques to enhance digital images

CUVDIG402A Experiment with techniques to produce video art

CUVDRA401A Experiment with techniques to produce drawings

CUVGLA401A Experiment with techniques to produce glasswork

CUVJWL401A Experiment with techniques to produce jewellery

CUVPAI401A Experiment with techniques to produce paintings

CUVPER401A Experiment with techniques to produce performance art

CUVPHI303A Process photo images to work-print and file stage

CUVPHI304A Process colour materials in a wet darkroom context

CUVPHI305A Use wet darkroom techniques to produce monochrome photographs

CUVPHI302A Capture photographic images

CUVPHI401A Capture images in response to a brief

CUVPHI403A Apply photo imaging lighting techniques

CUVPHI404A Enhance, manipulate and output photo images

CUVPRI401A Experiment with techniques to produce prints

CUVPRP406A Plan work space

CUVSCU401A Experiment with techniques to produce sculpture

CUVTEX401A Experiment with techniques to produce textile work

CUVWOO401A Experiment with techniques to produce wood objects

LMFFDT4011A Set up, operate and maintain basic static woodworking machines for furniture designs

LMFFDT4016A Select, use and maintain hand tools for the creation of custom furniture

LMFFM4005A Hand carve wood to custom design

LMFGG3007B Form glass

LMFSL3003A Fire glass

LMTTD4005A Produce screen printed textiles

LMTTD4006A Source textile materials and resources

LMTTD4007A Analyse textile design influences

LMTTD4010A Apply manipulation techniques to create experimental textile samples

LMTTD4012A* Analyse use of colour in textiles

LMTTD4013A Prepare stencils and screens for textile printing

MEM19001B* Perform jewellery metal casting

MEM19002B* Prepare jewellery illustrations

MEM19007B* Perform gemstone setting

MEM19009B* Perform investment procedures for lost wax casting process

MEM19010B Produce rubber moulds for lost wax casting process

MEM19011B Perform wax injection of moulds for lost wax casting process

MEM19014B* Perform hand engraving

MEM19015B* Perform jewellery enamelling

MEM19016B* Construct jewellery components

MEM19017B* Fabricate jewellery items

PMC552020C Operate slip casting equipment

PMC552024C Hand mould products

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
LMTTD4012A Analyse use of colour in textiles	LMTCL2003B Identify fibres and fabrics LMTTD4013A Prepare stencils and screens for textile printing
MEM19001B Perform jewellery metal casting	MEM13004B Work safely with molten metals/glass
MEM19002B Prepare jewellery illustrations	MEM16006A Organise and communicate information
MEM19007B Perform gemstone setting	MEM12023A Perform engineering measurements MEM18001C Use hand tools MEM18002B Use power tools/hand held operations MEM18003C Use tools for precision work (Prerequisites: MEM12023A Perform engineering measurements, MEM18001C Use hand tools and MEM18002B Use power tools/hand held operations) MEM19003B Handle gem materials – equivalent to CUVOPA202A Handle and store rough and cut opal
MEM19009B Perform investment procedures for lost wax casting process	MEM12024A Perform computations MEM13003B Work safely with industrial chemicals and materials MEM18001C Use hand tools
MEM19014B Perform hand engraving	MEM18001C Use hand tools
MEM19015B Perform jewellery enamelling	MEM13003B Work safely with industrial chemicals and materials MEM18001C Use hand tools
MEM19016B Construct jewellery components	MEM05006B Perform brazing and/or silver soldering MEM12023A Perform engineering measurements MEM18001C Use hand tools
MEM19017B Fabricate jewellery items	MEM05006B Perform brazing and/or silver soldering MEM06007B Perform basic incidental heat/quenching, tempering and annealing MEM12023A Perform engineering measurements MEM18001C Use hand tools

Group B

Copyright and IP

BSBIPR401A Use and respect copyright

CUFCMP301A Implement copyright arrangements

Industry capability

CUAIND301A Work effectively in the creative arts industry

CUFIND401A Provide services on a freelance basis

CUSIND302A Plan a career in the creative arts industry

CUVIND401A Communicate effectively with arts professionals

Innovation

BSBINN201A Contribute to workplace innovation

BSBINN301A Promote innovation in a team environment

Professional practice

CUVFIM401A Obtain revenue to support operations

Small and micro business

BSBSMB201A Identify suitability for micro business

BSBSMB301A Investigate micro business opportunities

BSBSMB302A Develop a micro business proposal

BSBSMB303A Organise finances for the micro business

BSBSMB304A Determine resource requirements for the micro business

BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business

BSBSMB306A Plan a home based business

BSBSMB307A Set up information and communications technology for the micro business

BSBSMB401A Establish legal and risk management requirements of small business

BSBSMB402A Plan small business finances

BSBSMB403A Market the small business

BSBSMB404A Undertake small business planning

BSBSMB405A Monitor and manage small business operations

BSBSMB406A Manage small business finances

BSBSMB408B Manage personal, family, cultural and business obligations

Research

CUFRES401A Conduct research

Sustainability

BSBSUS301A Implement and monitor environmentally sustainable work practices

Workplace effectiveness

BSBWOR301A Organise personal work priorities and development

BSBWOR401A Establish effective workplace relationships

BSBWOR403A Manage stress in the workplace

BSBWOR404B Develop work priorities

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Ceramic artist

Core units plus:

CUAIND401A Extend expertise in specialist field

CUSIND302A Plan a career in the creative arts industry

CUVACD402A Experiment with moulding and casting techniques

CUVCER401A Experiment with techniques to produce ceramics

CUVCER402A Experiment with throwing techniques

CUVCER403A Experiment with ceramic surface treatments

CUVPRP302A Document the work progress

CUVPRP303A Select and prepare creative work for exhibition

CUVPRP403A Select and organise finished work for storage

Painter

Core units plus:

BSBDES301A Explore the use of colour

BSBDES302A Explore and apply the creative design process to 2D forms

CUAIND401A Extend expertise in specialist field

CUSIND302A Plan a career in the creative arts industry

CUVACD502A Create observational drawings

CUVPAI401A Experiment with techniques to produce paintings

CUVPRP302A Document the work progress

CUVPRP303A Select and prepare creative work for exhibition

CUVPRP403A Select and organise finished work for storage

CUV40211 Certificate IV in Aboriginal or Torres Strait Islander Cultural Arts

Modification History

Version	Comments
CUV40211	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification reflects the role of people who work in an Aboriginal or Torres Strait Islander cultural arts context. They produce work that shows a well-developed command of technique in their chosen art form and are able to apply solutions to a defined range of unpredictable problems. They have broad and integrated factual, technical and theoretical knowledge with cognitive skills that allow them to analyse, compare and act on information from a range of sources.

The local cultural knowledge necessary to achieve some of the units of competency in this qualification may only be accessible to Aboriginal or Torres Strait Islander people. Any organisation or individual planning to offer this qualification would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group.

Pathways Information

Pathways into the qualification

It is recommended that people undertaking this qualification possess some relevant art or design skills and knowledge prior to entry. This could be demonstrated through basic skills in drawing or particular art techniques.

Pathways from the qualification

This qualification prepares people for skilled work at a pre-professional level and for learning at higher levels, in particular through visual arts qualifications at Diploma, Advanced Diploma and Degree levels.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	discussing issues of family and kinship with one’s own Aboriginal or Torres Strait Islander community passing on key safety information to colleagues presenting and discussing ideas with others producing art works which are consistent with the ideas that inform them
Teamwork	obtaining feedback on ideas discussing ideas with others collaborating on ideas
Problem-solving	resolving safety issues in own work refining ideas to incorporate feedback from others adjusting techniques to achieve a particular effect
Initiative and enterprise	developing several possible ways of communicating an idea developing new and personal ideas, and own artistic voice from research and experimentation
Planning and organising	sourcing and analysing information to develop ideas organising the presentation of ideas to others organising work tasks to ensure safety organising workspace and materials for work projects researching history and theory to inform creative practice
Self-management	establishing and following safe working practices maintaining personal safety standards challenging one’s own ideas and approaches having clear goals about one’s future as a creative practitioner
Learning	evaluating information gained from research and integrating ideas into the development of own work using practice, feedback and evaluation opportunities to continuously improve skills and knowledge improving skills through experimentation with materials and techniques keeping up-to-date with industry and technological developments seeking expert advice on copyright
Technology	using the internet for research extending the application of tools and equipment to produce art works using technology to expand own arts practice

Packaging Rules

Total number of units = 15

6 core units plus

9 elective units

The elective units consist of:

4 units from Group A

1 unit from Group B

of the remaining 4 units:

up to 4 may be from Group A and/or Group B

up to 4 may be from Certificate III or above in any currently endorsed Training Package

up to 2 may be from a Certificate II in any currently endorsed Training Package

2 may be from a Certificate III, IV or Diploma in any endorsed Training Package or accredited course.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBOHS201A Participate in OHS processes

CUVACD301A Produce drawings to communicate ideas

CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts

CUVATS302A Produce work that expresses own Aboriginal or Torres Strait Islander identity

CUVPRP401A Realise a creative project

CUVRES401A Research history and theory to inform own arts practice

Elective units

Group A

Aboriginal and Torres Strait Islander cultural arts

CUADAN204A Perform basic Aboriginal and Torres Strait Islander dance technique

CUADAN302A Increase depth of Aboriginal and Torres Strait Islander dance techniques

CULMS001B Work with Aboriginal and Torres Strait Islander cultural material

CULMS002B Research and evaluate Aboriginal or Torres Strait Islander cultural material

SITTGDE008A Research and share general information on Australian Indigenous cultures

SITTGDE009A Interpret aspects of local Australian Indigenous culture

Art, craft and design

CUVACD302A Produce computer-aided drawings

CUVACD303A Produce technical drawings

CUVACD304A Make scale models

CUVACD401A Integrate colour theory and design processes

CUVACD402A Experiment with moulding and casting techniques

Dance

CUACHR301A Develop basic dance composition skills

CUADAN202A Incorporate artistic expression into basic dance performances

Design process

BSBDES301A Explore the use of colour

BSBDES302A Explore and apply the creative design process to 2D forms

BSBDES303A Explore and apply the creative design process to 3D forms

BSBDES304A Source and apply design industry knowledge

BSBDES305A Source and apply information on the history and theory of design

BSBDES401A Generate design solutions

BSBDES402A Interpret and respond to a design brief

BSBDES403A Develop and extend design skills and practice

Creative thinking

BSBCRT301A Develop and extend critical and creative thinking skills

BSBCRT401A Articulate, present and debate ideas

BSBCRT402A Collaborate in a creative process

BSBCRT403A Explore the history and social impact of creativity

Professional practice

CUAIND401A Extend expertise in specialist field

CUVPRP302A Document the work progress

CUVPRP303A Select and prepare creative work for exhibition

CUVPRP304A Participate in collaborative creative projects

CUVPRP402A Select sites for creative projects and plan work

CUVPRP403A Select and organise finished work for storage

CUVPRP405A Develop and discuss ideas for own creative work

Visual communication

CUFANM303A Create 3D digital models

CUFDIG401A Author interactive media

CUFDIG402A Design user interfaces

CUFDIG403A Create user interfaces

CUVCER401A Experiment with techniques to produce ceramics

CUVCER402A Experiment with throwing techniques

CUVCER403A Experiment with ceramic surface treatments

CUVDIG401A Experiment with techniques to enhance digital images

CUVDIG402A Experiment with techniques to produce video art

CUVDRA401A Experiment with techniques to produce drawings

CUVGLA401A Experiment with techniques to produce glasswork

CUVJWL401A Experiment with techniques to produce jewellery

CUVPAI401A Experiment with techniques to produce paintings

CUVPER401A Experiment with techniques to produce performance art

CUVPHI303A Process photo images to work-print and file stage

CUVPHI304A Process colour materials in a wet darkroom context

CUVPHI305A Use wet darkroom techniques to produce monochrome photographs

CUVPHI401A Capture images in response to a brief

CUVPHI403A Apply photo imaging lighting techniques

CUVPHI404A Enhance, manipulate and output photo images

CUVPRI401A Experiment with techniques to produce prints

CUVSCU401A Experiment with techniques to produce sculpture

CUVTEX401A Experiment with techniques to produce textile work

CUVWOO401A Experiment with techniques to produce wood objects

LMFFDT4011A Set up, operate and maintain basic static woodworking machines for furniture designs

LMFFDT4016A Select, use and maintain hand tools for the creation of custom furniture

LMFFM4005A Hand carve wood to custom design

LMFGG3007B Form glass

LMFSL3003A Fire glass

LMTTD4005A Produce screen printed textiles

LMTTD4006A Source textile materials and resources

LMTTD4007A Analyse textile design influences

LMTTD4010A Apply manipulation techniques to create experimental textile samples

LMTTD4012A* Analyse use of colour in textiles

LMTTD4013A Prepare stencils and screens for textile printing

PMC552020C Operate slip casting equipment

PMC552024C Hand mould products

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
LMTTD4012A Analyse use of colour in textiles	LMTCL2003B Identify fibres and fabrics LMTTD4013A Prepare stencils and screens for textile printing

Group B

Copyright and IP

BSBIPR401A Use and respect copyright

CUFCMP301A Implement copyright arrangements

Industry capability

CUAIND301A Work effectively in the creative arts industry

CUFIND401A Provide services on a freelance basis

CUSIND302A Plan a career in the creative arts industry

CUVIND401A Communicate effectively with arts professionals

Innovation

BSBINN201A Contribute to workplace innovation

BSBINN301A Promote innovation in a team environment

Professional practice

CUVFIM401A Obtain revenue to support operations

CUVPRP404A Develop self as artist

Small and micro business

BSBSMB201A Identify suitability for micro business

BSBSMB301A Investigate micro business opportunities

BSBSMB302A Develop a micro business proposal

BSBSMB303A Organise finances for the micro business

BSBSMB304A Determine resource requirements for the micro business

BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business

BSBSMB306A Plan a home based business

BSBSMB307A Set up information and communications technology for the micro business

BSBSMB401A Establish legal and risk management requirements of small business

BSBSMB402A Plan small business finances

BSBSMB403A Market the small business

BSBSMB404A Undertake small business planning

BSBSMB405A Monitor and manage small business operations

BSBSMB406A Manage small business finances

BSBSMB408B Manage personal, family, cultural and business obligations

Research

CUFRES401A Conduct research

Sustainability

BSBSUS301A Implement and monitor environmentally sustainable work practices

Workplace effectiveness

BSBWOR301A Organise personal work priorities and development

BSBWOR401A Establish effective workplace relationships

BSBWOR403A Manage stress in the workplace

BSBWOR404B Develop work priorities

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Indigenous textile artist

Core units plus:

CUAIND401A Extend expertise in specialist field

CUVPRP302A Document the work progress

CUVPRP304A Participate in collaborative creative projects

CUVPRP404A Develop self as artist

CUVTEX401A Experiment with techniques to produce textile work

LMTTD4005A Produce screen printed textiles

LMTTD4007A Analyse textile design influences

LMTTD4010A Apply manipulation techniques to create experimental textile samples

LMTTD4012A Analyse use of colour in textiles

Indigenous painter

Core units plus:

BSBDES301A Explore the use of colour

CUAIND401A Extend expertise in specialist field

CUVPAI401A Experiment with techniques to produce paintings

CUVPAI301A Produce paintings

CUVPRP302A Document the work progress

CUVPRP303A Select and prepare creative work for exhibition

CUVPRP304A Participate in collaborative creative projects

CUVPRP404A Develop self as artist

CUVPRP405A Develop and discuss ideas for own creative work

CUV40311 Certificate IV in Design

Modification History

Version	Comments
CUV40311	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification provides a pathway to a career in design. There are limited job outcomes at this level, though in areas such as graphic and digital design there may be some employment opportunities as a junior design assistant.

Pathways Information

Pathways into the qualification

It is recommended that people entering this qualification either possess CUV30311 Certificate III in Design Fundamentals or possess some creative and design skills.

Pathways from the qualification

This qualification prepares people for work in some limited junior design roles and for learning at higher levels across a broad range of design disciplines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	passing on key safety information to colleagues presenting ideas to others interpreting design briefs liaising with other on design requirements
Teamwork	discussing ideas, industry developments and work issues with others
Problem-solving	identifying safety issues and reporting them to appropriate person refining ideas to incorporate feedback from others responding to technical and conceptual problems in design work
Initiative and enterprise	developing different solutions to a design challenge producing a range of samples in response to a brief or conceptual vision
Planning and organising	collecting and analysing information to develop concepts and ideas organising the presentation of a concept to others organising work tasks to ensure safety identifying techniques and processes required to produce digital images and graphic art work sourcing and analysing information to inform design practice organising resources, taking into account cost and other constraints
Self-management	maintaining personal safety standards challenging one’s own ideas and approaches career planning
Learning	evaluating information gained from research and integrating ideas into the development of own work using practice, feedback and evaluation opportunities to continuously improve skills and knowledge improving skills through experimentation with materials and processes keeping up-to-date with industry developments
Technology	using the internet for research using tools and technologies relevant to the given area of design

Packaging Rules

Total number of units = 15

7 core units plus

8 elective units

The elective units consist of:

5 from the list of elective units below

of the remaining 3 units:

up to 3 may be from the list of elective units below

up to 3 may be from Certificate II or above in any currently endorsed Training Package

up to 2 may be from an accredited course at Certificate III, IV or Diploma.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBCRT301A Develop and extend critical and creative thinking skills

BSBDES305A Source and apply information on the history and theory of design

BSBDES401A Generate design solutions

BSBDES402A Interpret and respond to a design brief

BSBOHS201A Participate in OHS processes

CUVACD401A Integrate colour theory and design processes

CUVPRP401A Realise a creative project

Elective units

Art, craft and design

CUVACD301A Produce drawings to communicate ideas

CUVACD302A Produce computer-aided drawings

CUVACD303A Produce technical drawings

CUVACD304A Make scale models

CUVACD402A Experiment with moulding and casting techniques

CUVACD502A Create observational drawings

CUVACD508A Refine model making skills

CUVDRA401A Experiment with techniques to produce drawings

Copyright and IP

BSBIPR401A Use and respect copyright

CUFCMP301A Implement copyright arrangements

Customer service

BSBCUS402A Address customer needs

Design process

BSBCRT401A Articulate, present and debate ideas

BSBCRT402A Collaborate in a creative process

BSBCRT403A Explore the history and social impact of creativity

BSBDES301A Explore the use of colour

BSBDES302A Explore and apply the creative design process to 2D forms

BSBDES303A Explore and apply the creative design process to 3D forms

BSBDES304A Source and apply design industry knowledge

BSBDES403A Develop and extend design skills and practice

Digital media

CUFDIG301A Prepare video assets

CUFDIG302A Author interactive sequences

CUFDIG304A Create visual design components

CUFDIG401A Author interactive media

CUFDIG402A Design user interfaces

CUFDIG403A Create user interfaces

CUFDIG404A Apply scripting language in authoring

CUVDIG401A Experiment with techniques to enhance digital images

Graphic design

CUVGRD301A Prepare files for publication

CUVGRD302A Use typography techniques

CUVGRD401A Research and apply graphic design techniques

Fashion design

CUVDES403A Research and apply techniques for the design of wearable objects

LMTFD4001B Apply design studio process

LMTFD4002B* Apply principles of colour theory to fashion design development

LMTFD4003B Assist in preparation of preliminary design concepts

LMTFD4005B Communicate and sell design concepts

LMTFD4006B Interact and network with fashion industry participants

LMTFD4007B Conduct quality assurance for garments

LMTFD4008B Construct stock size block for garment to meet size and fit specifications

LMTFD4011B Cut fabrics for prototype designs

LMTFD4014B Identify contemporary fashion influences and construction techniques

LMTFD4016B Sew design prototypes

LMTFD4017B Source materials and resources for production of fashion design

LMTFD4020B Use electronic fashion design tools

Furniture design

LMFFDT4001A Apply finishing techniques to custom furniture

LMFFDT4002A Assemble custom furniture

LMFFDT4003A Assess and record the lifecycle of a product

LMFFDT4004A Assess environmental impact of a design

LMFFDT4005A Construct and evaluate furniture prototypes and samples

LMFFDT4006A Establish and maintain a safe furniture making work environment

LMFFDT4007A Establish the design brief

LMFFDT4008A Determine occupational health and safety implications of designs

LMFFDT4009A Prepare and present furniture design information

LMFFDT4010A Produce and evaluate developmental furniture models to scale

LMFFDT4011A Set up, operate and maintain basic static woodworking machines for furniture designs

LMFFDT4012A Produce ideation drawings

LMFFDT4013A Research and select furniture finishes

LMFFDT4014A Research and select furniture materials and technology

LMFFDT4015A Research furniture styles and movements

LMFFDT4016A Select, use and maintain hand tools for the creation of custom furniture

Information technology

BSBEBU401A Review and maintain a website

BSBITU401A Design and develop complex text documents

BSBITU404A Produce complex desktop published documents

ICAICT308A Use advanced features of computer applications

ICAWEB302A Build simple websites using commercial programs

ICAWEB403A Transfer content to a website using commercial packages

SITXICT001A Build and launch a website for a small business

Interior space

LMFID3002A Source and specify decoration products

LMFID4001A Research, analyse and apply colour for interior spaces

LMFID4002A Decorate residential interiors

LMFID4003A Prepare a materials board for client presentation

LMFID4004A Research and recommend furniture and accessories

LMFID4005A Research and recommend soft furnishings for interiors

LMFID4006A Research and recommend hard materials and finishes for interiors

LMFID4007A Identify materials, construction techniques and methods used in building interiors

LMFKB3001A Identify processes in kitchen and bathroom projects

LMFKB3008A Identify cabinet construction and installation methods

LMFKB4003A Identify and document services required to support kitchen and bathroom designs

LMFKB4006A Prepare quotation and contract documentation for design project

LMFKB4007A Design ancillary residential cabinetry

Jewellery design

MEM05006B Perform brazing and/or silver soldering

MEM05050B Perform routine gas metal arc welding

MEM05051A Select welding processes

MEM06001B* Perform hand forging

MEM06007B Perform basic incidental heat/quenching, tempering and annealing

MEM08006B* Produce clear and/or coloured and/or sealed anodised films on aluminium

MEM08010B* Manually finish/polish materials

MEM08011B* Prepare surfaces using solvents and/or mechanical means

MEM12023A Perform engineering measurements

MEM13004B Work safely with molten metals/glass

MEM18003C* Use tools for precision work

MEM19001B* Perform jewellery metal casting

MEM19002B* Prepare jewellery illustrations

MEM19007B* Perform gemstone setting

MEM19009B* Perform investment procedures for lost wax casting process

MEM19010B Produce rubber moulds for lost wax casting process

MEM19011B Perform wax injection of moulds for lost wax casting process

MEM19012B* Produce jewellery wax model

MEM19013B* Produce jewellery metal masters

MEM19028A Select materials and new technologies for jewellery and 3D object design applications

MEM19033A Create silversmithing objects

MEM19035A Plan and apply casting techniques for jewellery and object designs

MEM19036A Use specialised techniques to produce jewellery and objects

MEM19038A Apply traditional techniques to jewellery and 3D object production

Industry capability

CUFIND401A Provide services on a freelance basis

Professional practice

CUAIND401A Extend expertise in specialist field

Illustration

CUVILL401A Research and apply techniques for illustrative work

Photo imaging

CUVPHI303A Process photo images to work-print and file stage

CUVPHI401A Capture images in response to a brief

CUVPHI403A Apply photo imaging lighting techniques

CUVPHI404A Enhance, manipulate and output photo images

Pre-press

ICPPP324C* Create pages using a page layout application

ICPPP325C Create graphics using a graphics application

ICPPP421C* Compose and evaluate typography

ICPPP422C Digitise complex images for reproduction

ICPPP430C Manage colour

Product design

CUVDES404A Research and apply techniques in product design

Spatial design

CUVDES405A Research and apply techniques in spatial design

Visual communication

CUFANM303A Create 3D digital models

Writing

BSBWRT401A Write complex documents

CUFWRT301A Write content for a range of media

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
ICPPP324C Create pages using a page layout application	ICPPP224C Produce pages using a page layout application
ICPPP421C Compose and evaluate typography	ICPPP221C Select and apply type
LMTFD4002B Apply principles of colour theory to fashion design development	LMTCL2003B Identify fibres and fabrics LMTFD2005B Identify design process for fashion designs
MEM06001B Perform hand forging	MEM18001C Use hand tools
MEM08006B Produce clear and/or coloured and/or sealed anodised films on aluminium	MEM08002C Pre-treat work for subsequent surface coating
MEM08010B Manually finish/polish materials	MEM18001C Use hand tools
MEM08011B Prepare surfaces using solvents and/or mechanical means	MEM13003B Work safely with industrial chemicals and materials MEM18001C Use hand tools MEM18002B Use power tools/hand held operations
MEM18003C Use tools for precision work	MEM12023A Perform engineering measurements MEM18001C Use hand tools MEM18002B Use power tools/hand held operations
MEM19001B Perform jewellery metal casting	MEM13004B Work safely with molten metals/glass
MEM19002B Prepare jewellery illustrations	MEM16006A Organise and communicate information
MEM19007B Perform gemstone setting	MEM12023A Perform engineering measurements MEM18001C Use hand tools MEM18002B Use power tools/hand held operations MEM18003C Use tools for precision work (Prerequisites: MEM12023A Perform engineering measurements, MEM18001C Use hand tools and MEM18002B Use power tools/hand held operations) MEM19003B Handle gem materials – equivalent to CUVOPA202A Handle and store rough and cut opal
MEM19009B Perform investment procedures for lost wax casting process	MEM12024A Perform computations MEM13003B Work safely with industrial chemicals and materials MEM18001C Use hand tools
MEM19012B Produce jewellery wax model	MEM18001C Use hand tools MEM18002B Use power tools/hand held operations MEM18003C Use tools for precision work (Prerequisites: MEM12023A Perform engineering measurements, MEM18001C Use hand tools and MEM18002B Use power tools/hand held operations)
MEM19013B Produce jewellery metal masters	MEM08010B Manually finish/polish materials (Prerequisite: MEM18001C Use hand tools) MEM13004B Work safely with molten metals/glass MEM16006A Organise and communicate information MEM19001B Perform jewellery metal casting (Prerequisite: MEM13004B Work safely with molten metals/glass)

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Graphic design specialisation

Core units plus:

BSBDES301A Explore the use of colour

BSBIPR401A Use and respect copyright

CUVGRD301A Prepare files for publication

CUVGRD302A Use typography techniques

CUVGRD401A Research and apply graphic design techniques

CUVPHI302A Capture photographic images

ICPPP324C Create pages using a page layout application

ICPPP325C Create graphics using a graphics application

Furniture design specialisation

Core units plus:

LMFFDT4001A Apply finishing techniques to custom furniture

LMFFDT4002A Assemble custom furniture

LMFFDT4007A Establish the design brief

LMFFDT4008A Determine occupational health and safety implications of designs

LMFFDT4010A Produce and evaluate developmental furniture models to scale

LMFFDT4011A Set up, operate and maintain basic static woodworking machines for furniture designs

LMFFDT4014A Research and select furniture materials and technology

LMFFDT4016A Select, use and maintain hand tools for the creation of custom furniture

CUV40411 Certificate IV in Photo Imaging

Modification History

Version	Comments
CUV40411	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification reflects the role of people who apply a broad range of skills in photo imaging, including lighting, image capture, enhancements and manipulation and output. They work in job roles, such as:

digitech

photographer’s assistant

photo lab technician

photo store specialist

studio assistant.

Vocational outcomes at this level are almost exclusively digital and this should be reflected in training and assessment for this qualification. Analog equipment and processes are used to support this as required.

Pathways Information

Pathways into the qualification

People may enter the qualification with limited or no vocational experience and without a lower level qualification.

Pathways from the qualification

This qualification prepares people for work as a photographer or prolab assistant and for learning at higher levels in qualifications such as CUV50411 Diploma of Photo Imaging. Pathways to careers in areas such as screen and media and design are also relevant.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	interpreting briefs clarifying specifications of a brief with colleagues/clients passing on key safety information to colleagues clarifying purpose of a multimedia product networking within the photo imaging and related industry sectors
Teamwork	working collaboratively as a team member in a photo imaging and multimedia environment
Problem-solving	modifying techniques to achieve desired outcome identifying safety issues and reporting them to appropriate person refining ideas to incorporate feedback from others
Initiative and enterprise	generating a range of visual design and communication ideas in response to a brief using knowledge of the photo imaging industry to enhance the quality of work
Planning and organising	undertaking research to inform the development of products and services organising work tasks to ensure safety researching work opportunities identifying techniques and processes required to produce desired effects sourcing and analysing information to inform photo imaging practice planning, setting up and dismantling a photo image shoot maintaining workplace documentation
Self-management	following workplace procedures, particularly in relation to OHS maintaining personal safety standards planning a career in photo imaging challenging one’s own ideas and approaches
Learning	improving skills and knowledge through experimentation keeping up-to-date with industry developments using practice, feedback and discussion and evaluation opportunities to continuously improve skills and knowledge
Technology	using the internet for research using a range of digital imaging software applications using digital cameras applying information on technological advances in day-to-day work activities

Packaging Rules

Total number of units = 15

10 core units plus

5 elective units

The elective units consist of:

2 units from the list of elective units below

of the remaining 3 units:

up to 3 may be from the list of elective units below

up to 3 may be from Certificate III or above in any currently endorsed Training Package

up to 2 may be from an accredited course at Certificate III, IV or Diploma level.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBDES402A Interpret and respond to a design brief

BSBOHS201A Participate in OHS processes

CUVACD401A Integrate colour theory and design processes

CUVPHI301A Develop and apply photo imaging industry knowledge

CUVPHI303A Process photo images to work-print and file stage

CUVPHI401A Capture images in response to a brief

CUVPHI402A Research and apply information on the traditions that inform photo imaging practice

CUVPHI403A Apply photo imaging lighting techniques

CUVPHI404A Enhance, manipulate and output photo images

CUVPRP403A Select and organise finished work for storage

Elective units

Copyright and IP

BSBIPR401A Use and respect copyright

CUFCMP301A Implement copyright arrangements

Creative thinking

BSBCRT301A Develop and extend critical and creative thinking skills

BSBCRT401A Articulate, present and debate ideas

BSBCRT402A Collaborate in a creative process

BSBCRT403A Explore the history and social impact of creativity

Customer service / retail

BSBCCO201A Action customer contact

BSBFLM309C Support continuous improvement systems and processes

BSBMKG413A Promote products and services

BSBREL401A Establish networks

BSBREL402A Build client relationships and business networks

SIRRRPK014A Recommend specialised products and services

SIRXCCS002A Interact with customers

SIRXIND001A Work effectively in a retail environment

SIRXSLS001A Sell products and services

SIRXSLS002A Advise on products and services

SIRXSLS004A Build relationships with customers

Design process

BSBDES301A Explore the use of colour

BSBDES304A Source and apply design industry knowledge

BSBDES305A Source and apply information on the history and theory of design

BSBDES403A Develop and extend design skills and practice

Digital media

CUFDIG201A Maintain interactive content

CUFDIG401A Author interactive media

CUFDIG402A Design user interfaces

CUFDIG403A Create user interfaces

CUFPOS402A Manage media assets

CUVDIG401A Experiment with techniques to enhance digital images

Information management and research

CUFRES401A Conduct research

Innovation

BSBINN201A Contribute to workplace innovation

BSBINN301A Promote innovation in a team environment

Industry capability

CUFIND401A Provide services on a freelance basis

CUSIND302A Plan a career in the creative arts industry

Photo imaging

CUVPHI302A Capture photographic images

CUVPHI304A Process colour materials in a wet darkroom context

CUVPHI305A Use wet darkroom techniques to produce monochrome photographs

SIRRMER016A Style merchandise for photography

SIBXFAS202A Design and apply make-up for photography

Printing and graphic arts

ICPPP422C Digitise complex images for reproduction

ICPPP430C Manage colour

ICPPP484C Set up and operate automated workflow

Professional practice

CUVPRP302A Document the work progress

CUVPRP304A Participate in collaborative creative projects

CUVPRP405A Develop and discuss ideas for own creative work

Project management

PSPPM402B Manage simple projects

PSPPM405A Administer simple projects

Small and micro business

BSBSMB201A Identify suitability for micro business

BSBSMB301A Investigate micro business opportunities

BSBSMB302A Develop a micro business proposal

BSBSMB303A Organise finances for the micro business

BSBSMB304A Determine resource requirements for the micro business

BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business

BSBSMB306A Plan a home based business

BSBSMB307A Set up information and communications technology for the micro business

Sustainability

BSBSUS301A Implement and monitor environmentally sustainable work practices

Workplace effectiveness

BSBWOR301A Organise personal work priorities and development

BSBWOR403A Manage stress in the workplace

BSBWOR404B Develop work priorities

CUECOR02C Work with others

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Studio assistant – traditional processes

Core units plus:

BSBCCO201A Action customer contact

BSBMKG413A Promote products and services

CUVPHI305A Use wet darkroom techniques to produce monochrome photographs

CUVPHI405A Develop self for photo imaging industry

CUVPRI401A Experiment with techniques to produce prints

Studio assistant – digital processes

Core units plus:

BSBMKG413A Promote products and services

CUFDIG303A Produce and prepare photo images

CUVDIG401A Experiment with techniques to enhance digital images

CUVPHI405A Develop self for photo imaging industry

ICPPP430C Manage colour

Photolab technician

Core units plus:

CUVDIG401A Experiment with techniques to enhance digital images

ICPPP422C Digitise complex images for reproduction

ICPPP430C Manage colour

SIRXSLS002A Advise on products and services

SIRXCCS002A Interact with customers

Digitech

Core units plus:

BSBREL401A Establish networks

CUFIND401A Provide services on a freelance basis

CUFPOS402A Manage media assets

CUVDIG401A Experiment with techniques to enhance digital images

ICPPP430C Manage colour

CUV40511 Certificate IV in Arts Administration

Modification History

Version	Comments
CUV40511	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification reflects the role of people working in arts administration who possess a broad knowledge base, apply solutions to a defined range of unpredictable problems in varied contexts, and take responsibility for their own outputs. They may also take limited responsibility for the output of others.

The qualification applies in contexts such as galleries, museums, theatres, community arts centres and arts organisation more broadly. It reflects job roles, such as:

administration coordinator

events officer

project coordinator

marketing and promotions officer.

Pathways Information

Pathways into the qualification

People may enter this qualification with limited or no vocational experience and without a lower level qualification. They may already have a qualification or experience in general administration.

Pathways from the qualification

After achieving this qualification people could undertake higher level business qualifications such as those in BSB07 Business Services Training Package, or qualifications in related areas such as events management.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	exchanging information with arts professionals establishing and maintaining industry networks preparing and distributing promotional materials contributing to the flow of information and ideas in the workplace interpreting the results of surveys negotiating resource requirements for new administration systems and procedures
Teamwork	sharing information with colleagues showing sensitivity to cultural and social differences when communicating with others collaborating with colleagues and others on a range of administrative tasks leading a team
Problem-solving	dealing with problems that arise from diversity issues using manuals and online help to overcome problems with database design and production offering alternatives when product requested is not available adjusting work practices to suit particular arts contexts and to enhance accessibility adjusting a presentation to maintain rapport with an audience
Initiative and enterprise	using functions of software applications to enhance the presentation of business documents making recommendations on ways to improve accessibility within the organisation using market research to assist with future planning pursuing revenue opportunities that will be of most benefit to the organisation
Planning and organising	planning, organising and prioritising work tasks and responsibilities designing and producing business documents developing and implementing arts administration systems and procedures organising meetings, including preparing papers and minutes developing plans for and managing straightforward projects managing a budget researching and assessing funding opportunities
Self-management	following workplace procedures, particularly in relation to OHS maintaining personal presentation standards acting within the scope of own job role completing work within given timelines evaluating one’s own presentations to inform subsequent presentations pursuing revenue opportunities that are in line with the organisation’s overall vision and direction
Learning	providing mentoring and coaching support to team members on new administration systems and procedures keeping up-to-date with industry developments using manuals and online help to improve own skills coaching colleagues identifying training needs in relation to diversity issues seeking specialist assistance on market research
Technology	using the internet as a source of information using word processing and database applications organising teleconferences

Packaging Rules

Total number of units = 14

4 core units plus

10 elective units

The elective units consist of:

4 units from Group A

1 unit from Group B

of the remaining 5 units:

up to 5 may be from Group A and/or Group B

up to 5 may be from Certificate III or above in any currently endorsed Training Package

up to 2 may be from a Certificate II in any currently endorsed Training Package

up to 2 may be from an accredited course at Certificate III, IV or Diploma.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBINM401A Implement workplace information system

BSBOHS407A Monitor a safe workplace

BSBWOR402A Promote team effectiveness

CUVIND401A Communicate effectively with arts professionals

Elective units

Group A

Communication

BSBCMM401A Make a presentation

BSBWOR401A Establish effective workplace relationships

Community involvement

CHCCD401D Support community participation

CHCCD413D Work within specific communities

CHCCD420A Work to empower Aboriginal and/or Torres Strait Islander communities

CULLB510C Develop and maintain community/stakeholder relationships

AHCCCF405A Develop community networks

Creative thinking

BSBCRT301A Develop and extend critical and creative thinking skills

BSBCRT401A Articulate, present and debate ideas

BSBCRT402A Collaborate in a creative process

General administration

BSBADM405B Organise meetings

BSBRKG403B Set up a business or records system for a small business

CUVPRP406A Plan work space

Financial administration

CUVFIM401A Obtain revenue to support operations

CUEFIN02C Manage a budget

Information technology

BSBEBU401A Review and maintain a website

BSBITU401A Design and develop complex text documents

BSBITU402A Develop and use complex spreadsheets

BSBITU404A Produce complex desktop published documents

ICAWEB302A Build simple websites using commercial programs

ICAWEB403A Transfer content to a website using commercial packages

ICAWEB404A Maintain website performance

SITXICT001A Build and launch a website for a small business

Information management and research

BSBRES401A Analyse and present research information

CUFRES401A Conduct research

Innovation

BSBINN301A Promote innovation in a team environment

Learning and development

BSBLED401A Develop teams and individuals

Management

BSBMGT402A Implement operational plan

BSBMGT403A Implement continuous improvement

Marketing

BSBMKG401B Profile the market

BSBMKG402B Analyse consumer behaviour for specific markets

BSBMKG408B Conduct market research

BSBMKG413A Promote products and services

BSBMKG414B Undertake marketing activities

BSBMKG415A Research international markets

BSBMKG416A Market goods and services internationally

CUEMAR02C Undertake market research

CUEMAR03C Undertake marketing activities

Public relations

BSBPUB401A Develop and apply knowledge of public relations industry

BSBPUB402A Develop public relations campaigns

BSBPUB403A Develop public relations documents

Sustainability

BSBSUS301A Implement and monitor environmentally sustainable work practices

Workplace effectiveness

BSBWOR404B Develop work priorities

Writing

BSBWRT401A Write complex documents

BSBWRT501A Write persuasive copy

Group B

Copyright and IP

BSBIPR401A Use and respect copyright

CUFCMP301A Implement copyright arrangements

Entertainment and events

CUAPPM401A Contribute to the organisation of productions

CUETEM03C Establish and manage production requirements and resources

CUSADM301A Administer operations for rehearsals and performances

CUSEVT301A Book performance venues

CUSMKG301A Assist with the promotion of creative acts

SITTGDE006A Prepare and present tour commentaries or activities

SITXEVT001B Develop and update event industry knowledge

SITXEVT002B Provide event staging support

SITXEVT003B Process and monitor event registrations

SITXEVT004B Coordinate on-site event registrations

SITXEVT005B Organise in-house events or functions

Information technology

BSBITU302B Create electronic presentations

BSBITU309A Produce desktop published documents

Museums and libraries

CULMS004B Integrate knowledge of education and learning into museum activities

CULMS005B Research and generate ideas for exhibition concepts

CULMS406C Deliver information, activities and events

CULMS506C Plan and develop activities, events and programs

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Event promotions officer

Core units plus:

BSBADM405B Organise meetings

BSBCMM401A Make a presentation

BSBEBU401A Review and maintain a website

BSBITU302A Create electronic presentations

BSBITU309A Produce desktop published documents

BSBPMG510A Manage projects

BSBPUB401A Develop and apply knowledge of public relations industry

CUEMAR03C Undertake marketing activities

SITXEVT002A Provide event staging support

SITXEVT005A Organise in-house events or functions

Marketing and promotions officer

Core units plus:

BSBADM405B Organise meetings

BSBEBU401A Review and maintain a website

BSBITU302A Create electronic presentations

BSBITU309A Produce desktop published documents

BSBPMG510A Manage projects

BSBPUB401A Develop and apply knowledge of public relations industry

CUEFIN02C Manage a budget

CUEIND03B Integrate accessibility principles into work practices

CUEMAR02C Undertake market research

CUEMAR03C Undertake marketing activities

CUV40611 Certificate IV in Opal Cutting and Polishing

Modification History

Version	Comments
CUV40611	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification reflects the role of a competent and experienced opal cutter and polisher. The individual is able to advise others on the characteristics of cut and uncut opals, and work with the gemstones to produce high quality cut and polished opal products. The qualification also supports options for industry outcomes that see operators establishing small and micro businesses.

Pathways Information

Pathways into the qualification

People may enter this qualification with little or no vocational experience and without a lower level qualification.

Pathways from the qualification

This qualification prepares people for work in the opal industry and may also provide pathways to other jewellery and design qualifications.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	sharing information with others discussing opal buying preferences with colleagues and others in the industry clarifying legal and regulatory requirements with others negotiating the acquisition of rough opal supplies describing features of products to customers
Teamwork	showing respect when communicating with people from diverse backgrounds discussing possible strategies for cutting opal with colleagues and clients
Problem-solving	identifying and resolving safety issues identifying whether a sample is genuine natural opal or a simulated opal identifying and rectifying equipment faults that do not require specialist attention identifying and correcting faults in opals as items are made offering solutions to customer objections in a sales situation
Initiative and enterprise	determining where to cut stones to maximise value and artistic effect deciding on the most appropriate option for acquiring rough opal determining business goals maximising sales opportunities with customers
Planning and organising	identifying risk factors and taking action to minimise risk maintaining stock control and other workplace records surveying market requirements to determine opal cutting strategies weighing opals to determine yield planning and executing the process of cutting and polishing opals planning and performing routine maintenance of equipment developing and implementing procedures for acquiring rough opal developing budgets and managing financial operations investigating resources needed to set up an opal-cutting workshop
Self-management	following workplace procedures, particularly in relation to OHS maintaining personal safety standards managing own time to meet deadlines
Learning	seeking assistance and advice from others to improve one’s own skills and knowledge seeking assistance and expert advice from equipment manufacturers seeking expert legal advice
Technology	using security systems using cameras and scanning equipment using electronic stock control systems using the internet for research using equipment and tools to cut and polish opals

Packaging Rules

Total number of units = 16

10 core units plus

6 elective units

The elective units consist of:

up to 6 from the list of elective units below

up to 6 from Certificate III or above in any currently endorsed Training Package

up to 2 from an accredited course at Certificate III, IV or Diploma.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBOHS201A Participate in OHS processes

CUVOPA201A Identify and assess opal

CUVOPA202A Handle and store rough and cut opal

CUVOPA203A Complete pre-cutting processes for solid opals

CUVOPA204A Cut and polish solid opals

CUVOPA205A Complete pre-cutting processes for opal doublets and triplets

CUVOPA206A Cut and polish opal doublets and triplets

CUVOPA401A Use opal carving tools

CUVOPA405A Obtain opal

CUVOPA408A Undertake routine operational maintenance of machinery

Elective units

Art, craft and design

CUVACD302A Produce computer-aided drawings

CUVACD303A Produce technical drawings

CUVACD401A Integrate colour theory and design processes

CUVACD502A Create observational drawings

Design

BSBDES301A Explore the use of colour

BSBDES302A Explore and apply the creative design process to 2D forms

BSBDES303A Explore and apply the creative design process to 3D forms

BSBDES304A Source and apply design industry knowledge

BSBDES305A Source and apply information on the history and theory of design

BSBDES401A Generate design solutions

BSBDES402A Interpret and respond to a design brief

BSBDES403A Develop and extend design skills and practice

E-business

BSBEBU401A Review and maintain a website

SITXICT001A Build and launch a website for a small business

Information technology

BSBITU305A Conduct online transactions

Opal cutting and polishing

CUVOPA402A Production cut and polish opal

CUVOPA403A Use a faceting machine

CUVOPA404A Cut opal spheres and beads

CUVOPA406A Identify the requirements for establishing an opal-cutting workshop

CUVOPA407A Apply advanced pre-cutting processes to complex opals

Small and micro business

BSBSMB301A Investigate micro business opportunities

BSBSMB302A Develop a micro business proposal

BSBSMB303A Organise finances for the micro business

BSBSMB304A Determine resource requirements for the micro business

BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business

BSBSMB306A Plan a home based business

BSBSMB307A Set up information and communications technology for the micro business

BSBSMB401A Establish legal and risk management requirements of small business

BSBSMB402A Plan small business finances

BSBSMB403A Market the small business

BSBSMB404A Undertake small business planning

BSBSMB405A Monitor and manage small business operations

BSBSMB406A Manage small business finances

BSBSMB408B Manage personal, family, cultural and business obligations

Visual communication

CUFDIG201A Maintain interactive content

CUVJWL201A Develop jewellery-making skills

CUVJWL301A Produce jewellery

CUVPHI302A Capture photographic images

CUVPHI403A Apply photo imaging lighting techniques

MEM19007B* Perform gemstone setting

Workplace effectiveness

BSBWOR301A Organise personal work priorities and development

BSBWOR401A Establish effective workplace relationships

BSBWOR403A Manage stress in the workplace

BSBWOR404B Develop work priorities

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
MEM19007B Perform gemstone setting	MEM12023A Perform engineering measurements MEM18001C Use hand tools MEM18002B Use power tools/hand held operations MEM18003C Use tools for precision work (Prerequisites: MEM12023A Perform engineering measurements, MEM18001C Use hand tools and MEM18002B Use power tools/hand held operations) MEM19003B Handle gem materials – equivalent to CUVOPA202A Handle and store rough and cut opal

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

A person running a small cutting and polishing workshop

Core units plus:

BSBSMB304A Determine resource requirements for the micro business

BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business

BSBSMB306A Plan a home based business

CUVOPA406A Identify the requirements for establishing an opal-cutting workshop

CUVOPA407A Apply advanced pre-cutting processes to complex opals

CUVOPA408A Undertake routine operational maintenance of machinery

A person doing some cutting and trading online

Core units plus:

BSBEBU401A Review and maintain a website

BSBITU305A Conduct online transactions

CUFDIG201A Maintain interactive content

CUVOPA407A Apply advanced pre-cutting processes to complex opals

CUVOPA408A Undertake routine operational maintenance of machinery

SITXICT001A Build and launch a website for a small business

CUV50111 Diploma of Visual Arts

Modification History

Version	Comments
CUV50111	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification reflects the role of visual artists who combine specialised technical, creative and conceptual skills to prepare for and develop an emerging arts practice. They are able to plan and realise a body of work in one or more art forms. Visual arts practice at this level is underpinned by a sound grasp of art theory and history and the ability to critically analyse and synthesise information from a range of sources. Discourse and communication around complex ideas are also required.

Visual artists work in a wide range of contexts across the arts and other industries. They are often sole practitioners but may also hold positions in government or commercial organisations.

Artists work within and across many media, and their practice may incorporate ceramics, digital art, glasswork, drawing and illustration, jewellery making, painting, photomedia, printmaking, sculpture, textile design and wood design.

Pathways Information

Pathways into the qualification

It is highly recommended that people entering this qualification possess a Certificate IV qualification in visual arts or a related discipline and have well-developed skills in a specialised art form.

Pathways from the qualification

This qualification prepares people for entry into work at a professional level. Its conceptual and theoretical content also supports learning at higher levels. People with CUV50111 Diploma of Visual Arts often engage in further learning in vocational and higher education through Advanced Diploma and Degree qualifications in a range of arts-related disciplines and beyond.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

To enter this qualification, people must have the skills and knowledge described in the following unit of competency:

CUVPRP401A Realise a creative project.

Those skills and knowledge may have been acquired through experience in creative practice or through formal study.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	responding appropriately to feedback on own skill development and performance consulting with peers and mentors about a range of issues related to own practice documenting own work engaging in critical discourse with colleagues and peers
Teamwork	collaborating with others artists sharing ideas seeking feedback and guidance from mentors
Problem-solving	analysing complex information and responding with creative solutions developing solutions for complex design challenges balancing potentially conflicting needs evaluating the effectiveness of solutions
Initiative and enterprise	working creatively with an art form developing ideas from historical and contemporary research achieving own individual style of creative expression
Planning and organising	planning a creative project monitoring own work and introducing strategies to improve skills and knowledge conducting a range of research to inform work projects planning work tasks in a logical sequence setting work and practice goals planning for a sustainable professional practice
Self-management	developing goals for professional practice taking responsibility for own professional development monitoring own work and introducing strategies to improve performance using knowledge of industry and legal frameworks within own practice
Learning	developing strong artistic technique identifying opportunities to maintain and enhance industry knowledge seeking feedback from colleagues and mentors exploring and testing new approaches participating in industry networks and professional development opportunities
Technology	using an extended range of materials and technologies relevant to specific creative practice proactively using the internet as a research tool

Packaging Rules

Total number of units = 15

6 core units plus

9 elective units

The elective units consist of:

3 units from Group A

2 units from Group B

of the remaining 4 units:

up to 4 may be from Group A and/or Group B

up to 4 may be from a Certificate IV or above in any currently endorsed Training Package

up to 2 may be from an accredited course at Diploma level.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

CUVACD501A Refine drawing and other visual representation tools

CUVPRP501A Realise a body of creative work

CUVPRP502A Prepare for sustainable professional practice

CUVPRP503A Present a body of own creative work

CUVPRP505A Establish and maintain safe professional practice

CUVRES502A Analyse cultural history and theory

Elective units

Group A

Art, craft and design

CUAIND401A Extend expertise in specialist field

CUVACD402A Experiment with moulding and casting techniques

CUVACD502A Create observational drawings

CUVACD503A Select and refine a specialised drawing technique

CUVACD504A Research and apply light and colour

CUVACD505A Work with the human form in creative practice

CUVACD506A Refine 2-D design ideas and processes

CUVACD507A Refine 3-D design ideas and processes

CUVACD508A Refine model making skills

CUVACD509A Develop and refine metal-working techniques

CUVACD510A Manage kiln operations

CUVACD511A Make moulds and casts

CUVACD512A Work with photomedia in creative practice

CUVACD513A Make mixed media artworks

CUVACD514A Refine carving techniques for creative work

CUVACD515A Manage specialised finishing processes

Creative thinking

BSBCRT301A Develop and extend critical and creative thinking skills

BSBCRT401A Articulate, present and debate ideas

BSBCRT402A Collaborate in a creative process

BSBCRT403A Explore the history and social impact of creativity

BSBCRT501A Originate and develop concepts

Design

BSBDES401A Generate design solutions

BSBDES402A Interpret and respond to a design brief

BSBDES501A Implement design solutions

BSBDES502A Establish, negotiate and refine a design brief

Visual communication

CUVCER402A Experiment with throwing techniques

CUVCER403A Experiment with ceramic surface treatments

CUVCER502A Investigate ceramic materials and processes

CUVCER501A Refine ceramics techniques

CUVCER503A Refine throwing techniques

CUVCER504A Refine handbuilding techniques

CUVCER505A Develop and apply ceramic glazes

CUVDIG502A Investigate technologies for the creation of digital art

CUVDIG501A Refine digital art techniques

CUVDRA501A Refine drawing techniques

CUVDRA502A Investigate drawing materials and processes

CUVGLA501A Refine glassworking techniques

CUVGLA502A Investigate glassworking materials and processes

CUVGLA503A Refine kiln cast glass techniques

CUVILL401A Research and apply techniques for illustrative work

CUVILL501A Develop professional illustrations

CUVILL502A Refine illustration techniques

CUVPAI501A Refine painting techniques

CUVPAI502A Investigate painting materials and processes

CUVPRI501A Refine printmaking techniques

CUVPRI502A Investigate printmaking materials and processes

CUVPHI516A Research the role and use of the photo image in visual communication

CUVPHI518A Explore the descriptive and emotive nature of photo lighting

CUVPHI525A Plan, capture and exploit visual art photo images

CUVPHI531A Investigate and refine alternative approaches to photomedia

CUVPUA501A Create works of art for public spaces

CUVSCU501A Refine sculptural techniques

CUVSCU502A Investigate sculptural materials and processes

CUVTEX501A Refine techniques for textile work

CUVTEX502A Investigate materials and processes for textile work

CUVWOO501A Refine woodworking techniques

CUVWOO502A Investigate woodworking materials and processes

LMFFDT4016A Select, use and maintain hand tools for the creation of custom furniture

LMFFDT5005A Construct custom furniture using advanced techniques

LMFFM4005A Hand carve wood to custom design

LMFSL5005A Apply innovation in contemporary lead light and stained glass

LMTTD4004A Produce woven tapestry samples

LMTTD4005A Produce screen printed textiles

LMTTD4006A Source textile materials and resources

LMTTD4010A Apply manipulation techniques to create experimental textile samples

LMTTD4012A* Analyse use of colour in textiles

LMTTD5004A Design and produce experimental textiles

MEM19014B* Perform hand engraving

MEM19015B* Perform jewellery enamelling

MEM19016B* Construct jewellery components

MEM19017B* Fabricate jewellery items

MEM19025A Create and present designs for jewellery and other 3D objects

MEM19026A Investigate quality and application of jewellery materials

MEM19027A* Produce life drawings for presenting jewellery and object designs

MEM19028A Select materials and new technologies for jewellery and 3D object design applications

MEM19030A Research and design sustainable objects

MEM19031A Produce renderings and technical drawings for jewellery and object design construction

MEM19036A Use specialised techniques to produce jewellery and objects

MEM19038A Apply traditional techniques to jewellery and 3D object production

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
LMTTD4012A Analyse use of colour in textiles	LMTCL2003B Identify fibres and fabrics LMTTD4013A Prepare stencils and screens for textile printing
MEM19014B Perform hand engraving	MEM18001C Use hand tools
MEM19015B Perform jewellery enamelling	MEM13003B Work safely with industrial chemicals and materials MEM18001C Use hand tools
MEM19016B Construct jewellery components	MEM05006B Perform brazing and/or silver soldering MEM12023A Perform engineering measurements MEM18001C Use hand tools
MEM19017B Fabricate jewellery items	MEM05006B Perform brazing and/or silver soldering MEM06007B Perform basic incidental heat/quenching, tempering and annealing MEM12023A Perform engineering measurements MEM18001C Use hand tools
MEM19027A Produce life drawings for presenting jewellery and object designs	MEM19023A Apply drawing and rendering techniques to jewellery or object design

Group B

Communication

BSBCMM401A Make a presentation

Copyright and IP

BSBIPR401A Use and respect copyright

BSBIPR404A Protect and use innovative designs

BSBIPR405A Protect and use intangible assets in small business

BSBIPR501A Manage intellectual property to protect and grow business

CUFCMP501A Manage and exploit copyright arrangements

E-business

SITXICT001A Build and launch a website for a small business

Exhibitions

CULMS407C Install and dismantle exhibition elements

SITXEVT015B Manage exhibitions

Financial management

CUSFIM501A Secure funding for projects

CUVFIM401A Obtain revenue to support operations

Industry capability

CUFIND401A Provide services on a freelance basis

CUVIND501B Maintain and apply creative arts industry knowledge

Innovation

BSBINN501A Establish systems that support innovation

BSBINN502A Build and sustain an innovative work environment

Learning and development

BSBWOR501B Manage personal work priorities and professional development

Marketing

BSBMKG414B Undertake marketing activities

BSBMKG501B Identify and evaluate marketing opportunities

Professional practice

CUVPRP406A Plan work space

CUVPRP504A Establish and maintain environmentally sustainable creative practice

Research

CUFRES401A Conduct research

CUVRES501A Critique cultural works

Small and micro business

BSBSMB301A Investigate micro business opportunities

BSBSMB302A Develop a micro business proposal

BSBSMB303A Organise finances for the micro business

BSBSMB304A Determine resource requirements for the micro business

BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business

BSBSMB306A Plan a home based business

BSBSMB307A Set up information and communications technology for the micro business

BSBSMB401A Establish legal and risk management requirements of small business

BSBSMB402A Plan small business finances

BSBSMB403A Market the small business

BSBSMB404A Undertake small business planning

BSBSMB405A Monitor and manage small business operations

BSBSMB406A Manage small business finances

BSBSMB408B Manage personal, family, cultural and business obligations

BSBSMB409A Build and maintain relationships with small business stakeholders

Sustainability

BSBSUS501A Develop workplace policy and procedures for sustainability

Training

TAEDEL301A Provide work skill instruction

TAEDEL401A Plan, organise and deliver group-based learning

Writing

BSBWRT401A Write complex documents

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Artist specialising in illustration

Core units plus:

BSBWOR501B Manage personal work priorities and professional development

CUVACD506A Refine 2-D design ideas and processes

CUVACD513A Make mixed media artworks

CUVDIG501A Refine digital art techniques

CUVDRA502A Investigate drawing materials and processes

CUVILL501A Develop professional illustrations

CUVILL502A Refine illustration techniques

CUVILL401A Research and apply techniques for illustrative work

CUVIND501B Maintain and apply creative arts industry knowledge

Artist specialising in photomedia

Core units plus:

CUAIND401A Extend expertise in specialist field

CUVACD504A Research and apply light and colour

CUVACD506A Refine 2-D design ideas and processes

CUVACD512A Work with photomedia in creative practice

CUVIND501B Maintain and apply creative arts industry knowledge

CUVPHI518A Explore the descriptive and emotive nature of photo lighting

CUVPHI525A Plan, capture and exploit visual art photo images

CUVPHI531A Investigate and refine alternative approaches to photomedia

CUVRES501A Critique cultural works

Artist specialising in printmaking

Core units plus:

BSBIPR401A Use and respect copyright

BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business

CUVACD504A Research and apply light and colour

CUVACD506A Refine 2-D design ideas and processes

CUVACD512A Work with photomedia in creative practice

CUVFIM401A Obtain revenue to support operations

CUVIND501B Maintain and apply creative arts industry knowledge

CUVPRI501A Refine printmaking techniques

CUVPRI502A Investigate printmaking materials and processes

Artist specialising in jewellery making

Core units plus:

BSBDES401A Generate design solutions

BSBDES402A Interpret and respond to a design brief

BSBDES501A Implement design solutions

MEM19025A Create and present designs for jewellery and other 3D objects

MEM19026A Investigate quality and application of jewellery materials

MEM19027A Produce life drawings for presenting jewellery and object designs

MEM19030A Research and design sustainable objects

MEM19036A Use specialised techniques to produce jewellery and objects

MEM19038A Apply traditional techniques to jewellery and 3D object production

CUV50211 Diploma of Ceramics

Modification History

Version	Comments
CUV50211	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification reflects the role of ceramicists who combine specialised technical, creative and conceptual skills to develop their own ceramics practice. They are able to plan, design and realise a body of ceramic work using in-depth skills specific to ceramics technologies, materials and processes. Practice at this level is underpinned by a sound grasp of ceramics and broader art and design theory and history, as well as the ability to critically analyse and synthesise information from a range of sources. Discourse and communication around complex ideas are also required.

Ceramicists may work as sole practitioners or in organisations that design and produce ceramic objects, such as specialist tile manufacturers or makers of landscape and gardening items. The purpose of the work may be artistic or functional. Ceramic artists also often teach in a range of community contexts.

Pathways Information

Pathways into the qualification

It is recommended that people entering this qualification have some experience in the technical and artistic aspects of ceramics practice or a related arts practice. This may be demonstrated through completion of a qualification, such as CUV40111 Certificate IV in Visual Arts with a specialisation in ceramics.

Pathways out of the qualification

The conceptual and theoretical content in this qualification prepares individuals for learning at higher levels. People with a Diploma of Ceramics may engage in further learning in vocational and higher education through Advanced Diploma and Degree qualifications in visual arts or the broader range of arts-related disciplines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	responding appropriately to feedback on own skill development and performance consulting with peers and mentors about a range of issues related to own practice documenting own work engaging in critical discourse with colleagues and peers
Teamwork	collaborating with others artists sharing ideas seeking feedback and guidance from mentors
Problem-solving	analysing complex information and responding with creative solutions developing solutions for complex design challenges balancing potentially conflicting needs evaluating the effectiveness of solutions
Initiative and enterprise	working creatively with an art form developing ideas from historical and contemporary research achieving own individual style of creative expression
Planning and organising	planning a creative project monitoring own work and introducing strategies to improve skills and knowledge conducting a range of research to inform work projects planning work tasks in a logical sequence setting work and practice goals planning for a sustainable professional practice
Self-management	developing goals for professional practice taking responsibility for own professional development monitoring own work and introducing strategies to improve performance using knowledge of industry and legal frameworks within own practice
Learning	developing strong artistic technique identifying opportunities to maintain and enhance industry knowledge seeking feedback from colleagues and mentors exploring and testing new approaches participating in industry networks and professional development opportunities
Technology	using an extended range of materials and technologies relevant to specific creative practice proactively using the internet as a research tool

Packaging Rules

Total number of units = 20

11 core units plus

9 elective units

The elective units consist of:

2 units from Group A

2 units from Group B

of the remaining 5 units:

up to 5 may be from Group A and/or Group B

up to 5 may be from a Certificate IV or above in any currently endorsed Training Package

up to 3 may be from an accredited course at Certificate IV or above.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBDES401A Generate design solutions

CUVACD501A Refine drawing and other visual representation tools

CUVACD510A Manage kiln operations

CUVACD511A Make moulds and casts

CUVCER403A Experiment with ceramic surface treatments

CUVCER504A Refine handbuilding techniques

CUVPRP501A Realise a body of creative work

CUVPRP502A Prepare for sustainable professional practice

CUVPRP503A Present a body of own creative work

CUVPRP505A Establish and maintain safe professional practice

CUVRES502A Analyse cultural history and theory

Elective units

Group A

Art, craft and design

CUVACD302A Produce computer-aided drawings

CUVACD303A Produce technical drawings

CUVACD502A Create observational drawings

CUVACD503A Select and refine a specialised drawing technique

CUVACD505A Work with the human form in creative practice

CUVACD506A Refine 2-D design ideas and processes

CUVACD507A Refine 3-D design ideas and processes

CUVACD508A Refine model making skills

CUVACD512A Work with photomedia in creative practice

CUVACD514A Refine carving techniques for creative work

CUVACD515A Manage specialised finishing processes

Creative thinking

BSBCRT301A Develop and extend critical and creative thinking skills

BSBCRT401A Articulate, present and debate ideas

BSBCRT402A Collaborate in a creative process

BSBCRT403A Explore the history and social impact of creativity

BSBCRT501A Originate and develop concepts

CUVRES501A Critique cultural works

Design

BSBDES402A Interpret and respond to a design brief

BSBDES501A Implement design solutions

BSBDES502A Establish, negotiate and refine a design brief

Visual communication

CUVCER401A Experiment with techniques to produce ceramics

CUVCER402A Experiment with throwing techniques

CUVCER501A Refine ceramics techniques

CUVCER502A Investigate ceramic materials and processes

CUVCER503A Refine throwing techniques

CUVCER505A Develop and apply ceramic glazes

CUVGLA502A Investigate glassworking materials and processes

CUVPRP402A Select sites for creative projects and plan work

CUVPUA501A Create works of art for public spaces

CUVSCU502A Investigate sculptural materials and processes

Group B

Copyright and IP

BSBIPR401A Use and respect copyright

BSBIPR404A Protect and use innovative designs

BSBIPR405A Protect and use intangible assets in small business

BSBIPR501A Manage intellectual property to protect and grow business

CUFCMP501A Manage and exploit copyright arrangements

E-business

BSBEBU502A Implement e business solutions

SITXICT001A Build and launch a website for a small business

Financial management

CUVFIM401A Obtain revenue to support operations

CUSFIM501A Secure funding for projects

Industry context

CUVIND501B Maintain and apply creative arts industry knowledge

Innovation

BSBINN501A Establish systems that support innovation

BSBINN502A Build and sustain an innovative work environment

Learning and development

BSBWOR501B Manage personal work priorities and professional development

Professional practice

CUVPRP406A Plan work space

CUVPRP504A Establish and maintain environmentally sustainable creative practice

Project management

BSBPMG510A Manage projects

Research

CUFRES401A Conduct research

Small and micro business

BSBSMB301A Investigate micro business opportunities

BSBSMB302A Develop a micro business proposal

BSBSMB303A Organise finances for the micro business

BSBSMB304A Determine resource requirements for the micro business

BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business

BSBSMB306A Plan a home based business

BSBSMB307A Set up information and communications technology for the micro business

BSBSMB401A Establish legal and risk management requirements of small business

BSBSMB402A Plan small business finances

BSBSMB403A Market the small business

BSBSMB404A Undertake small business planning

BSBSMB405A Monitor and manage small business operations

BSBSMB406A Manage small business finances

BSBSMB408B Manage personal, family, cultural and business obligations

BSBSMB409A Build and maintain relationships with small business stakeholders

Sustainability

BSBSUS501A Develop workplace policy and procedures for sustainability

Training

TAEDEL301A Provide work skill instruction

TAEDEL401A Plan, organise and deliver group-based learning

Writing

BSBWRT401A Write complex documents

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Ceramic artist operating small independent practice

Core units plus:

BSBSMB301A Investigate micro business opportunities

BSBSMB304A Determine resource requirements for the micro business

BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business

CUVACD507A Refine 3-D design ideas and processes

CUVACD512A Work with photomedia in creative practice

CUVCER501A Refine ceramics techniques

CUVCER502A Investigate ceramic materials and processes

CUVCER503A Refine throwing techniques

CUVCER505A Develop and apply ceramic glazes

CUV50311 Diploma of Graphic Design

Modification History

Version	Comments
CUV50311	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification reflects the role of graphic designers at the beginning of their professional careers. They combine technical, creative and conceptual skills to create designs that meet client requirements and solve a range of visual communication challenges. They have a sound understanding of design theory and practice and are able to analyse and synthesise information from a range of sources to generate design solutions.

Graphic designers work in many different commercial and community contexts across both print and digital media. At this level, the designer is likely to be working in junior or generalist roles. Their work may include or have links to areas such advertising and promotion, art direction, branding, corporate identity, instructional design, packaging, signage and web design.

Pathways Information

Pathways into the qualification

It is recommended that people entering this qualification possess a Certificate IV qualification (or equivalent vocational expertise) in a field related to graphic design, such as printing and graphic arts. Depending upon specific pathways and competencies achieved, other qualifications in design, information technology and screen and media may also be relevant. The Preparatory Skill Set for Professional Graphic Design Practice is also a suitable pathway.

Pathways from the qualification

People with CUV50311 Diploma of Graphic Design are able to work in a range of professional graphic design roles, often as junior or generalist designers. The conceptual and theoretical content in this qualification also supports learning at higher levels. Graduates may engage in further learning in vocational and higher education through Advanced Diploma and Degree qualifications in graphic design and broader areas of practice, such as digital media or other design disciplines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

To enter this qualification, people must be able to demonstrate graphic design skills to support learning at Diploma level. In particular they must be able to provide evidence of their ability to:

produce multiple examples of graphic design work that respond effectively to different design challenges

engage with the design process by developing design solutions through research, reflection and the generation and refinement of ideas

produce typography that supports the overall design solution

show examples of computer skills using graphic design industry software, which may include multi-page layout and digital manipulation

apply knowledge of graphic design trends and technologies.

Those skills and knowledge may have been acquired through personal or work experience, or through formal study.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	responding appropriately to feedback on own skill development and performance consulting with peers and mentors about a range of issues related to own practice communicating with others on design issues reading and interpreting design briefs developing design documentation presenting own work and ideas effectively and creatively
Teamwork	collaborating with others in the design process sharing ideas
Problem-solving	analysing complex information and responding with creative solutions developing solutions for complex design challenges balancing potentially conflicting needs evaluating the effectiveness of solutions
Initiative and enterprise	generating creative options and ideas to address different design challenges achieving own individual style of creative expression using knowledge of current and emerging trends in own design work
Planning and organising	planning and monitoring the design process, including timelines and resources conducting a range of research to inform the design process planning work tasks in a logical sequence setting work and practice goals planning for a sustainable professional practice
Self-management	developing goals for professional practice taking responsibility for own professional development monitoring own work and introducing strategies to improve performance using knowledge of industry and legal frameworks within own practice
Learning	identifying opportunities to maintain and enhance industry knowledge seeking feedback from colleagues and mentors exploring and testing new approaches participating in industry networks and professional development opportunities
Technology	using the advanced features of graphic design technologies selecting technologies for different design projects proactively using the internet as a research tool

Packaging Rules

Total number of units = 19

9 core units plus

10 elective units

The elective units consist of:

6 from the list of elective units below

of the remaining 4 units:

up to 4 may be from the list of elective units below

up to 4 may be from a Diploma or above in any currently endorsed Training Package

up to 3 may be from an accredited course at Diploma level or above.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBDES403A Develop and extend design skills and practice

CUVACD501A Refine drawing and other visual representation tools

CUVGRD501A Research visual communication history and theory

CUVGRD502A Produce graphic designs for 2-D and 3-D applications

CUVGRD503A Produce typographic design solutions

CUVGRD504A Create and manipulate graphics

CUVGRD505A Design and manipulate complex layouts

CUVGRD506A Develop graphic design practice to meet industry needs

CUVPRP503A Present a body of own creative work

Elective units

Art, craft and design

CUVACD502A Create observational drawings

CUVACD503A Select and refine a specialised drawing technique

CUVACD504A Research and apply light and colour

CUVACD506A Refine 2-D design ideas and processes

CUVACD507A Refine 3-D design ideas and processes

CUVDIG502A Investigate technologies for the creation of digital art

CUVILL501A Develop professional illustrations

Communication design

BSBADV509A Create mass print media advertisements

BSBADV510A Create mass electronic media advertisements

CUVILL401A Research and apply techniques for illustrative work

Communication

BSBCMM401A Make a presentation

Copyright and IP

BSBIPR401A Use and respect copyright

BSBIPR404A Protect and use innovative designs

BSBIPR405A Protect and use intangible assets in small business

Creative thinking

BSBCRT301A Develop and extend critical and creative thinking skills

BSBCRT401A Articulate, present and debate ideas

BSBCRT402A Collaborate in a creative process

BSBCRT501A Originate and develop concepts

E-business

BSBEBU502A Implement e-business solutions

SITXICT001A Build and launch a website for a small business

Design

BSBDES402A Interpret and respond to a design brief

BSBDES501A Implement design solutions

BSBDES502A Establish, negotiate and refine a design brief

Digital media

CUFDIG304A Create visual design components

CUFDIG401A Author interactive media

CUFDIG403A Create user interfaces

CUFDIG501A Coordinate the testing of interactive media products

CUFDIG502A Design web environments

CUFDIG503A Design e-learning resources

CUFDIG506A Design interaction

CUFDIG507A Design digital simulations

CUFPOS402A Manage media assets

CUFSOU301A Prepare audio assets

Industry capability

CUFIND401A Provide services on a freelance basis

CUVIND501B Maintain and apply creative arts industry knowledge

Information technology

ICAWEB501A Build a dynamic website

Marketing

BSBMKG402B Analyse consumer behaviour for specific markets

Occupational health and safety

BSBOHS509A Ensure a safe workplace

Photo imaging

CUVACD512A Work with photomedia in creative practice

CUVPHI516A Research the role and use of the photo image in visual communication

CUVPHI529A Employ colour management in a digital imaging workplace

CUVPHI530A Prepare digital images for pre-press processing

Printing and graphic arts

ICPPP422C Digitise complex images for reproduction

ICPPP430C Manage colour

ICPPP435C Generate complex imposition

ICPPP484C Set up and operate automated workflow

ICPPR496A* Set up and produce complex digital print

Professional practice

CUAIND401A Extend expertise in specialist field

CUVPRP501A Realise a body of creative work

CUVPRP502A Prepare for sustainable professional practice

Project management

BSBPMG510A Manage projects

BSBWOR501B Manage personal work priorities and professional development

Sustainability

CUVPRP504A Establish and maintain environmentally sustainable creative practice

Writing

BSBWRT401A Write complex documents

BSBWRT501A Write persuasive copy

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
ICPPR496A Set up and produce complex digital print	ICPPR384A Set up and produce basic digital print

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Graphic designer with generalist skills base

Core units plus:

BSBADV509A Create mass print media advertisements

BSBADV510A Create mass electronic media advertisements

BSBCRT401A Articulate, present and debate ideas

BSBIPR401A Use and respect copyright

BSBMKG402B Analyse consumer behaviour for specific markets

CUFDIG502A Design web environments

CUVACD512A Work with photomedia in creative practice

CUVILL401A Research and apply techniques for illustrative work

ICPPP430C Manage colour

ICPPR496A Set up and produce complex digital print

Graphic designer with digital media skills

Core units plus:

BSBCRT401A Articulate, present and debate ideas

CUFDIG401A Author interactive media

CUFDIG403A Create user interfaces

CUFDIG501A Coordinate the testing of interactive media products

CUFDIG502A Design web environments

CUFDIG506A Design interaction

CUFDIG507A Design digital simulations

CUVACD512A Work with photomedia in creative practice

ICAWEB501A Build a dynamic website

ICPPP430C Manage colour

CUV50411 Diploma of Photo Imaging

Modification History

Version	Comments
CUV50411	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification reflects the role of photo imaging practitioners who possess a sound theoretical knowledge base and use a range of specialised and technical competencies to plan, carry out and evaluate photo imaging services.

The qualification applies to a range of industry contexts, including commercial, domestic portrait, media, wedding, illustrative, institutional and art photography, where the practitioner is required to:

interpret photo imaging assignment briefs from a range of clients

consult with clients to refine objectives of photo imaging assignments

select appropriate technologies and workflows, to capture images, including type of camera, image recording media, lighting, post-capture processing and outputs

work from a studio or in a range of locations

employ aesthetic, conceptual, compositional and technical skills to realise outcomes

use a range of traditional, contemporary and emerging technologies when preparing, capturing and distributing image products.

Pathways Information

Pathways into the qualification

It is recommended that people entering this qualification possess CUV40411 Certificate IV in Photo Imaging or have extensive vocational experience in photo imaging, such as work as a photographer’s assistant. Alternatively they might hold a qualification such as CUV40111 Certificate IV in Visual Arts or CUV40311 Certificate IV in Design where a focus of study has been in photomedia. The Preparatory Skill Set for Professional Photo Imaging Practice is also a suitable pathway.

Pathways from the qualification

People with CUV50411 Diploma of Photo Imaging are able to work in a range of commercial and artistic photo imaging disciplines. The qualification also prepares people for learning at higher levels, including Degree qualifications in photo imaging practice.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

Entry to this qualification is limited to those able to demonstrate photo imaging skills that support learning at Diploma level. In particular, they must be able to provide evidence of their ability to:

produce a body of photo imaging work demonstrating the ability to respond effectively to different photo imaging challenges and requirements, and the capacity to refine concepts and images in line with current industry standards

engage with the design process by developing solutions through research, reflection and the generation and refinement of ideas

apply knowledge of the photo imaging industry, its trends and traditions

apply technical photo imaging knowledge and skills, including:

use of a range of professional digital and / or film cameras and accessories for image capture

selection and use of professional camera and lighting equipment for a range of subjects in different physical environments

enhancement and manipulation techniques using current industry standard software

use of electronic processing techniques.

Those skills and knowledge may have been acquired through personal or work experience, or through formal study.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	establishing and nourishing industry links with clients, contractors and employees explaining and describing work practices and methods explaining conceptual basis for work in written and verbal contexts explaining the difference between assignment and licensing of copyright interpreting and clarifying written/verbal instructions and design specifications interpreting design briefs and results of focus tests interpreting the needs and rights of relevant parties liaising with service providers in the presentation of creative products making business presentations modelling open and supportive communication negotiating with clients and employers to achieve mutually acceptable outcomes negotiating prices and fair exchange of services with clients and project stakeholders negotiating with suppliers, models, creative teams and project stakeholders nurturing trust presenting confidently in a job interview situation presenting ideas in ways that engage and provoke response promoting own photo imaging work in the media receiving feedback, maintaining effective relationships and managing conflict resolving complaints and disputes seeking feedback from clients on shoot progress and image selection transferring newly acquired knowledge to peers and/or employees using industry and community networks as sources of information working effectively with diversity and dealing empathetically with subjects writing resumes and other promotional material for potential employers
Teamwork	gaining trust and confidence of clients and colleagues presenting a range of user interface designs (and design concepts) to team members for discussion and feedback responding constructively to feedback received from other team members working collaboratively in a team environment, including production teams working with relevant parties when negotiating deals
Problem-solving	continually evaluating and challenging ideas, and moving them towards solutions factoring in a range of costs when establishing fee structures identifying and rectifying equipment malfunction and failure recognising and resolving workplace issues when implementing: colour management systems into digital workplace practice new technology into own photo imaging practice solving colour issues solving problems arising from negotiating deals
Initiative and enterprise	applying visual communication principles to produce user interface designs balancing work and personal commitments being proactive in identifying and following through on work opportunities developing a strategic approach to maximising return from freelance activity employing reflective questioning to analyse performance generating and exploring ideas, including a range of ideas for user interface designs that meet specifications identifying best practice options for the implementation of colour management strategies identifying creative/commercial opportunities planning and implementing presentation concepts recognising imaging opportunities from research and testing processes recognising and addressing barriers to and innovative possibilities arising from: effective photo imaging workflow lighting techniques and technology visual communication principles
Planning and organising	adhering to timelines within the experimental process budgeting for costs associated with the implementation of new technology coordinating activities of models, assistants, creative and production teams developing personal budgets and monitoring income and expenditure against budgets developing systems to respond to future: colour theory/management systems creative/commercial opportunities documenting research findings clearly and concisely establishing and maintaining personal financial and work record-keeping systems interpreting and responding to photo imaging briefs managing the workflow (research, concept development, production and post-production) in the presentation of creative products organising shoots on location/in studio and preparing shoot management timelines planning and implementing project development processes planning for contingencies planning work to maximise cash flow preparing and circulating self-promotional material to potential clients and employers planning integration of: colour management systems into digital workplace practice new technology into own photo imaging practice
Self-management	actively seeking feedback and learning from others completing work according to terms and conditions of contracts making decisions within level of own responsibility meeting deadlines prioritising work tasks reflecting on and enhancing own ability to contribute effectively to a collaborative creative process seeking expert assistance when problems arise
Learning	developing and maintaining skills in presentation technology learning the operation of ancillary equipment keeping up-to-date with industry developments relevant to own area of work participating in professional development activities reviewing personal performance within project and shoot contexts seeking expert advice when implementing: colour management systems new photo imaging trends and technology upgrading knowledge required to work in varied locations
Technology	applying appropriate metadata tags to describe files applying and maintaining quality control procedures for presentation purposes checking and reinstating equipment, studio and props coordinating the installation of colour management systems and new technology creating designs using storyboards, maps and other diagrams to specify the architecture and navigation of interactive media products creating user interface designs to meet standards and platform parameters editing, enhancing, manipulating and outputting photo images to industry standards for presentation purposes managing files and directories using standard naming conventions proficiently using graphics software to produce user interface designs proficiently using video software to prepare video sequences for inclusion in an interactive media product supporting effective communication and presentation using an extended range of digital media, design and presentation technologies using documentation systems for preparing formal contracts and recording/storing copyright agreements using standard word processing, spreadsheet and database applications using the internet as a source of information

Packaging Rules

Total number of units = 17

3 core units plus

14 elective units

The elective units consist of:

3 units from Group A

3 units from Group B

of the remaining 8 units:

2 must be from Group A and/or Group B

up to 6 may be from Group A, Group B and/or Group C

up to 6 may be from a Diploma or above in any currently endorsed Training Package

up to 3 may be from an accredited course at Diploma level.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

CUVPHI516A Research the role and use of the photo image in visual communication

CUVPHI517A Research and exploit photo imaging trends

CUVPHI529A Employ colour management in a digital imaging workplace

Elective units

Group A generic photo imaging units

CUVDIG401A Experiment with techniques to enhance digital images

CUVDIG501A Refine digital art techniques

CUVDIG502A Investigate technologies for the creation of digital art

CUVPHI405A Develop self for photo imaging industry

CUVPHI518A Explore the descriptive and emotive nature of photo lighting

CUVPHI519A Investigate and exploit innovative imaging options

CUVPHI520A Produce an innovative presentation of professional work

CUVPHI530A Prepare digital images for pre-press processing

CUVPHI531A Investigate and refine alternative approaches to photomedia

Group B specialist photo imaging units

CUVPHI521A Produce commercial photo images

CUVPHI522A Provide domestic portrait services

CUVPHI523A Produce media photo images

CUVPHI524A Make wedding photo imaging products

CUVPHI525A Plan, capture and exploit visual art photo images

CUVPHI526A Produce technical photo images

CUVPHI527A Make illustrative images for publication and display

CUVPHI528A Plan, capture and exploit stock photo images

Group C other elective units

Art, craft and design

CUVACD502A Create observational drawings

CUVACD503A Select and refine a specialised drawing technique

CUVACD505A Work with the human form in creative practice

CUVACD506A Refine 2-D design ideas and processes

CUVACD512A Work with photomedia in creative practice

CUVACD515A Manage specialised finishing processes

Creative and design process

BSBCRT402A Collaborate in a creative process

BSBCRT501A Originate and develop concepts

BSBDES501A Implement design solutions

BSBDES502A Establish, negotiate and refine a design brief

Communication

HLTCOM408B Use specific health terminology to communicate effectively

HLTHIR403B Work effectively with culturally diverse clients and co-workers

Compliance

BSBCOM501B Identify and interpret compliance requirements

BSBCOM502B Evaluate and review compliance

Copyright and IP

BSBIPR401A Use and respect copyright

CUFCMP501A Manage and exploit copyright arrangements

Digital content and imaging

CUFDIG401A Author interactive media

CUFDIG402A Design user interfaces

CUFDIG403A Create user interfaces

CUFDIG502A Design web environments

E-business

BSBEBU502A Implement e business solutions

SITXICT001A Build and launch a website for a small business

Financial management

BSBFIM501A Manage budgets and financial plans

Industry capability

CUFIND401A Provide services on a freelance basis

CUVIND501B Maintain and apply creative arts industry knowledge

Information collection management

CULMS008B Conceive, develop and realise exhibition designs

CULMS009B Implement preventive conservation activities

CULMS010B Contribute to the preservation of cultural material

Learning and development

BSBLED501A Develop a workplace learning environment

Management

BSBMGT515A Manage operational plan

Marketing

BSBMKG501B Identify and evaluate marketing opportunities

BSBMKG514A Implement and monitor marketing activities

Medical and scientific photography

BSBMED301B Interpret and apply medical terminology appropriately

HLTDA417A* Take a clinical photograph

HLTIN301C Comply with infection control policies and procedures

MSL974008A Capture and manage scientific images

Occupational health and safety

BSBOHS509A Ensure a safe workplace

Post-production

CUFPOS402A Manage media assets

Professional practice

CUAIND401A Extend expertise in specialist field

CUVPRP501A Realise a body of creative work

CUVPRP502A Prepare for sustainable professional practice

Project management

BSBADM407B Administer projects

BSBPMG510A Manage projects

PSPPM402B Manage simple projects

PSPPM405A Administer simple projects

Relationship management

BSBREL401A Establish networks

Risk management

BSBRSK501A Manage risk

Small and micro business

BSBSMB401A Establish legal and risk management requirements of small business

BSBSMB407A Manage a small team

Sustainability

CUVPRP504A Establish and maintain environmentally sustainable creative practice

Visual communication

CUVPRI501A Refine printmaking techniques

CUVPRI502A Investigate printmaking materials and processes

Visual merchandising

SIRRMER016A Style merchandise for photography

Workplace effectiveness

BSBWOR501B Manage personal work priorities and professional development

BSBWOR502B Ensure team effectiveness

HLTOPD401A Work effectively in the ophthalmic industry

*Note the following prerequisite unit requirement.

Unit code and title	Prerequisite unit required
HLTDA417A Take a clinical photograph	HLTIN301B Comply with infection control policies and procedures HLTIN302A Process reusable instruments and equipment in health work (Prerequisite: HLTIN301B Comply with infection control policies and procedures)

Selecting electives for different outcomes

The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow.

Commercial photographer

Core units plus:

BSBCRT501A Originate and develop concepts

BSBMKG514A Implement and monitor marketing activities

BSBREL401A Establish networks

BSBRSK501A Manage risk

CUFCMP501A Manage and exploit copyright arrangements

CUFIND401A Provide services on a freelance basis

CUFPOS402A Manage media assets

CUVPHI518A Explore the descriptive and emotive nature of photo lighting

CUVPHI519A Investigate and exploit innovative imaging options

CUVPHI520A Produce an innovative presentation of professional work

CUVPHI521A Produce commercial photo images

CUVPHI525A Plan, capture and exploit visual art photo images

CUVPHI527A Make illustrative images for publication and display

CUVPHI530A Prepare digital images for pre-press processing

Media photographer

Core units plus:

BSBCRT501A Originate and develop concepts

BSBMKG514A Implement and monitor marketing activities

BSBREL401A Establish networks

BSBRSK501A Manage risk

CUFCMP501A Manage and exploit copyright arrangements

CUFIND401A Provide services on a freelance basis

CUFPOS402A Manage media assets

CUVPHI518A Explore the descriptive and emotive nature of photo lighting

CUVPHI519A Investigate and exploit innovative imaging options

CUVPHI520A Produce an innovative presentation of professional work

CUVPHI523A Produce media photo images

CUVPHI527A Make illustrative images for publication and display

CUVPHI528A Plan, capture and exploit stock photo images

ICTTEN4081A Locate, diagnose and rectify faults

Technical photographer (Medical)

Core units plus:

BSBCOM501B Identify and interpret compliance requirements

BSBREL401A Establish networks

BSBWOR501B Manage personal work priorities and professional development

CUFCMP501A Manage and exploit copyright arrangements

CUFPOS402A Manage media assets

CUVPHI518A Explore the descriptive and emotive nature of photo lighting

CUVPHI519A Investigate and exploit innovative imaging options

CUVPHI520A Produce an innovative presentation of professional work

CUVPHI523A Produce media photo images

CUVPHI526A Produce technical photo images

CUVPHI527A Make illustrative images for publication and display

HLTCOM408B Use specific health terminology to communicate effectively

MSL974008A Capture and manage scientific images

SITXFIN007A Manage physical assets

Technical photographer (Museum/Library)

Core units plus:

BSBRKG506A Develop and maintain terminology and classification schemes

BSBWOR501B Manage personal work priorities and professional development

CUFCMP501A Manage and exploit copyright arrangements

CUFPOS402A Manage media assets

CULMS010B Contribute to the preservation of cultural material

CULMS412C Record and maintain collection information

CUVPHI518A Explore the descriptive and emotive nature of photo lighting

CUVPHI519A Investigate and exploit innovative imaging options

CUVPHI520A Produce an innovative presentation of professional work

CUVPHI526A Produce technical photo images

CUVPHI527A Make illustrative images for publication and display

CUVPHI528A Plan, capture and exploit stock photo images

PSPPM402B Manage simple projects

SITXFIN007A Manage physical assets

Sports photographer

Core units plus:

BSBCRT501A Originate and develop concepts

BSBREL401A Establish networks

BSBRSK501A Manage risk

BSBWOR501B Manage personal work priorities and professional development

CUFCMP501A Manage and exploit copyright arrangements

CUFIND401A Provide services on a freelance basis

CUFPOS402A Manage media assets

CUVPHI518A Explore the descriptive and emotive nature of photo lighting

CUVPHI519A Investigate and exploit innovative imaging options

CUVPHI520A Produce an innovative presentation of professional work

CUVPHI523A Produce media photo images

CUVPHI527A Make illustrative images for publication and display

CUVPHI528A Plan, capture and exploit stock photo images

ICTTEN4081A Locate, diagnose and rectify faults

Wedding photographer

Core units plus:

BSBADM506B Manage business document design and development

BSBCRT501A Originate and develop concepts

BSBMKG514A Implement and monitor marketing activities

BSBREL401A Establish networks

CUFCMP501A Manage and exploit copyright arrangements

CUFDIG502A Design web environments

CUFIND401A Provide services on a freelance basis

CUFPOS402A Manage media assets

CUVPHI518A Explore the descriptive and emotive nature of photo lighting

CUVPHI519A Investigate and exploit innovative imaging options

CUVPHI520A Produce an innovative presentation of professional work

CUVPHI522A Provide domestic portrait services

CUVPHI524A Make wedding photo imaging products

CUVPHI527A Make illustrative images for publication and display

CUV60211 Advanced Diploma of Visual Arts

Modification History

Version	Comments
CUV60211	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification reflects the role of independent professional visual arts practitioners who have a command of wide-ranging, highly specialised technical, creative and conceptual skills and knowledge. These skills allow practitioners to extend and refine their practice to a point where they are able to originate, realise and exhibit a substantial body of resolved work that expresses their individual creative vision. The ability to engage in critical discourse and debate about one’s own work and the work of others is underpinned by a mature engagement with a range of theoretical concepts and historical perspectives.

Visual artists work in a wide range of contexts across the arts and other industries. They are often sole practitioners but may also hold positions in government or commercial organisations, bringing the visual arts perspective to areas such as business, community services and science. At this level, they may also teach art in a range of different community contexts.

Independent artists work within and across many media, and their practice may incorporate ceramics, digital art, glasswork, drawing and illustration, jewellery making, painting, photomedia, printmaking, public art, sculpture, textiles or wood design. They may also be involved in installation and public art work. More broadly, visual artists often teach in a range of community settings.

Pathways Information

Pathways into the qualification

People entering this qualification will have well-developed artistic skills and knowledge which may have been achieved through experience in a creative field or through formal study. It is recommended that people possess CUV50111 Diploma of Visual Arts or a diploma qualification in a related field.

Pathways from the qualification

This qualification prepares people for independent practice as a professional visual artist. Its conceptual and theoretical content also supports learning in higher education across a broad range of arts-related disciplines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

To enter this qualification, people must have the skills and knowledge described in the following units of competency:

CUVACD501A Refine drawing and other visual representation tools

CUVPRP501A Realise a body of creative work

CUVPRP503A Present a body of own creative work

CUVRES502A Analyse cultural history and theory.

Those skills and knowledge may have been acquired through experience in a creative field or through formal study.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	articulating and debating complex ideas communicating effectively with other on creative and technical issues researching wide-ranging historical and contemporary information developing and maintaining effective networks reading and interpreting a range of complex information related to working at a professional level in the creative arts industry presenting and promoting work to others documenting own work as a professional artist
Teamwork	building professional collaborative relationships maximising the potential of individual strengths within a collaborative creative project
Problem-solving	dealing with complex concepts and theories of creativity developing and applying a range of strategies to resolve issues in professional creative projects evaluating the effectiveness of different approaches to achieve different artistic effects
Initiative and enterprise	communicating ideas through creative expertise initiating creative and innovative ideas refining own individual style of creative expression at a professional level integrating knowledge of current and emerging trends in own design work thinking laterally about how own skills and knowledge can be applied professionally demonstrating originality and innovative approaches to the creation of artworks
Planning and organising	establishing goals for professional creative projects managing the complete creative project from initial ideas to realisation of final work planning practice to improve own artistic technique using time-management strategies to set priorities
Self-management	reviewing and reflecting on own work practice researching and critically analysing current and emerging industry business practices engaging with industry at a professional level integrating professional standards and codes into own practice
Learning	developing specialised expertise with chosen techniques and art forms developing and extending professional expertise in a range of professional and creative skills using research and networks to proactively extend own skills and professional opportunities identifying opportunities to maintain and enhance industry knowledge and engagement developing and maintaining the legal knowledge required to operate a professional practice
Technology	maximising the potential of specialised technologies relevant to own creative practice proactively using the internet as a sophisticated research tool

Packaging Rules

Total number of units = 12

7 core units plus

5 elective units

The elective units consist of:

2 units from Group A

1 unit from Group B or Group C

of the remaining 2 units:

up to 2 may be from Group A, Group B and/or Group C

up to 2 may be from a Diploma or above in any currently endorsed Training Package or accredited course.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBCRT601A Research and apply concepts and theories of creativity

CUVPRP505A Establish and maintain safe professional practice

CUVACD601A Extend professional expertise with drawing and other visual representation tools

CUVPRP601A Originate a body of independent creative work

CUVPRP603A Engage in the business of creative practice

CUVPRP604A Publicly present a body of own creative work

CUVRES601A Extend cultural research expertise

Elective units

Group A

Art, craft and design

CUVACD602A Extend professional expertise across new art forms and media

Design

CUVDES601B Design innovative products

Professional practice

CUVPRP602A Collaborate in professional creative projects

CUVPRP605A Evolve ideas for professional creative work

CUVPRP606A Extend expertise in a specialised art form to professional level

Group B

Art, craft and design

CUVACD502A Create observational drawings

CUVACD503A Select and refine a specialised drawing technique

CUVACD504A Research and apply light and colour

CUVACD505A Work with the human form in creative practice

CUVACD506A Refine 2-D design ideas and processes

CUVACD507A Refine 3-D design ideas and processes

CUVACD508A Refine model making skills

CUVACD509A Develop and refine metal-working techniques

CUVACD510A Manage kiln operations

CUVACD511A Make moulds and casts

CUVACD512A Work with photomedia in creative practice

CUVACD513A Make mixed media artworks

CUVACD514A Refine carving techniques for creative work

CUVACD515A Manage specialised finishing processes

Creative thinking

BSBCRT501A Originate and develop concepts

Design

BSBDES501A Implement design solutions

BSBDES502A Establish, negotiate and refine a design brief

BSBDES601A Manage design realisation

BSBDES602A Research global design trends

BSBDES701A Research and apply design theory

Visual communication

CUVCER501A Refine ceramics techniques

CUVCER503A Refine throwing techniques

CUVCER504A Refine handbuilding techniques

CUVCER505A Develop and apply ceramic glazes

CUVDIG501A Refine digital art techniques

CUVDRA501A Refine drawing techniques

CUVGLA501A Refine glassworking techniques

CUVGLA503A Refine kiln cast glass techniques

CUVILL501A Develop professional illustrations

CUVILL502A Refine illustration techniques

CUVINS601A Realise an installation work

CUVPAI501A Refine painting techniques

CUVPHI516A Research the role and use of the photo image in visual communication

CUVPHI518A Explore the descriptive and emotive nature of photo lighting

CUVPHI525A Plan, capture and exploit visual art photo images

CUVPHI531A Investigate and refine alternative approaches to photomedia

CUVPRI501A Refine printmaking techniques

CUVPUA501A Create works of art for public spaces

CUVPUA601A Realise a public art project

CUVSCU501A Refine sculptural techniques

LMFFDT5005A Construct custom furniture using advanced techniques

LMTTD5002A Design and produce woven tapestry products

LMTTD5004A Design and produce experimental textiles

LMTTD5005A Design and produce printed textiles

LMTTD5007A Develop textile designs using computer based design programs

LMTTD6001A Research commercial development of textiles

LMTTD6004A Create and produce textile designs for commercial production

MEM19038A Apply traditional techniques to jewellery and 3D object production

MEM19039A Plan, conduct and supervise a jewellery and object exhibition

MEM19043A Oversee jewellery or object design production

Group C

Communication

BSBREL701A Develop and cultivate collaborative partnerships and relationships

Copyright and IP

BSBIPR501A Manage intellectual property to protect and grow business

CUFCMP501A Manage and exploit copyright arrangements

E-business

SITXICT001A Build and launch a website for a small business

Financial management

CUSFIM501A Secure funding for projects

Innovation

BSBINN501A Establish systems that support innovation

BSBINN502A Build and sustain an innovative work environment

Project management

BSBPMG510A Manage projects

Research

CUVRES501A Critique cultural works

Small and micro business

BSBSMB401A Establish legal and risk management requirements of small business

BSBSMB402A Plan small business finances

BSBSMB403A Market the small business

BSBSMB404A Undertake small business planning

BSBSMB405A Monitor and manage small business operations

BSBSMB406A Manage small business finances

BSBSMB408B Manage personal, family, cultural and business obligations

Sustainability

BSBSUS501A Develop workplace policy and procedures for sustainability

CUVPRP504A Establish and maintain environmentally sustainable creative practice

Training

TAEDEL401A Plan, organise and deliver group-based learning

Writing

BSBWRT401A Write complex documents

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Artist specialising in any creative form

Core units plus:

BSBIPR501A Manage intellectual property to protect and grow business

CUSFIM501A Secure funding for projects

CUVPRP602A Collaborate in professional creative projects

CUVPRP605A Evolve ideas for professional creative work

CUVPRP606A Extend expertise in a specialised art form to professional level

CUV60311 Advanced Diploma of Creative Product Development

Modification History

Version	Comments
CUV60311	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification is designed to reflect the role of professional practitioners in the creative arts industries. As such, it reflects the role of people who analyse, design and execute judgements using wide-ranging technical, creative, conceptual or managerial competencies. Their knowledge base may be specialised or broad. These people are sometimes accountable for group outcomes.

This qualification has application across a range of creative arts industry contexts where the individual is required to:

conceive and develop ideas, designs or styles (and document these for production)

determine the objectives/constraints of design briefs by consulting with clients

formulate concepts (and prepare/commission diagrams, illustrations, layouts, models, plans, prototypes, samples and sketches to communicate these concepts)

negotiate solutions

undertake research and analyse aesthetic, commercial, cultural, functional and spatial requirements.

Job roles and titles vary across different industry sectors. Possible job titles relevant to this qualification include:

graphic designer (exhibition, film and video graphics, publication)

illustrator (animator, cartoonist, technical)

multimedia designer (digital media, interactive media)

visual arts and crafts professional (ephemeral, multimedia, new media).

Pathways Information

Pathways into the qualification

People may enter the qualification through a number of entry points demonstrating potential to undertake vocational education and training at Advanced Diploma level, including:

successful achievement of a relevant Diploma qualification in creative arts/product design

successful achievement of a Diploma qualification in a related creative arts industry discipline, including:

CUF50107 Diploma of Screen and Media

CUF50207 Diploma of Interactive Digital Media

CUF50407 Diploma of Specialist Make-Up Services

CUF50507 Diploma of Costume for Performance

CUF50607 Diploma of Scenery and Set Construction

CUV50111 Diploma of Visual Arts

CUV50311 Diploma of Graphic Design

CUV50411 Diploma of Photo Imaging

extensive vocational experience in creative arts/product design.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

There are no entry requirements for this qualification.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	articulating and debating complex concepts articulating and debating conceptual or technical ideas completing copyright documentation and other relevant design documentation consulting with others on the testing/refinement of a design solution dealing with questions explaining budgets and reporting requirements explaining the difference between assignment and licensing of copyright explaining the difference between performing, mechanical, synchronisation and communicating rights to the public interpreting a design brief and communicating design ideas interpreting relevant legislation interpreting the needs and rights of relevant parties interpreting and developing a wide range of visual and written information negotiating deals and achieving agreed outcomes negotiating fees negotiating, questioning, listening, investigating, network and clarifying issues reading and interpreting budgets reading product safety labels and instructions researching and evaluating a wide range of source materials on design researching complex, varied and unfamiliar information sources researching information dealing with complex concepts and theories working with clients to establish and refine design briefs
Teamwork	articulating the rationale for concepts in ways that promote constructive discussion with others leading and motivating a team in establishing productive networks, partnerships and other relationships leading and participating in effective client, principal, stakeholder and project team liaison during design realisation working collaboratively on ideas working with relevant parties when negotiating deals
Problem-solving	dealing with complex and nonroutine difficulties developing and implementing solutions to unpredictable problems proactively identifying and developing effective solutions to complex challenges of a varied and unpredictable nature responding to unpredictable issues and challenges that arise during the testing process reviewing feedback and plan improvements solving problems arising from negotiating deals
Initiative and enterprise	accessing and interpreting an organisations standards and values analysing complex information analysing records or notes of the evaluation process developing and adapting responses to experimentation and testing processes developing and substantiating own positions/ideas on a complex range of issues distilling and synthesising information from varied sources establishing collaborative partnerships and relationships evaluating organisational information management systems generating a range of innovative concepts and ideas generating and developing concepts and ideas for a design brief, including responses to situations where parameters may be broad/open or restrictive generating new or adapting ideas in response to realisation challenges proactively identifying market requirements selecting relevant evaluation information and documentation taking a visionary approach to developing concepts and ideas using lateral thinking
Planning and organising	calculating material requirements and cost issues coordinating and leading potentially complex processes involving a range of interrelated factors and challenges determining layout issues and dealing with scaling determining the term of a copyright license developing and establishing agreement to plans developing realistic costings for the realisation of design concepts guiding/coordinating the process of negotiating/finalising a design brief managing budgets organising resources and coordinating a testing process, including liaison and consultation with others during the design process researching and evaluating validation processes and determining/implementing improvements to these processes taking account of practical issues for concept implementation undertaking the research process
Self-management	developing and substantiating own views and ideas meeting deadlines taking responsibility for driving/guiding the design brief negotiation process
Learning	improving designs through self-reflection and redrafting after feedback locating and using resources to broaden own creative experience
Technology	preparing drawings for presentation storing and retrieving relevant workplace data using documentation systems for preparing formal contracts and recording/storing copyright agreements using materials, tools and equipment in the design/manufacture of products working with financial software

Packaging Rules

Total number of units = 16

4 core units plus

12 elective units

The elective units consist of:

6 units from Group A; no more than 3 of those 6 units previously achieved as part of another qualification may be counted towards the qualification

2 units from Group A and/or Group B

of the remaining 4 units:

up to 4 may be from Group A and/or Group B

up to 4 may be from an Advanced Diploma in any currently endorsed Training Package

up to 3 may be from an accredited course at Advanced Diploma level.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBOHS509A Ensure a safe workplace

CUFCMP501A Manage and exploit copyright arrangements

CUVDES601B Design innovative products

CUVIND501B Maintain and apply creative arts industry knowledge

Elective units

Group A

Creative process

BSBCRT501A Originate and develop concepts

BSBCRT601A Research and apply concepts and theories of creativity

Creative professional practice

CUVPRP601A Originate a body of independent creative work

CUVPRP602A Collaborate in professional creative projects

CUVPRP603A Engage in the business of creative practice

CUVPRP604A Publicly present a body of own creative work

CUVPRP605A Evolve ideas for professional creative work

Design process

BSBDES501A Implement design solutions

BSBDES502A Establish, negotiate and refine a design brief

BSBDES601 Manage design realisation

BSBDES602A Research global design trends

BSBDES701A Research and apply design theory

Digital content and imaging

CUFDIG507A Design digital simulations

Diversity

BSBDIV701A Develop cross cultural communication and negotiation strategies

Drawing

CUVACD501A Refine drawing and other visual representation tools

CUVACD601A Extend professional expertise with drawing and other visual representation tools

Innovation

BSBINN801A Lead innovative thinking and practice

Sustainability

BSBSUS501A Develop workplace policy and procedures for sustainability

CUVPRP504A Establish and maintain environmentally sustainable creative practice

Visual communication

CUVACD602A Extend professional expertise across new art forms and media

CUVGRD601A Engage in the business of graphic design

CUVGRD602A Originate graphic designs for complex briefs

CUVGRD603A Extend typographic design expertise

CUVPHI516A Research the role and use of the photo image in visual communication

CUVPHI520A Produce an innovative presentation of professional work

CUVPRP606A Extend expertise in a specialised art form to professional level

Research

CUVRES601A Extend cultural research expertise

Group B

Competitive manufacturing

MCMC614A Develop a communications strategy to support production

MCMS600A Develop a competitive manufacturing system

MCMT675A Facilitate the development of a new product

Financial management

BSBFIM601A Manage finances

CUEFIN03C Obtain sponsorship

CUVFIM401A Obtain revenue to support operations

Information management and research

BSBINM601A Manage knowledge and information

BSBRES801A Initiate and lead applied research

CUVRES501A Critique cultural works

Management

BSBMGT608C Manage innovation and continuous improvement

BSBMGT616A Develop and implement strategic plans

BSBMGT617A Develop and implement a business plan

Marketing

BSBMKG603B Manage the marketing process

BSBMKG605B Evaluate international marketing opportunities

BSBMKG607B Manage market research

BSBMKG609A Develop a marketing plan

CUVPUB501A Develop and manage public relations strategies

Project management

BSBPMG601A Direct the integration of projects

Purchasing and contracting

PSPPROC602B Direct the management of contracts

Relationship management

BSBREL701A Develop and cultivate collaborative partnerships and relationships

Risk management

BSBRSK501A Manage risk

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Digital media designer

Core units plus:

BSBCRT501A Originate and develop concepts

BSBCRT601A Research and apply concepts and theories of creativity

BSBDES601A Manage design realisation

BSBDES602A Research global design trends

BSBDES701A Research and apply design theory

BSBDIV701A Develop cross-cultural communication and negotiation strategies

CUFANM503A Design animation and digital visual effects

CUFDIG507A Design digital simulations

CUFLGT501A Conceive and develop lighting designs

CUVACD501A Refine drawing and other visual representation tools

CUVPHI516A Research the role and use of the photo image in visual communication

CUVRES501A Critique cultural works

Visual arts and craft professional

Core units plus:

BSBCRT501A Originate and develop concepts

BSBCRT601A Research and apply concepts and theories of creativity

BSBDES701A Research and apply design theory

CUVACD501A Refine drawing and other visual representation tools

CUVFIM401A Obtain revenue to support operations

CUVPRP601A Originate a body of independent creative work

CUVPRP602A Collaborate in professional creative projects

CUVPRP603A Engage in the business of creative practice

CUVPRP604A Publicly present a body of own creative work

CUVPRP605A Evolve ideas for professional creative work

CUVRES501A Critique cultural works

CUVRES601A Extend cultural research expertise

CUV60411 Advanced Diploma of Graphic Design

Modification History

Version	Comments
CUV60411	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

This qualification reflects the role of graphic designers who have a command of wide-ranging, highly specialised technical, creative and conceptual skills and knowledge in visual communication. These skills allow designers to conceive, negotiate and realise design concepts for complex projects using sophisticated communication, organisational and project management skills. They may take responsibility for the work of others in terms of establishing and monitoring systems to ensure the effective production of work.

Graphic designers work in many different commercial and community contexts across both print and digital media. Their work as professional designers may include or have links to areas such as advertising and promotion, art direction, branding, corporate identity, instructional design, packaging, signage and web design.

Pathways Information

Pathways into the qualification

People entering this qualification will generally possess CUV50311 Diploma of Graphic Design and this is highly recommended. Depending on specific competencies achieved they may also enter the qualification with a Diploma qualification in a related area, such as interactive digital media or information technology. Alternatively people will have significant workplace experience in graphic design or a related area of work.

Pathways from the qualification

People with CUV60411 Advanced Diploma of Graphic Design possess a specialised range of conceptual, technical and organisational skills that allow them to work as a professional graphic designer. They are also able to undertake learning in the higher education sector in diverse areas, such as IT, screen and media or art and design.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Entry Requirements

To enter this qualification, people must have the skills and knowledge described in the following units of competency:

CUVGRD501A Research visual communication history and theory

CUVGRD502A Produce graphic designs for 2-D and 3-D applications

CUVGRD503A Produce typographic design solutions

CUVGRD504A Create and manipulate graphics

CUVGRD505A Design and manipulate complex layouts.

Those skills and knowledge may have been acquired through graphic design work experience or through formal study.

Employability Skills Summary

The following table contains a summary of the employability skills as identified by the visual arts, craft and design industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability skill	Industry/enterprise requirements for this qualification
Communication	articulating and debating complex ideas communicating effectively with clients and others on creative, technical and management issues researching information to enhance own practice developing and maintaining effective networks reading and interpreting a range of complex information related to working at a professional level in the creative arts industry presenting and promoting work to others developing design documentation
Teamwork	building professional collaborative relationships maximising the potential of individual strengths within a collaborative creative project
Problem-solving	developing and applying a range of strategies to resolve issues in design projects managing technical, creative and planning challenges in design projects evaluating the effectiveness of different design solutions
Initiative and enterprise	initiating creative and innovative ideas and solutions refining own individual style of creative expression at a professional level integrating knowledge of current and emerging trends in own design work
Planning and organising	establishing clear goals for design projects managing design projects from initial concepts through to completion managing resources to address complex design and management challenges integrating and balancing competing priorities in the work process
Self-management	reviewing and reflecting on own work practice researching and critically analysing current and emerging industry business practices engaging with industry at a professional level integrating professional standards and codes into own practice
Learning	developing and extending professional expertise in a range of graphic design and broader management skills using research and networks to proactively extend own skills and professional opportunities identifying opportunities to maintain and enhance industry knowledge and engagement developing and maintaining the legal knowledge required to operate a professional practice
Technology	maximising the potential of graphic design technologies to solve complex graphic design challenges using the internet as a sophisticated research tool

Packaging Rules

Total number of units = 15

8 core units plus

7 elective units

The elective units consist of:

4 from the list of elective units below

of the remaining 3 units:

up to 3 may be from the list of elective units below

up to 3 may be from a Diploma or above in any currently endorsed Training Package

up to 2 may be from an accredited course at Diploma level or above.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBDES502A Establish, negotiate and refine a design brief

BSBDES601A Manage design realisation

BSBIPR501A Manage intellectual property to protect and grow business

BSBPMG510A Manage projects

CUVGRD601A Engage in the business of graphic design

CUVGRD602A Originate graphic designs for complex briefs

CUVGRD603A Extend typographic design expertise

CUVPRP505A Establish and maintain safe professional practice

Elective units

Art, craft and design

CUVACD501A Refine drawing and other visual representation tools

CUVACD502A Create observational drawings

CUVACD503A Select and refine a specialised drawing technique

CUVACD504A Research and apply light and colour

CUVACD506A Refine 2-D design ideas and processes

CUVACD507A Refine 3-D design ideas and processes

CUVACD512A Work with photomedia in creative practice

CUVACD601A Extend professional expertise with drawing and other visual representation tools

Communication design

BSBADV509A Create mass print media advertisements

BSBADV510A Create mass electronic media advertisements

CUVGRD604A Develop and execute advertising concepts

CUVGRD605A Develop graphic designs for the built environment

CUVGRD606A Develop graphic designs for packaging

CUVGRD607A Develop graphic designs for branding and identity

Copyright and IP

BSBIPR401A Use and respect copyright

Creative thinking

BSBCRT501A Originate and develop concepts

BSBCRT601A Research and apply concepts and theories of creativity

E-business

BSBEBU501A Investigate and design e business solutions

BSBEBU502A Implement e business solutions

SITXICT001A Build and launch a website for a small business

Design

BSBDES501A Implement design solutions

BSBDES602A Research global design trends

BSBDES701A Research and apply design theory

CUVDES601B Design innovative products

Digital media

CUFDIG401A Author interactive media

CUFDIG403A Create user interfaces

CUFDIG501A Coordinate the testing of interactive media products

CUFDIG502A Design web environments

CUFDIG503A Design e-learning resources

CUFDIG506A Design interaction

CUFDIG507A Design digital simulations

Information technology

ICAWEB501A Build a dynamic website

ICAWEB505A Develop complex web page layouts

ICAWEB506A Develop complex cascading style sheets

ICAWEB508A Develop website information architecture

ICAWEB516A Research and apply emerging web technology trends

Innovation

BSBINN501A Establish systems that support innovation

BSBINN502A Build and sustain an innovative work environment

BSBINN601B Manage organisational change

Learning and development

BSBWOR501B Manage personal work priorities and professional development

Photo imaging

CUVPHI529A Employ colour management in a digital imaging workplace

Professional practice

CUVPRP601A Originate a body of independent creative work

CUVPRP602A Collaborate in professional creative projects

CUVPRP604A Publicly present a body of own creative work

CUVPRP606A Extend expertise in a specialised art form to professional level

Research

CUVRES601A Extend cultural research expertise

Sustainability

CUVPRP504A Establish and maintain environmentally sustainable creative practice

Visual communication

CUVDIG501A Refine digital art techniques

CUVDIG502A Investigate technologies for the creation of digital art

CUVILL501A Develop professional illustrations

CUVILL502A Refine illustration techniques

CUVPHI516A Research the role and use of the photo image in visual communication

CUVPHI518A Explore the descriptive and emotive nature of photo lighting

CUVPHI525A Plan, capture and exploit visual art photo images

CUVPHI531A Investigate and refine alternative approaches to photomedia

Writing

BSBWRT401A Write complex documents

BSBWRT501A Write persuasive copy

CUFWRT601A Write scripts

Selecting electives for different outcomes

The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but are in no way prescriptive.

Graphic designer specialising in advertising

Core units plus:

BSBADV509A Create mass print media advertisements

BSBADV510A Create mass electronic media advertisements

BSBCRT501A Originate and develop concepts

BSBWRT501A Write persuasive copy

CUVACD512A Work with photomedia in creative practice

CUVGRD604A Develop and execute advertising concepts

CUVPRP602A Collaborate in professional creative projects

Graphic designer specialising in illustration and drawing

Core units plus:

BSBDES602A Research global design trends

BSBDES701A Research and apply design theory

CUVACD502A Create observational drawings

CUVACD503A Select and refine a specialised drawing technique

CUVILL501A Develop professional illustrations

CUVILL502A Refine illustration techniques

CUVPRP606A Extend expertise in a specialised art form to professional level

CUVSS00002 Preparatory Skill Set for Professional Graphic Design Practice

Modification History

Version	Comments
CUV11 Preparatory Skill Set for Professional Graphic Design Practice	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

Pathways Information

The units provide credit towards the following qualification (and other qualifications that allow for selection of the same units):

CUV40311 Certificate IV in Design.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

BSBDES302A Explore and apply the creative design process to 2D forms

BSBDES401A Generate design solutions

CUVGRD302A Use typography techniques

CUVGRD401A Research and apply graphic design techniques

Target Group

This skill set is for those preparing for a career in graphic design or for entry to CUV50311 Diploma of Graphic Design. Units in the skill set are broadly equivalent to the entry requirements in the Diploma of Graphic Design.

Suggested words for Statement of Attainment

These units from BSB07 Business Services and CUV11 Visual Arts, Craft and Design Training Packages meet industry requirements for an entry pathway to a Diploma of Graphic Design.

Custom Content Section

Not applicable.

CUVSS00003 Preparatory Skill Set for Professional Photo Imaging Practice

Modification History

Version	Comments
CUV11 Preparatory Skill Set for Professional Photo Imaging Practice	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

Pathways Information

The units provide credit towards the following qualification (and other qualifications that allow for selection of the same units):

CUV40411 Certificate IV in Photo Imaging.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

CUVPHI301A Develop and apply photo imaging industry knowledge

CUVPHI303A Process photo images to work-print and file stage

CUVPHI401A Capture images in response to a brief

CUVPHI402A Research and apply information on the traditions that inform photo imaging practice

CUVPHI403A Apply photo imaging lighting techniques

CUVPHI404A Enhance, manipulate and output photo images

Target Group

This skill set is for those preparing for a career in photo imaging or for entry to CUV50411 Diploma of Photo Imaging. Units in the skill set are broadly equivalent to the entry requirements in the Diploma of Photo Imaging.

Suggested words for Statement of Attainment

These units from CUV11 Visual Arts, Craft and Design Training Package meet industry requirements for an entry pathway to a Diploma of Photo Imaging.

Custom Content Section

Not applicable.

CUVSS00004 Technical-Scientific Field-Based Photo Imaging Skill Set

Modification History

Version	Comments
CUV11 Technical-Scientific Field-Based Photo Imaging Skill Set	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Description

Pathways Information

Some of these units provide credit towards the following qualifications (and other qualifications that allow for selection of the same units):

CUV40411 Certificate IV in Photo Imaging.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

CUFCMP301A Implement copyright arrangements

CUFDIG303A Produce and prepare photo images

CUVPHI302A Capture photographic images

CUVPHI303A Process photo images to work-print and file stage

CUVPHI401A Capture images in response to a brief

BSBADM407B Administer projects

or

BSBPMG510A Manage projects

or

PSPPM402B Manage simple projects

or

PSPPM405A Administer simple projects

Target Group

This skill set is for technical/scientific field officers who, as part of their day-to-day job duties, use photo imagery to primarily record and document animals, plants, landforms, etc. Technical/scientific field officers may also capture a limited number of images for media purposes.

This skill set must complement an appropriate qualification (Certificate IV or above) or relevant vocational experience in a related industry discipline. It is imperative the industry discipline influences and determines the context or constraints of the skill set’s application, as well as dictates the necessary OHS requirements.

Suggested words for Statement of Attainment

These units from BSB07 Business Services, CUF07 Screen and Media, CUV11 Visual Arts, Craft and Design and PSP04 Public Sector Training Packages meet industry requirements for technical/scientific field officers.

Custom Content Section

Not applicable.

CUVACD101A Use basic drawing techniques

Modification History

Version	Comments
CUVACD101A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to create a basic visual representation of objects or ideas. It does not relate to drawing as an art form.

Application of the Unit

This unit is introductory in nature and applies to any context where a basic sketch or drawing of objects, ideas or layouts is required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare for drawing	1.1 Clarify purpose of drawings with appropriate people 1.2 Identify tools and materials required for basic drawing techniques 1.3 Select appropriate tools and materials for basic drawing techniques
2. Produce basic drawings	2.1 Apply a limited range of techniques to represent objects or ideas 2.2 Handle tools and materials safely 2.3 Seek feedback on drawings from relevant people and refine drawings as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

clarify purpose of drawings

seek feedback to refine drawings

learning skills to respond to feedback from others to improve own drawing skills

literacy skills to read basic safety information

numeracy skills to deal with basic scaling and layout issues

Required knowledge

materials and tools commonly used for drawing

different types of drawing

ways of minimising waste in drawing projects

OHS issues associated with tools and materials used in drawing work

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 ability to: produce more than one drawing that represents an object or idea apply a range of basic drawing techniques.
Context of and specific resources for assessment	Assessment must ensure access to: materials and tools used in drawing 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: direct observation of work in progress review of drawings produced by the candidate oral or written questioning to assess knowledge of drawing techniques and materials 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.

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.

Appropriate people may include:	colleagues mentors supervisors teachers.
Techniques may include:	application of pigment linear marks of differing character linear marks to produce illusion of form in space simple linear perspective tonal ranges to produce illusion of form in space.
Tools and materials may include:	board charcoal coloured pencils drafting equipment graphite pencils measuring tools natural ochres pastels and chalks pigments rags range of papers sticks wood or bark.
Objects or ideas may include:	artwork of any type, 2-D or 3-D costume or wearable object design solution movement sequences props room layout sets stage setup story or narrative technical solution.

Unit Sector(s)

Visual communication – art, craft and design

CUVACD201A Develop drawing skills to communicate ideas

Modification History

Version	Comments
CUVACD201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop simple drawing techniques for representing and communicating ideas. It does not relate to drawing as an art form. In a work or learning context this unit may relate to visually communicating ideas about objects, as well as the use of space, narratives or the steps in a process.

Application of the Unit

People working in many industries apply the skills and knowledge in this unit.

At this level, a limited range of techniques would be expected, and work would normally be completed under supervision.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare to use a range of drawing techniques	1.1 Clarify purpose of drawings with appropriate people 1.2 Identify suitable techniques to represent ideas 1.3 Select tools and materials required for selected techniques 1.4 Take presentation context into account when selecting techniques, tools and materials
2. Produce simple drawings	2.1 Explore ways of representing ideas through application of different techniques 2.2 Seek feedback from others on different drawing techniques 2.3 Select techniques best suited to represent ideas 2.4 Draw ideas using selected techniques 2.5 Respond positively to feedback from others on own work and take action to improve own skills as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to confirm and discuss purpose of drawings

learning skills to:

improve techniques for producing drawings through practice

respond appropriately to feedback on own work

literacy skills to read product labels and instructions

numeracy skills to deal with basic scaling and layout issues

planning and organising skills to organise resources for simple drawing projects.

Required knowledge

physical properties and capabilities of tools and materials commonly used for drawing

different approaches to drawing and how other practitioners use drawing to represent ideas

elements and principles of design

intellectual property issues and legislation in relation to drawing

ways of minimising waste in drawing projects

OHS issues associated with tools and materials used for drawing.

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 ability to: produce multiple drawings that: demonstrate a basic command of nominated techniques communicate ideas are appropriate for the presentation context.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used to produce drawings.
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 observation of work in progress evaluation of drawings oral or written questioning to assess knowledge of drawing techniques and materials 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.

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.

Appropriate people may include:	colleagues mentors supervisors teachers.
Techniques may include:	digital drawing techniques integration of text and drawing linear marks of differing intensity and character linear marks to produce illusion of form in space linear perspective scaling techniques tonal range to produce illusion of form in space use of positive and negative space.
Ideas may relate to:	crafted objects design concepts digital work installations movement sequences narrative paintings and prints performance sculptures story technical solutions for a design or work.
Tools may include:	blades brushes digital technology drawing and design applications measuring tools printer rags scanner sponges sticks.
Materials may include:	boards charcoal coloured pencils crayons graphite pencils inks natural ochres pastels and chalks pigments range of papers solvents watercolour wood or bark.
Presentation context may include:	design proposal proposal for product or work development proposal in response to a brief visualisation of an idea.

Unit Sector(s)

Visual communication – art, craft and design

CUVACD301A Produce drawings to communicate ideas

Modification History

Version	Comments
CUVACD301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce drawings that represent and communicate ideas. It does not relate to drawing as an art form.

Application of the Unit

People working in many industries apply the skills and knowledge in this unit.

Ideas for communication are diverse and may include design concepts for objects, processes or spaces, or movement sequences for performances or screen productions. Drawings may be for personal use or for presentation in exhibitions, tender bid proposals or publications. Drawing may be electronic or hand drawn.

At this level, the individual would take some responsibility for experimentation with a range of drawing techniques and be expected to show some command of those techniques.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Plan drawing work	1.1 Explore drawing requirements with reference to relevant reference material and appropriate people when required 1.2 Identify factors that may impact on how drawing work is undertaken 1.3 Gather information about drawing techniques, materials and equipment from a range of sources and determine how they may be used to communicate ideas 1.4 Evaluate information for its application to specific drawing briefs
2. Experiment to represent ideas	2.1 Assess the capabilities of techniques, materials and equipment through exploration 2.2 Select approaches that best suit the purpose of drawings and their presentation context 2.3 Follow safety procedures for particular techniques, materials and equipment
3. Create drawings	3.1 Organise materials, tools and equipment for selected techniques 3.2 Produce preliminary drawings and discuss their effectiveness with relevant people 3.3 Finalise drawings, incorporating feedback on work in progress as required 3.4 Prepare drawings for the presentation context

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to impart information through drawing

learning skills to improve own drawing technique through feedback and experimentation

literacy skills to interpret varied information about drawing as a visual representation tool

numeracy skills to:

determine layout issues

calculate measurements

planning and organising skills to:

organise resources

prepare drawings for presentation

problem-solving skills to select drawing techniques that best meet project needs

technical skills to use a range of drawing techniques.

Required knowledge

physical properties and capabilities of the range of materials, tools and equipment used in drawing

different approaches to drawing and how other practitioners use drawing to represent ideas

cleaning and maintenance techniques for tools used in drawing

elements and principles of design and their specific application to drawing

intellectual property issues and legislation in relation to drawing

ways to minimise waste in drawing projects

OHS issues associated with tools and materials used for drawing.

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 ability to: produce a series of drawings that: show a command of selected techniques successfully communicate the required ideas.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials required to produce drawings.
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 observation of the development of drawings evaluation of drawings in terms of their effectiveness in communicating ideas 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.

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.

Drawing requirements may include:	diagrams illustrations sketches.
Reference material may include briefs or specifications with information, such as:	audience background information about clients budget clients’ needs considerations, such as: contractual copyright ethical legal creative objectives materials personnel involved in the project purpose technology timeframe.
Appropriate people may include:	clients colleagues industry practitioners managers mentors supervisors teachers.
Factors may include:	aesthetic considerations availability of personnel availability of resources available budget complexity of project expectations of target users of drawings own level of skill presentation context technical requirements timelines.
Techniques may include:	digital drawing techniques integration of text and drawing linear marks of differing intensity and character linear marks to produce illusion of form in space linear perspective positive and negative space scaling techniques tonal range to produce illusion of form in space washes.
Materials may include:	boards charcoal coloured pencils crayons graphite pencils inks natural ochres pastels and chalks pigments range of papers solvents watercolour wood or bark.
Equipment may include:	blades computer digital camera drawing and design applications printer rags range of brushes, including air brushes scanner sponges sticks.
Sources may include:	catalogues colour charts and boards nature stories or narratives technical texts work of other artists and designers.
Ideas may relate to:	crafted objects design concepts digital work installations movement sequences narrative paintings or prints performance sculptures story technical solutions for a work or design.
Presentation contexts may include:	exhibition proposals grant applications projections proposals for product development proposals in response to a brief publications visualisation of an object, product or idea.
Preparing drawings for presentation may include:	adding captions or text to drawings cleaning drawings mounting drawings preparing drawings for printing or reproducing scanning drawings and preparing them for electronic storage or transmission.

Unit Sector(s)

Visual communication – art, craft and design

CUVACD302A Produce computer-aided drawings

Modification History

Version	Comments
CUVACD302A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use a range of computer-aided design and drafting (CADD) program functions to produce drawings.

The focus of this unit is on the technical skills required to operate CADD, not on design skills which are covered in other units in CUV11 Visual Arts, Craft and Design Training Package.

Application of the Unit

People working in many industries apply the skills and knowledge outlined in this unit.

In the cultural industries, computer-aided drawing skills are required in many design disciplines, and in contexts such as stage and set design. In the visual arts, computer-aided drawings could be used to develop concepts for artworks or for mounting installations and exhibitions.

At this level, work is undertaken independently but within established parameters. Supervision or guidance is available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare for computer-aided drawing work	1.1 Clarify drawing requirements with reference to concept or project information 1.2 Identify hardware, software, tools and equipment required for computer-aided design and drafting projects 1.3 Set up hardware and software according to operating instructions and organisational procedures 1.4 Identify and retrieve digitised information relevant to projects
2. Gather object parameters and/or measurements	2.1 Establish and record critical dimensions and data for required designs 2.2 Identify requirements in relation to accuracy, tolerances and other critical information
3. Prepare plots or drawings	3.1 Access and use CADD functions and features according to operating instructions 3.2 Access and use peripheral equipment required for projects 3.3 Prepare and review preliminary drawings in consultation with relevant colleagues as required
4. Finalise drawings	4.1 Check designs against project objectives and specifications according to organisational procedures 4.2 Identify and make required adjustments to designs based on review and consultation with relevant colleagues as required 4.3 Store data files according to operating instructions and organisational procedures 4.4 Submit final drawings within agreed time parameters

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

learning skills to improve own skills through feedback and review

literacy skills to interpret and use digital information, including instructions required for the production of computer-aided drawings

numeracy skills to interpret and correctly apply calculations and measurements required for the production of computer-aided drawings

planning and organising skills to plan work tasks in a logical sequence

problem-solving skills to identify and respond to the need for adjustments in drawings

self-management skills to complete work within agreed timeframes

technology skills to use a range of features of CADD software.

Required knowledge

ways in which CADD is used within specific industry contexts

basic principles of CADD

typical features and functions of CADD programs, including drawing tools, view displays, edit functions, working with layers, plotting and printing

intellectual property issues and legislation associated with the use of CADD

OHS issues associated with the use of computers.

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 ability to: use the standard features and functions of a CADD program to produce drawings for a specific workplace purpose apply knowledge of CADD capabilities and uses in a specific industry context.
Context of and specific resources for assessment	Assessment must ensure access to: CADD equipment and software.
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 drawings produced by the candidate oral or written questioning to assess knowledge of CADD features and functions direct observation of the candidate undertaking CADD work 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.

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.

Information may relate to:	creative objectives measurements/dimensions of objects or space scope for making adjustments statutory requirements technical objectives timelines.
Computer-aided design may be required for a wide range of work situations which may include:	costume or fashion design layouts: rooms sites stage lighting plots object or product design set design visual arts projects: artworks in any form community installations public art.
CADD functions and features must include:	drawing tools to support methods for drawing: lines arcs polylines texts dimensions edit functions plotting and printing view displays working with layers.
CADD functions and features may include:	three-dimensional (3-D) techniques: displaying 3-D views entering coordinates how CADD works in an integrated environment isometrics and perspectives macros use of attributes to make project reports.
Peripheral equipment may include:	plotters printers scanners.

Unit Sector(s)

Visual communication – art, craft and design

CUVACD303A Produce technical drawings

Modification History

Version	Comments
CUVACD303A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to apply a range of techniques to produce technical drawings that meet required standards and conventions.

Application of the Unit

People working in many industries apply the skills and knowledge outlined in this unit.

In the cultural industries, technical drawing skills to produce visual representations of objects, processes or spaces are required in sectors such as stage and set design for live theatre and events, as well as film and television productions. In the visual arts, technical drawings could be required in preparation for exhibitions, or as part of the process for designing artworks.

At this level, work is undertaken independently but within established parameters. Supervision or guidance is available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare for technical drawing work	1.1 Clarify technical drawing requirements with reference to relevant documentation and in consultation with appropriate people 1.2 Identify factors that may impact on technical drawing work 1.3 Review the purpose of drawings and select appropriate techniques 1.4 Prepare equipment and materials according to relevant workplace procedures and safety requirements
2. Create technical drawings	2.1 Apply appropriate conventions and standards to technical drawings 2.2 Prepare and review preliminary drawings in consultation with relevant people and confirm required amendments 2.3 Produce technical drawings that are consistent with concept and purpose of drawings 2.4 Finalise and submit technical drawings within agreed timeframes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

learning skills to improve own skills in technical drawing

literacy skills to interpret material required to produce technical drawings

numeracy skills to interpret and apply calculations and measurements in technical drawing

planning and organising skills to plan work tasks in a logical sequence

problem-solving skills to select technical drawing techniques that best suit the purpose and make adjustments as required

self-management skills to complete work within agreed timeframes.

Required knowledge

physical properties and capabilities of the range of materials, tools and equipment used for technical drawing work

technical drawing techniques and their application to a range of contexts and subject matter

technical drawing practices, history and theory, including current standards and conventions

intellectual property issues and legislation associated with technical drawing work

OHS procedures for technical drawing work.

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 ability to: produce a number of technical drawings which: show a command of selected techniques adhere to technical drawing standards and conventions apply knowledge of technical drawing practice, history and theory.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials required to produce technical drawings.
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 observation of technical drawing in progress evaluation of technical drawings produced by the candidate questioning and discussion to determine candidate’s understanding of technical drawing techniques 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.

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.

Technical drawing requirements may include:	circuits diagrams elevations flow charts illustrations plans sections sketches.
Documentation may include briefs or specifications with information, such as:	background information about clients budget clients’ needs considerations, such as: contractual copyright ethical legal creative objectives diagrams indicating, for example: colours measurements scale style materials personnel involved in the project purpose relevant statutory requirements, e.g. health and safety considerations sponsorship technical objectives technology timeframe.
Appropriate people may include:	clients colleagues industry practitioners managers mentors supervisors.
Factors may include:	aesthetic considerations availability of personnel availability of resources available budget complexity of project expectations of target users of technical drawings own level of skill presentation context timelines.
Purpose of technical drawings may be to represent:	architectural structures electronics furniture landscape scheme lighting and sound set-ups mechanics objects and products theatre and film props and sets.
Techniques may include:	computer-aided drawing drafting using drafting instruments drawing orthogonal projection drawing to represent: scale perspective dimension volume freehand drawing geometric drawing lettering rendering.
Equipment may include:	computer cutting knives drafting instruments drafting table light box photocopier plotter printer rulers scanner scissors software applications templates.
Materials may include:	acetate sheets chalks drafting film erasers inks and wet mediums markers paper pencils pens tape.
Workplace procedures may relate to:	cost control process-specific procedures recycling reporting safety use of materials.

Unit Sector(s)

Visual communication – art, craft and design

CUVACD304A Make scale models

Modification History

Version	Comments
CUVACD304A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to make three-dimensional (3-D) physical scale models in response to specifications. It does not cover the use of 3-D digital software which can be found in ‘CUFANM303A Create 3D digital models’, a unit in CUF07 Screen and Media Training Package.

Application of the Unit

People working in many industries use scale models as part of the design process. Models are required for production design for live theatre and events, as well as film and television productions. More broadly, individuals working with any 3-D form use and make scale models to inform their work.

At this level, models would be relatively straightforward in nature, and be built based on supplied specifications and requirements. Work would be undertaken with some guidance from others.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare to make scale models	1.1 Clarify scale model requirements based on relevant documentation, verbal briefs and consultation with relevant people 1.2 Identify potential challenges and plan work to minimise risk in consultation with relevant personnel 1.3 Select techniques for model making consistent with project objectives and parameters 1.4 Confirm requirements for presenting final scale models 1.5 Confirm equipment, materials and work space requirements 1.6 Set up work space and equipment according to safety considerations and organisational procedures
2. Complete model construction	2.1 Safely make preliminary models representing core dimensions in line with specifications 2.2 Review preliminary models against objectives and specifications in consultation with others as required 2.3 Make adjustments to models as required 2.4 Complete models consistent with objectives and other parameters 2.5 Present models to relevant colleagues in line with project and organisational requirements 2.6 Follow organisational storage and inventory procedures 2.7 Seek and use feedback from others to improve own skills

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to work with others in the model making process

initiative and enterprise skills to construct scale models that respond to specifications

learning skills to improve own skills in constructing scale models

literacy skills to interpret specifications and briefs for scale models

numeracy skills to interpret and correctly apply calculations and measurements required for the production of scale models

planning and organising skills to:

plan work tasks in a logical sequence

organise resources

problem-solving skills to identify and resolve common problems in model making

self-management skills to complete work within agreed timeframes.

Required knowledge

ways in which model making is used in specific industry contexts

basic principles of model making, including the physical properties and capabilities of the range of equipment, tools and materials used for model making

ways in which to present finished scale models

work space requirements for the production of models, including set-up of work space for particular types of work

issues and challenges that arise in making scale models

intellectual property issues and legislation associated with making scale models

sustainability issues associated with equipment, tools and materials used in scale model making

OHS procedures for scale model making.

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 ability to: apply selected techniques to make models consistent with project objectives and parameters demonstrate knowledge of the processes and techniques used for making scale models present finished scale models in an appropriate way.
Context of and specific resources for assessment	Assessment must ensure access to: tools and equipment required to construct scale models.
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 observation of the candidate constructing models evaluation of scale models made by the candidate oral or written questioning to assess knowledge of scale model making 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, for example: BSBDES303A Explore and apply the creative design process to 3D forms.

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.

Documentation may include briefs or specifications with information, such as:	background information about clients budget clients’ needs considerations, such as: contractual copyright ethical legal creative objectives diagrams indicating, for example: colours measurements scale style materials 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 representation of scale model.
Relevant people may include:	art department client creative director designer director head of department manager mentor other technical or specialist personnel producer production manager project manager representative of organisation commissioning the work supervisor technical director.
Techniques may relate to:	carpentry ceramics glasswork lighting, such as: ambient laser spot modelling with flexible materials painting and other surface decoration projection manufacture of form by: bending folding hinging sculpture twisting working with textiles.
Scale models may be required for a wide range of work situations, such as:	event design foyer design lighting plots object or product design open space environment room, site and stage layouts set design, such as for: theatre screen and media productions visual artworks and projects, such as: ceramic pieces community installations performance public art sculpture.
Equipment may include:	brushes buckets clamps and pliers containers hand and power tools, such as: compressor drills saws sanders lighting protective clothing scrapers shaping tools, such as: carving tools planers surform blades spatulas specialised equipment for ceramic work specialised equipment for sculpture work spray gun.
Materials may include:	bolts cardboard charcoal clays coloured pencils crayons extenders and binders fibreglass foamcore found objects and materials glass hooks inks laminates latex materials to represent a particular surfaces, such as: earth rock water metals, such as: sheet wire nails natural and synthetic fibres paper paper pulp pastels perspex polystyrene recycled materials resins rubber screws solvents and cleaning materials specialised metal and wood primers string tape turps water and oil-based paints waterproof lacquers wood and timber products, such as: balsa wood MDF board wooden skewers.
Work space requirements may include:	drying space dust extraction lighting and power requirements location-specific requirements process-specific space needs ventilation wet and dry areas.
Safety considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Inventory procedures may involve:	files, including digital notes on future use of scale models product safety labels spreadsheet documentation written and visual documentation of manufacturers’ instructions.

Unit Sector(s)

Visual communication – art, craft and design

CUVACD401A Integrate colour theory and design processes

Modification History

Version	Comments
CUVACD401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to explore and integrate colour theory and design processes into two-dimensional or three-dimensional work.

Application of the Unit

Any person working with the design process in a visual communication context applies the skills and knowledge in this unit.

At this level, work would be undertaken independently, with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research information on colour theory and design processes	1.1 Identify and access relevant sources of information on colour theory and design processes 1.2 Research historical and contemporary approaches to colour and design in the context of the work project 1.2 Evaluate information with consideration of how colour and design issues may be integrated into the design process
2. Communicate ideas through the application of colour and design theory	2.1 Select, combine and explore materials, tools and equipment to determine ways in which colour theory and design processes may be integrated 2.2 Explore and develop new ideas through a process of experimentation 2.3 Achieve solutions by working with the fundamental elements and principles of design and different aspects of colour
3. Evaluate design work	3.1 Reflect on own application of design process and success in communicating concepts and ideas 3.2 Identify areas for future improvement, especially in terms of own skill development 3.3 Communicate about completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to present and discuss ideas about design

critical thinking and analytical skills to evaluate information from a wide range of sources in order to develop design ideas

initiative and enterprise skills to consider new and different ways of achieving required design outcomes

literacy skills to interpret information about design and colour from a range of sources

problem-solving skills to identify and resolve technical and conceptual design issues

numeracy skills to use numerical aspects of software programs

self-management skills to plan and coordinate own work

technology skills to use the internet as a research tool.

Required knowledge

awareness of the notion of individual interpretation and choice within the design process, including the potential limitations of sticking too closely to theory

ways in which colour theory and design processes can be explored and combined to meet the needs of a brief

materials, tools and equipment required for the production of samples that integrate colour theory and design processes

how other artists and designers have applied colour theory and design processes

intellectual property issues and legislation and their impact on aspects of design

role and nature of a brief within the design process, including different types of briefs and how designers use them

sustainability considerations for the design process in the relevant context

OHS procedures relevant to design context.

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 ability to: solve design challenges through the application of colour theory and design processes apply knowledge of the ways in which colour theory and design processes may be used in the production of design or artwork.
Context of and specific resources for assessment	Assessment must ensure access to: tools, materials and equipment used in the design process in the relevant context.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of processes used by the candidate to solve design challenges evaluation of a candidate’s visual diary or other forms of documentation showing the development of the designs 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.

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.

Sources of information may include:	art and design work books and magazines manufactured structures natural and architectural forms optics personal observation scientific texts software programs.
Materials may include:	clays and plaster drawing media and implements hard materials, such as: metal stone wood fabrics and textiles fixing agents and mechanisms paints and inks papers and cardboard
Tools and equipment may include:	air guns and brushes clamps cutting blades digital equipment hand tools light sources pens and nibs receptacles rulers scissors spatulas sponges.
Elements and principles of design relate to:	alignment balance coherence colour composition contrast direction dominance emphasis form line movement negative and positive space pattern proportion proximity repetition rhythm shape simplicity and complexity subordination texture unity.
Aspects of colour may relate to:	addition and subtraction chroma colour mix complementary colours desaturation high key intensity low key saturation temperature transparency value.

Unit Sector(s)

Visual communication – art, craft and design

CUVACD402A Experiment with moulding and casting techniques

Modification History

Version	Comments
CUVACD402A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop technical skills in moulding and casting through experimentation.

Application of the Unit

People working in industrial and creative contexts use technical casting and moulding skills in their work. In the creative industries this includes ceramic artists, sculptors and prop makers, but the unit could also be relevant to others working with the design and production of any three-dimensional object.

At this level, the individual demonstrates some skill and confidence with the moulding and casting process, most likely at a pre-professional level.

Work is undertaken independently with supervision and guidance available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop ideas and designs for moulds and casts	1.1 Apply knowledge of different casting and moulding techniques to inform ideas and designs 1.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 1.3 Allow techniques and ideas to work together to inform each other 1.4 Consider the professional potential and other criteria for work when developing ideas 1.5 Refine and confirm ideas based on experimentation, research and collaboration with others
2. Extend moulding and casting skills	2.1 Evaluate the potential for new approaches to moulding and casting based on capabilities of techniques already used 2.2 Adapt or introduce new materials, tools and equipment to achieve different outcomes 2.3 Extend the capabilities of moulding and casting through experimentation 2.4 Take account of safety and sustainability considerations in the moulding and casting process
3. Make moulds and casts	3.1 Set up or coordinate resource requirements according to safety or other workplace requirements 3.2 Create moulds or casts using techniques and media selected from research and experimentation 3.3 Review and refine ideas and approaches based on ongoing experiences with the production of work 3.4 Use safe and sustainable work practices throughout the production process
4. Evaluate own work	4.1 Reflect on own work in terms of conceptual development and technical execution 4.2 Identify areas for future improvement, especially in terms of own skill development 4.3 Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss creative work from a technical and conceptual perspective

initiative and enterprise skills to:

experiment with different techniques

apply critical thinking and analytical skills when developing ideas for moulding and casting projects

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of artists

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources

problem-solving skills to identify and resolve technical conceptual issues in casting and moulding work

technology skills to use the internet as a research tool.

Required knowledge

ways to adapt, extend and combine the capabilities of different moulding materials and techniques

physical properties and capabilities of an extended range of materials and tools used in moulding and casting

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

research methodologies used by artists

historical and theoretical contexts for moulding and casting work and how they may be used to inform individual practice

sources of resources needed in a professional practice that includes moulding and casting

intellectual property issues and legislation to be considered by independent art practitioners

sustainability considerations for the professional operation of an arts practice

OHS requirements for the set-up and operation of moulding and casting work space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce multiple finished moulded or cast items that demonstrate a command of techniques apply knowledge of moulding and casting techniques, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: casting and mould-making materials, tools and equipment a workspace in which items can be constructed safely.
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 technical execution of work pieces produced by the candidate direct observation of moulding and casting in progress, including exploration of, and experimentation with, techniques 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, for example: CUVCER401A Experiment with techniques to produce ceramics.

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.

Casting and moulding techniques may include:	blow moulding carving draping and slumping handbuilding investing life casting modelling pouring pressing slipcasting using release agents vacuum forming.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests searching the internet seeking out information in books, journals, newspapers and catalogues visiting exhibitions and museums.
Intellectual property requirements may relate to:	copyright extent to which the work may be used moral rights procedures for seeking permission to use the work of others protocols for the adaptation of work by others.
Professional potential may relate to:	cost of production existence of an established market how to promote or sell the work market trends professional development.
Criteria may relate to:	access to materials, tools and equipment for the techniques ease of application of the techniques personal affinity with the techniques.
Materials may include:	glazes other media, such as metal, wire, glass, fabric, timber, board, and other natural or synthetic materials oxides range of clays.
Tools and equipment may include:	casting frames casting table centrifugal casting machine cottles die casting machine drawing and design tools and materials carving and modelling tools computers and design software rapid prototyping equipment measuring tools and equipment: accurate scales electronic balance measuring instruments for volume and length mould boards and clamps protective clothing and equipment ram press vacuum former.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.

Unit Sector(s)

Visual communication – art, craft and design

Custom Content Section

Not applicable.

CUVACD501A Refine drawing and other visual representation tools

Modification History

Version	Comments
CUVACD501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use drawing skills and other visual representation tools to develop, refine and communicate ideas for creative work. The focus of the unit is on identifying, developing and refining drawing and visual representation as cognitive tools in a professional practice rather than a particular level of drawing technique. While electronic drawing may be used, the ability to draw manually is also a focus of this unit.

Application of the Unit

Professional practitioners working in any area related to visual communication use drawing and other visual representation tools to support their practice.

At this level, practitioners work independently, with mentoring and guidance available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Evaluate the role of drawing in professional practice	1.1 Explore drawing and other visual communication devices as research, ideas and problem-solving tools for professional practice 1.2 Evaluate how different practitioners use different tools and make links to own work 1.3 Examine and challenge own barriers to drawing 1.4 Determine the ways in which drawing and other visual representation tools could be used to support own practice
2. Support practice through experimentation with drawing and visual representation	2.1 Initiate, develop and evolve ideas through the use of different materials and techniques 2.2 Consider the presentation context in selecting techniques, tools and materials 2.3 Create variety in compositional formats and spatial fields through use of visual elements 2.4 Experiment with techniques to produce single and multi-colour visuals 2.5 Select and use multimedia approaches to visualising 2.6 Compare and contrast the value of electronic and hand drawing for specific purposes
3. Develop individual approach to use of drawing	3.1 Evaluate completed drawings in terms of their success in communicating ideas 3.2 Evaluate the process of drawing and visual representation as a professional practice tool 3.3 Determine the value and place of drawing and visual representation in own practice based on experimentation

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas with others

critical thinking skills to evaluate information and ideas about potentially complex and abstract concepts

initiative and enterprise skills to see opportunities for enhancement of practice through drawing development

learning and self-management skills to evaluate own work in terms of professional development needs

problem-solving skills to use drawing and visual representation as part of the problem-solving process

technical skills to apply different drawing techniques

technology skills to experiment with digital drawing techniques.

Required knowledge

role of drawing and visual representation in different areas of visual communication practice

different approaches to drawing and visualising

potential benefits and uses of drawing skills to the professional practitioner

typical ways in which drawing can be used at a professional level as an idea, or problem-solving and research tool

physical properties and capabilities of a wide range of materials and tools used in drawing and visual representation

intellectual property issues and legislation in relation to drawing and visualisation

sustainability considerations for drawing as a professional practice tool

OHS issues associated with the tools and materials used for drawing and visual representation, including use of computers.

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 ability to: use the process of drawing and visual representation to support professional activities in art and design practice apply a broad range of drawing techniques.
Context of and specific resources for assessment	Assessment must ensure access to: hand and digital drawing tools and equipment.
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 completed drawings prepared by the candidate in terms of the way they express ideas evaluation of processes used by the candidate in relation to drawing and visual representation 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.

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.

Barriers to drawing may include:	‘I can’t draw’ belief fear of failure lack of experience negative perception of the value of drawing preference for other ways of communicating previous bad experience with drawing.
Ways in which drawing and other visual representation tools could be used may include use of these tools to:	enhance own perceptions of form, space, etc. gain commercial advantage refine and adapt ideas resolve technical problems in creative work.
Materials and techniques may include:	black and white media charcoal coloured media conte gouache ink paint pastel, including oil pastel pencil watercolour electronic drawing programs and tools.
Presentation context may include:	collaborative process of sharing ideas formal presentation of ideas to others online collaboration personal note taking sketching ideas for clients.
Multimedia approaches may include:	collage combining different markers use of digital media use of various papers.
Place of drawing and visual representation in own practice may refer to decisions about:	collation and storage of drawings as a reference source how to enhance and maintain drawing skills incorporation of drawing into particular art forms keeping a visual diary use of electronic or hand drawing.

Unit Sector(s)

Visual communication – art, craft and design

Custom Content Section

Not applicable.

CUVACD502A Create observational drawings

Modification History

Version	Comments
CUVACD502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop finished observational drawings for a range of art, craft and design purposes.

Application of the Unit

People working in any area of visual communication and design may use observational drawing skills in their work.

At this level, a person has a well-developed command of manual observational drawing techniques, but may also use digital tools to produce drawings. Work is undertaken independently with mentoring and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop and refine observational drawing technique	1.1 Investigate specific techniques and considerations for observational drawing 1.2 Explore ways to achieve perspective in drawings 1.3 Experiment with use of lines and edges 1.4 Consider ways to recognise and accurately represent space 1.5 Work with different techniques to observe and depict light and shade 1.6 Identify problems in own drawing technique and explore ways to resolve them
2. Explore media and tools for observational drawings	2.1 Research historical and contemporary observational drawing in the context of own work 2.2 Determine how different media and tools can create different effects in drawings 2.3 Select and use appropriate media to achieve the desired outcome
3. Produce finished observational drawings	3.1 Select subjects for observational drawing projects based on the needs of own work 3.2 Confirm key objectives for the drawing project 3.3 Create finished drawings that show command of observational drawing techniques and appropriate selection of media 3.4 Evaluate own observational drawing in terms of key objectives 3.5 Seek critical feedback from others 3.6 Reflect and act on the need for further development of skills

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to seek feedback from others on observational drawings

critical thinking and analytical skills to:

evaluate the relevance of other historical and contemporary drawing to own practice

investigate and select media and tools to achieve the desired outcome of work

initiative and enterprise skills to identify opportunities for observational drawing in own professional practice

learning skills to identify need for further development of observational drawing skills

literacy skills to read and interpret varied information on drawing

self-management and planning skills to plan and complete a body of observational drawing work

problem-solving skills to identify and resolve issues and challenges with own observational drawing technique

technical skills to master the technical aspects of observational drawing.

Required knowledge

role of observational drawing in different types of professional practice

specific techniques used in observational drawing

tools, media and techniques to achieve particular effects in observational drawings

historical and contemporary approaches to observational drawing, either in the context of own practice or more broadly

intellectual property issues and legislation associated with drawing as part of a professional practice

sustainability issues associated with drawing tools and materials

organisational and legislative OHS procedures in relation to drawing.

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 ability to: produce a body of observational drawings that show well-developed technique through accurate perspective and effective depiction of light, shade and space select media and tools to suit the needs of a particular drawing project.
Context of and specific resources for assessment	Assessment must ensure access to: drawing materials and equipment.
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 drawing technique within a body of work produced by the candidate direct observation of drawing in progress, including exploration of, and experimentation with, techniques 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.

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.

Specific techniques and considerations include:	accurate perception of shape approaches to line and edges approaches to perspective coordination of hand and eye depiction of light and shade representation of space.
Ways to achieve perspective may include:	changing eye level one and two point perspective vanishing points.
Use of lines and edges may include:	angles contours cross-contouring to show three-dimensional shape relationships use of no line.
Ways to recognise and accurately represent space may include:	composition framing use of positive and negative space.
Different techniques to observe and depict light and shade may include:	changes in tone across surfaces and planes perception of tone or value use of different light sources.
Problems in own drawing technique may relate to:	challenge of selecting best media to achieve desired effects excessive time required to achieve the outcome or desired effect technical shortcomings.
Media and tools may include:	black and white media charcoal coloured media conte gouache ink paint pastel, including oil pastel pencil watercolour.
Key objectives may relate to:	presentation of ideas presentation of finished work resolution of design challenges resolution of technical issues in object creation.

Unit Sector(s)

Visual communication – art, craft and design

Custom Content Section

Not applicable.

CUVACD503A Select and refine a specialised drawing technique

Modification History

Version	Comments
CUVACD503A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to refine a particular drawing technique to a high level of technical expertise

Application of the Unit

Professional practitioners in many industries must be able to draw. The particular drawing technique or practice will vary depending on the needs of the practice. It may be electronic or manual, technical or artistic. It may or may not be used for design purposes, and could include cartooning, caricature, life drawing or technical drawing.

At this level, the practitioner has a high level of technical proficiency in the selected technique.

Refining drawing technique is a largely independent activity with some mentoring and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Evaluate and select drawing technique	1.1 Examine the needs of own practice in terms of drawing technique 1.2 Consider the external factors that impact on drawing in professional practice 1.3 Reflect on the opportunities offered by expertise with particular techniques 1.4 Take account of the limitations and constraints of particular techniques 1.5 Select particular painting techniques for refinement based on their suitability for the purpose or particular brief
2. Refine selected drawing technique	2.1 Establish and follow safe work practices for selected technique 2.2 Extend the capability of particular drawing technique 2.3 Develop own ways of working with the technique to create individual style 2.4 Identify and resolve technical problems with the drawing technique
3. Produce professional finished drawings	3.1 Produce a body of drawings that shows command and confidence with the selected technique 3.2 Produce drawings that are suited to the context in which they are to be used 3.3 Evaluate own drawings and reflect on professional development needs and opportunities 3.4 Seek feedback from others on own drawing technique and take action accordingly

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss technical aspects of drawing with others

critical thinking and analytical skills to make critical evaluations of own drawing technique

initiative and enterprise skills to identify and act on opportunities for own practice presented by different drawing techniques

learning skills to:

develop and refine own drawing skills to a professional practice standard

evaluate and act on own development needs in terms of technique

literacy skills to analyse varied information about drawing technique

problem-solving skills to identify and resolve technical problems in drawing technique

self-management and planning skills to create a body of drawings

technical skills to show command of chosen drawing techniques at a professional level.

Required knowledge

capabilities of selected drawing technique

indicators of quality with the chosen technique

potential of different techniques to achieve different effects relevant to own area of practice

typical problems and challenges in application of the selected technique

intellectual property issues and legislation associated with drawing

sustainability issues associated with the tools and materials used in drawing

OHS requirements in relation to drawing.

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 ability to: produce finished drawings for professional work that show technical command and confidence with the selected technique refine a selected drawing technique through a demonstrated process of practice and experimentation.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce drawings.
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 drawing technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine technique direct observation of work in progress, including exploration of, and experimentation with, techniques 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.

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.

Drawing techniques may include:	caricature cartooning computer-aided drawing figure drawing observational drawing other digital drawing techniques technical drawing.
External factors may include:	availability of software established practice in particular area of work market expectations.
Opportunities may relate to:	commercial potential communication of ideas personal affinity with particular techniques potential for combining techniques potential for interactions between technique and media themes in work.
Limitations and constraints may relate to:	availability of materials capacity of technique to deliver required effect own interaction with technique resources, such as the cost of purchasing software time.
Refinement relates to:	ability to use technique with confidence ability to maximise the creative potential.
Safe work practices may include:	correct disposal of waste materials ergonomic safety managing risk use of tools and equipment use of personal protective equipment (PPE).
Technical problems may include:	implications of scale and size limitations of materials limitations of processes or technology.
Command and confidence relate to:	creation of work at a professional standard sound understanding of technique technical ability wide range of techniques.
Professional development needs and opportunities may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – art, craft and design

Custom Content Section

Not applicable.

CUVACD504A Research and apply light and colour

Modification History

Version	Comments
CUVACD504A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research light and colour, and to develop own ideas about the use of light and colour for integration into a body of creative work.

Application of the Unit

Visual artists and designers working across art forms and design disciplines have expertise in the use of light and colour. This unit is also relevant to photographers. It may be applied in traditional or digital contexts.

At this level, this expertise would be demonstrated within a body of professional creative work. The practitioner is working independently with access to mentoring and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research light and colour	1.1 Source information and ideas about the use of light and colour in art and design practice 1.2 Research the use of light and colour in historical and contemporary contexts 1.3 Research the use of light and colour in multidisciplinary and transdisciplinary contexts
2. Develop own ideas about light and colour	2.1 Analyse and distil relevant ideas and information from research 2.2 Reflect on the application of light and colour in own practice 2.3 Develop informed positions about the use of light and colour in own work and the work of others 2.4 Examine the ways in which digital technology impacts on the use of light and colour in own practice 2.5 Refine ideas through ongoing discussion and debate
3. Integrate light and colour into a body of work	3.1 Achieve different effects through manipulation of light and colour in own work 3.2 Experiment with different aspects of light and colour 3.3 Challenge and adapt uses of light and colour to suit own practice 3.4 Show command of the use of light and colour in a body of creative work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to discuss technical and conceptual aspects of creative works critical thinking and analytical skills to: evaluate and make judgements about relationships between light and colour, effects and ideas (within and outside of a visual arts context) make critical evaluations about light and colour initiative and enterprise skills to identify and act on opportunities for own practice presented by the use of light and colour learning skills to develop and refine own approach to the use of light and colour literacy skills to analyse complex and varied information problem-solving skills to identify and resolve technical problems with the use of light and colour self-management and planning skills to draw together research and experimentation processes for benefit of own work technology skills to conduct web-based research
Required knowledge
historical and contemporary use of light and colour in own area of creative practice ways that light and colour are used in other creative disciplines and more broadly in areas of business, science and technology commonly used research methodologies for artists intellectual property issues and legislation associated with arts practice sustainability issues associated with the tools and materials used in the particular area of work OHS procedures in relation to area of work

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 ability to: develop an individual approach to the use of light and colour in own work produce a coherent body of professional artwork that shows a command of light and colour research the use of light and colour, both within and beyond the visual arts context.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used in the relevant art form.
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 the use of light and colour within a body of work produced by the candidate evaluation of processes used by the candidate to explore light and colour direct observation of work in progress, including exploration of, and experimentation with, techniques 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, for example: art form specialisation units graphic design units photo imaging units.

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.

Information and ideas may come from:	artworks commercial briefs critical writing events exhibitions experiences of self or others films images internet music objects other people performances presentations printed texts technical information.
Multidisciplinary and transdisciplinary contexts may include:	across other art forms business science technology.
Relevant ideas and information may include:	media new concepts for work techniques.
Application of light and colour may relate to:	aspects of colour: hue intensity and saturation value brightness chroma digital processes illumination illusion reflection refraction shadow use of colour: additive complementary colours contrast shades subtractive tints tones unity visual adaptation.
Informed positions may include positions that are:	grounded in appropriate research informed by own experimentation result of rational and logical thought subjected to the analysis of others, such as peer review supported by relevant information.
Discussion and debate may be with:	clients employers mentors other creative practitioners peers supervisors.
Body of creative work may include:	any art form, including two-dimensional and three-dimensional design work models props sets sketches.

Unit Sector(s)

Visual communication – art, craft and design

CUVACD505A Work with the human form in creative practice

Modification History

Version	Comments
CUVACD505A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to explore and represent the human form in the context of professional art or design practice.

Application of the Unit

Many artists and designers work with the human form in their practice. This could be through two-dimensional (2-D) work like sketching, figure drawing or painting for a range of artistic or functional purposes, or through three-dimensional (3-D) work in areas, such as modelling, sculpture, ceramics and glass. Creative work may or may not be a direct representation of the human form.

At this level, the practitioner works independently with mentoring and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research the human form	1.1 Source information and ideas about the representation and use of the human form in creative practice 1.2 Investigate aspects of human physiology and anatomy relevant to own practice 1.3 Analyse and distil relevant ideas and information from research 1.4 Develop and refine informed ideas about the use of the human form in creative work
2. Visually represent the human form	2.1 Adapt ideas and knowledge about the human form for integration into a coherent body of work 2.2 Experiment with different media and techniques to represent different aspects of the human form or reflect ideas about the human form 2.3 Identify and resolve technical problems based on developing expertise 2.4 Challenge and adapt ways to represent or use the human form to develop own style
3. Evaluate own work	3.1 Evaluate development of own work with others and seek feedback 3.2 Reflect on the particular ways that experimentation with the human form has informed own practice 3.3 Identify ways in which technique may be further developed as part of professional practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss technical and conceptual aspects of creative work

critical thinking and analytical skills to make judgements about use of the human form and its depiction in a creative context

initiative and enterprise skills to identify and act on opportunities for own practice presented by the human form

learning skills to develop and refine own approach to the use of the human form in practice

literacy skills to analyse complex and varied information about creative practice

problem-solving skills to identify and resolve technical problems with the representation or use of the human form in creative work

self-management and planning skills to draw together research and experimentation processes for benefit of own work

technology skills to conduct web-based research.

Required knowledge

historical and contemporary approaches to representation of the human form in creative practice

commonly used research methodologies for creative practitioners

techniques to represent or reflect the human form relevant to own area of practice

intellectual property legislation and issues associated with creative practice

skeletal and muscular aspects of human anatomy

sustainability issues associated with the tools and materials used in relevant creative practice

OHS requirements for relevant area of creative practice.

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 ability to: develop an individual approach to the use of the human form in own work produce a coherent body of creative work that shows ability to work effectively with the human form research the representation of the human form in historical and contemporary contexts.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used in the relevant creative discipline.
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 the use of the human form within a body of work produced by the candidate evaluation of processes used by the candidate to explore use of the human form direct observation of work in progress, including exploration of, and experimentation with, techniques 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.

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.

Information and ideas may come from:	artworks commercial briefs critical writing events exhibitions experiences of self or others films images internet music objects other people performances presentations printed texts technical information.
Representation and use of the human form may include:	2-D, such as paintings and drawings 3-D, such as sculpture, ceramics and jewellery particular aspects of the human form depicted in the work use of shape informed by the human form use of the human form as surface treatment.
Human physiology and anatomy may include:	focus on a particular part of the body, such as: muscular system skeletal system whole body.
Relevant ideas and information may relate to:	media new concepts for work techniques.
Coherent body of work:	may include: any 2-D or 3-D art form design work models props sets sketches virtual works is work that is: conceptually resolved documented in terms of its development subject to critical feedback by others technically resolved thematically connected.
Technical problems may relate to:	challenges of creating effects with particular media limitations of own technique level of detail required in the visual representation.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – art, craft and design

Custom Content Section

Not applicable.

CUVACD506A Refine 2-D design ideas and processes

Modification History

Version	Comments
CUVACD506A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

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.

Application of the Unit

Designers and artists engage with a wide and potentially complex range of ideas about 2-D design. At this level they are able to then develop and refine their own ideas and responses to the potential of the 2-D form through the production of professional work.

This unit complements units that focus on specialised skills for particular design disciplines or art forms.

Work may be independent or collaborative. It is largely self-directed with guidance and mentoring available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

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 or specifications 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

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to: work collaboratively in the design process create design documentation initiative and enterprise skills to: apply creative thinking techniques to originate ideas and concepts generate a range of ideas and options for visually representing a concept, idea or brief develop 2-D designs that best respond to specifications learning skills to: keep informed of new creative approaches, techniques, materials and equipment relevant to 2-D design improve own skills in developing 2-D designs through practice and responding to feedback from others on own work literacy skills to interpret specifications and briefs for 2-D design numeracy skills to interpret and correctly apply calculations and measurements planning and organising skills to independently undertake the design process problem-solving skills to take responsibility for creating design solutions for wide-ranging and unpredictable design challenges self-management skills to manage own work and adopt a professional work ethic technical skills to develop 2-D designs using a range of techniques and approaches appropriate to the brief or idea
Required knowledge
ways in which 2-D designs are used in the particular area of work principles of 2-D design physical properties and capabilities of the range of equipment, tools and materials used for 2-D design ways to present finished 2-D designs work space requirements for the production of 2-D design, including set-up of work space for particular types of 2-D work issues and challenges that arise in the context of making 2-D designs intellectual property issues and legislation associated with making 2-D designs sustainability issues associated with equipment, tools and materials used in 2-D design organisational and legislative OHS procedures in relation to design

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 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.

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.

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 processes may 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 language refers 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 ethic may 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.

Unit Sector(s)

Visual communication – art, craft and design

CUVACD507A Refine 3-D design ideas and processes

Modification History

Version	Comments
CUVACD507A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to extend and deepen engagement with three-dimensional (3-D) design ideas and processes for the production of work at a professional level.

Application of the Unit

Designers and artists engage with a wide and potentially complex range of ideas about 3-D design. At this level they are able to then develop and refine their own ideas and responses to the potential of the 3-D form through the production of professional work.

This unit complements units that focus on specialised skills for particular design disciplines or art forms.

Work may be independent or collaborative. It is largely self-directed with guidance and mentoring available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Originate ideas for 3-D design	1.1 Generate ideas for design concepts through research, exploration and experimentation 1.2Develop initial design concepts consistent with the intent of the work or specifications of the brief 1.3 Evaluate, explore and play with options and materials 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 3-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 3-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 3-D design

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to: work collaboratively in the design process create design documentation initiative and enterprise skills to: apply creative thinking techniques to originate ideas and concepts generate a range of ideas and options for visually representing a concept, idea or brief develop 3-D designs that best respond to specifications learning skills to: keep informed of new creative approaches, techniques, materials and equipment relevant to 3-D design improve own skills in developing 3-D designs through practice and responding to feedback from others on own work literacy skills to interpret specifications and briefs for 3-D design numeracy skills to interpret and correctly apply calculations and measurements planning and organising skills to independently undertake the design process problem-solving skills to take responsibility for creating design solutions for wide-ranging and unpredictable design challenges self-management skills to manage own work and adopt a professional work ethic technical skills to develop 3-D designs using a range of techniques and approaches appropriate to the brief or idea
Required knowledge
ways in which 3-D designs are used in the particular area of work principles of 3-D design physical properties and capabilities of the range of materials, tools and equipment used for 3-D design ways to present finished 3-D designs work space requirements for the production of 3-D design, including set-up of work space for particular types of 3-D work issues and challenges that arise in the context of making 3-D designs intellectual property issues and legislation associated with making 3-D designs sustainability issues associated with materials, tools and equipment used in 3-D design organisational and legislative OHS procedures in relation to design

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 ability to: originate a concept for 3-D design that meet the needs of the brief develop effective 3-D designs and design processes that meet project requirements and provide creative solutions apply professional practice to 3-D design work.
Context of and specific resources for assessment	Assessment must ensure access to: projects, tools, space and equipment required for developing 3-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 3-D designs direct observation of the development of 3-D designs by the candidate evaluation of 3-D designs produced by the candidate oral or written questioning to assess knowledge of 3-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.

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.

Specifications may include:	background information about clients budget clients’ needs creative objectives considerations, such as: contractual 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.
Materials may include:	clays drawing and illustration materials, such as pencils, crayons, pastels, inks, charcoal and paints fasteners, such as nails, screws, hooks and bolts found objects and materials glass lacquers laminates latex manufactured plastics, such as: fibreglass polyurethane and polyester resins sheet plastics silicones thermoset and thermoplastic elastomers materials to represent particular surfaces, such as rock, earth and water materials for cleaning, priming and finishing, such as: extenders and binders specialised primers water and oil-based paints metals, such as: metal wire sheet metal natural and synthetic fibres paper pulp plaster products, such as: Forton MG gypsum cement pottery plaster and dental plaster recycled materials sheet materials, such as: cardboard foamcore paper perspex and other plastic sheet materials polystyrene sheet metal string tape waxes, such as: jewellery wax microcrystalline wax wood and timber products, such as: balsa wood MDF board wooden skewers
Design processes may 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 language refers 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 ethic may 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.

Unit Sector(s)

Visual communication – art, craft and design

CUVACD508A Refine model making skills

Modification History

Version	Comments
CUVACD508A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to refine techniques for the development of three-dimensional (3-D) physical models.

Application of the Unit

Designers and artists working across a range of media and industry contexts use well-developed technical and creative skills to build 3-D models. At this level, the artist or designer may also be the person who conceives the idea for the model and develops its specifications, either independently or as part of a team. The model could be used as a way of testing or presenting ideas. In some cases the model may be a finished work or artistic piece.

Work may be collaborative or independent, with mentoring or guidance available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Maintain professional practice	1.1 Apply a professional work ethic to activities 1.2 Keep informed of creative approaches, techniques, materials and equipment relevant to model making 1.3 Identify techniques from other industries that could be applied to the development of scale models and make connections in own work 1.4 Source new ideas and trends through regular review of the work of others 1.4 Use feedback from others to improve own skills in design 1.5 Seek opportunities to develop technical and conceptual skills
2. Refine and consolidate own technique	2.1 Experiment and play with new techniques, materials and equipment when developing model making ideas 2.2 Identify strengths and weaknesses of various approaches through practice and play 2.3 Identify and select approaches best suited to own practice 2.4 Develop and document a design language that reflects own style and approach
3. Make models to professional standard	3.1 Interpret ideas, problem-solving tasks or briefs with creativity, accuracy and efficiency 3.2 Develop clear plan and schedule for model making work 3.3 Select and assemble appropriate model making materials, tools, techniques and equipment consistent with specifications 3.4 Develop precise and accurate scale models as required 3.5 Identify opportunities for refinement and re-thinking and make adjustments as required 3.6 Articulate the design process and the final solution through effective documentation of work 3.7 Present maquettes and models that meet project requirements to key people

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to complete design documentation

initiative and problem-solving skills to:

generate a range of ideas and options for visually representing a concept, idea or brief

construct models that best respond to specifications

develop creative solutions to a brief or project

learning skills to:

research new model making techniques, materials and equipment

improve own skills in constructing scale models through ongoing practice

respond to feedback from others on own work

literacy skills to interpret specifications and briefs for models

numeracy skills to interpret and correctly apply calculations and measurements required for the production of scale models

planning and organising skills to:

plan work tasks in a logical sequence

organise resources

self-management skills to:

manage own work and priorities

adopt a professional work ethic

technical skills to apply a range of techniques to construct scale models using a range of materials and equipment appropriate to the model being constructed.

Required knowledge

ways in which model making is used in specific industry contexts

principles of model making

physical properties and capabilities of the range of materials, tools and equipment used for model making

ways in which to present finished models

work space requirements for the production of models, including set-up of work space for particular types of model making work

issues and challenges that arise in the context of making scale models

design registration, intellectual property issues and legislation associated with making models

sustainability issues associated with materials, tools and equipment used in model making

organisational and legislative OHS procedures in relation to model making.

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 ability to: create models that meet professional specifications integrate new techniques, resources and materials into model making apply professional practice to model making work.
Context of and specific resources for assessment	Assessment must ensure access to: projects that require the construction of models tools, equipment and other resources required for constructing models.
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 observation of the construction of models by the candidate evaluation of models made by the candidate oral or written questioning to assess knowledge of model making 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.

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.

Professional work ethic may include:	attentive behaviour in creative practice following organisational and legislative OHS procedures following organisational storage and inventory procedures punctuality and reliability recognition of intellectual property issues responding appropriately to feedback working creatively with individual differences.
Techniques may relate to:	carpentry ceramics fabricating metal and wood glasswork jewellery lighting: laser spot ambient carving casting folding, twisting, hinging and bending modelling sculpture shaping working with fibres and textiles mould making and casting painting and other surface treatments projection sketching wood design cabinet making treen working with flexible materials.
Materials may include:	clays drawing and illustration materials, such as pencils, crayons, pastels, inks, charcoal and paints fasteners, such as nails, screws, hooks and bolts found objects and materials glass laminates latex metals, such as: metal wire sheet metal materials for cleaning, priming and finishing: extenders and binders lacquers specialised primers turps manufactured plastics polyurethane and polyester resins sheet plastics silicones thermoset and thermoplastic elastomers natural and synthetic fibres paper pulp plaster products, such as: dental plaster gypsum cement pottery plaster recycled materials sheet materials, such as: cardboard foamcore paper perspex and other plastic sheet materials polystyrene sheet metal string tape waxes, such as: jewellery wax microcrystalline wax water and oil-based paints materials to represent particular surfaces, such as rock, earth and water wood and timber products: balsa wood MDF board wooden skewers.
Equipment may include:	buckets clamps and pliers containers digital cameras digital technology, such as design software and photo imaging software hand and power tools: compressors drills sanders saws lighting, such as spot lights measuring tools and equipment for volume, mass and length painting tools and equipment, such as brushes personal protective equipment (PPE) rapid prototyping equipment scrapers shaping tools carving tools modelling tools, such as planers spatulas specialised equipment for ceramic work specialised equipment for sculpture work spray gun.
Industries may include:	architecture automotive construction fashion design food industry, including confectionary and baking furniture design interior design and decorating landscape design live entertainment manufacturing metals and engineering screen and media ship building visual arts.
Scale models may be required for a wide range of work situations, such as:	event design foyer design lighting plots object or product design open space environment room, site and stage layouts set design for: theatre screen and media productions visual artworks and projects, such as: community installations public art performance art sculpture architectural elements, such as windows one-off public and private commissions domestic ware corporate awards architectural fittings.
Design language refers to:	overarching scheme or style that guides the design of a complement of products or settings.
Specifications may include:	background information about clients budget clients’ needs considerations, such as: contractual copyright design registration ethical legal creative objectives drawings and maquettes indicating, for example: colours measurements scale style materials 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 representation of scale model.
Key people may include:	art department audience client creative director designer director head of department manager mentor other technical and specialist personnel producer production manager project manager representative of organisation commissioning the work supervisor teacher technical director.

Unit Sector(s)

Visual communication – art, craft and design

Custom Content Section

Not applicable.

CUVACD509A Develop and refine metal-working techniques

Modification History

Version	Comments
CUVACD509A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop and refine techniques for working with metal for a range of artistic and craft purposes. The unit focuses more on the technical rather than creative or aesthetic quality of the work, and it includes the requirement for a broad range of metal-working skills.

Application of the Unit

Any visual artist or designer who uses metal in their work must develop some technical proficiency with metal-working tools and materials. This technical proficiency is not equivalent to that of a metals tradesperson. Work must be undertaken according to safety requirements.

This work is undertaken independently with some guidance and mentoring available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Evaluate metal-working options for work projects	1.1 Evaluate how metalwork may be used in art and design practice to achieve desired outcomes or effects 1.2 Explore the potential of different metals and the technologies and tools required for their use 1.3 Investigate specific safety requirements associated with metalwork, including appropriate licensing considerations 1.4 Make an assessment of capacity to safely use metalwork in own practice
2. Select and prepare metal-working materials, tools and equipment	2.1 Establish the needs and purposes of specific work projects in consultation with relevant people 2.2 Establish technical specifications and creative parameters for metalwork 2.3 Select and set up materials, tools and equipment following all safety requirements and instructions 2.4 Calculate correct quantities of materials, avoiding wastage where possible
3. Use metal-working techniques	3.1 Cut, bend and shape metal to specification using correct tools and following all required safety procedures 3.2 Apply soldering, brazing and welding techniques following all required safety procedures 3.3 Achieve different outcomes and effects through safe experimentation with various media and materials 3.4 Recognise and resolve metalwork technical and design problems 3.5 Achieve precision and accuracy in use of metal-working techniques 3.6 Apply safe strategies for the use, maintenance and storage of metal-working tools and equipment
4. Evaluate metalwork	4.1 Review metal items produced in terms of durability, quality of finish, and suitability for purpose 4.2 Assess the work in terms of its creative and aesthetic objectives 4.3 Identify and act on the potential for adjustment and refinement in future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to liaise with others about work requirements

critical thinking and analytical skills to:

evaluate ways of achieving required effects and results

experiment with different metals and metal-working techniques

literacy skills to:

read technical data and instructions about use of materials and tools

interpret technical information and instructions about the use of particular metal-working techniques

planning and organising skills to select and organise materials and equipment

problem-solving skills to identify and resolve technical metal-working issues

numeracy skills to:

make calculations and measurements

use numerical features of metal-working equipment

self-management skills to evaluate the quality of own work and identify opportunities for improvement

technical skills to safely use materials, tools and equipment for metal-working processes.

Required knowledge

current metal-working technologies and equipment and their application to different purposes

properties and applications of metal-working materials and techniques

reasons for the use of particular materials and techniques to achieve particular effects

common technical problems that arise in the metal-working processes of cutting, bending, shaping, soldering, brazing and welding

sustainability considerations for metal-working

OHS requirements for materials and equipment used in metal-working.

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 ability to: produce multiple metal items that are technically sound apply safe work practices with metal-working equipment and materials apply knowledge of the properties of metals and their behaviour.
Context of and specific resources for assessment	Assessment must ensure access to: metal-working materials, tools and equipment a work space in which items can be constructed safely.
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 observation of the candidate using metal-working techniques questioning and discussion about candidate’s work processes 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.

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.

Safety requirements associated with metalwork may relate to:	protective clothing use of chemicals use of gas use of hot materials work space set-up.
Purposes may be to create:	art functional items (one-off or multiples) models props prototypes samples.
Relevant people may include:	artists designers mentors metal-working experts production personnel supervisors teachers tradespeople.
Technical specifications may relate to:	cost of production durability and strength how and where the item is to be viewed or placed number and size of items to be produced type of material to be used.
Materials may include:	ferrous metals non-ferrous metals.
Tools may include:	benders croppers drop hammers saws: automatic band cold hand rollers soldering irons straight line cutters.
Equipment may include:	gas cylinders jigs welding machines work benches.
Technical and design problems may relate to:	aesthetic appeal availability of materials durability and strength time for production.

Unit Sector(s)

Visual communication – art, craft and design

Custom Content Section

Not applicable.

CUVACD510A Manage kiln operations

Modification History

Version	Comments
CUVACD510A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to safely manage the technical operation of a kiln in the context of independent art craft or design practice.

Application of the Unit

Artists and craftspeople such as ceramicists, glass artists and sculptors apply the skills and knowledge in this unit. They must be able to safely manage the operation of a kiln as part of an independent creative practice. They may also be responsible for the purchase or construction of their own kilns.

At this level, work is carried out independently with some mentoring and guidance available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare for kiln work	1.1 Assess the ways in which different kilns may be used for craft work and apply to own practice 1.2 Inform approach to kiln work through research of historical and contemporary trends 1.3 Source and access appropriate kiln for own work 1.4 Evaluate the value and potential of own kiln purchase against the potential benefits of constructing own kiln 1.5 Where appropriate, experiment with the building of own kiln 1.6 Investigate the specific safety issues associated with kiln work and integrate procedures into own work practices
2. Set up kiln work space	2.1 Review key requirements for kiln set-up 2.2 Confirm or create appropriate conditions before starting the firing process 2.3 Identify emerging or potential safety issues and take action to address them
3. Assess firing options	3.1 Determine firing options for the work being made 3.2 Determine relevant energy source or fuel 3.3 Determine relevant firing program requirements and optimum firing time 3.4 If relevant, determine the necessary conditions to produce the required kiln atmosphere for the specific process
4. Operate and monitor the kiln	4.1 Evaluate and carry out specific kiln loading and unloading requirements according to safety requirements 4.2 Set required kiln controls or light kiln according to kiln type being used 4.3 Fire the kiln according to required firing schedule 4.4 Monitor kiln operation and firing process 4.5 Identify and resolve technical problems in the firing process 4.6 Carry out appropriate shut-down procedures 4.7 Liaise with others on technical and creative aspects of firing, including collaboration on specific challenges
5. Address documentation requirements	5.1 Set up a firing log that includes required information 5.2 Record firing details in the log for all work completed 5.3 Review firing logs to inform future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to liaise with others about kiln operations and technical challenges

critical thinking and analytical skills to:

evaluate the needs of particular work projects to establish kiln and firing requirements

research and evaluate historical and contemporary trends in kiln work

literacy skills to read kiln specifications and requirements

problem-solving skills to identify and resolve:

technical and design issues in kiln work

technical firing issues

numeracy skills to:

estimate costs for kilns and kiln operation

work with numerical features of kilns and firing processes, including temperatures and controls

self-management, planning and organising skills to:

evaluate needs of own practice in relation to kilns

set up a kiln and kiln work space

set up and monitor the firing process

technology skills to safely use technical features of kilns.

Required knowledge

historical, contemporary and emerging trends in kiln types, kiln construction and kiln operation

properties and capabilities of the range of firing materials, tools and equipment, including pyrometric instruments

properties and specification of different kiln types

specific firing processes, including required firing stages, changes to materials, temperature range and timing of each stage of the process

typical problems that occur with kilns and with the firing process and how they may be resolved in the context of relevant materials and art forms

sustainability considerations for kiln work

OHS requirements for the set-up, operation and maintenance of kilns.

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 ability to: apply safe work practices when using kilns produce multiple fired craft pieces that are technically sound and free from faults arising from the firing process prepare own firing schedules pack and fire kilns independently apply knowledge of kiln types and kiln operations.
Context of and specific resources for assessment	Assessment must ensure access to: a workplace or studio for the firing of craft 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 work produced by the candidate in terms of its technical resolution direct observation of work in progress, including exploration of, and experimentation with, techniques written and/or oral questioning and discussion to assess knowledge and candidate’s intentions and work outcome review of portfolios of evidence review of third-party reports from experienced practitioners. Assessment methods should closely reflect work place 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: CUVCER502A Investigate ceramic materials and processes CUVGLA502A Investigate glassworking materials and processes.

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.

Kilns may be:	electric gas pit raku salt wood.
Historical and contemporary trends may relate to:	annealing ovens enamelling kilns glass-casting kilns history and development of kilns: early Chinese, Japanese and Korean early European modern kilns primitive and tribal, including New Guinean, African, Micronesian and pre-Columbian high fire pottery kilns sculpture kilns stained glass and flat glass kilns source of energy, including fuel types, structure and configuration of different types of kilns.
Safety issues may relate to:	correct lifting techniques kiln emissions safe use of equipment specific hazards associated with: extreme heat fuels use of personal protective equipment (PPE) to protect against dust and fibres.
Key requirements relate to:	cleaning kiln location monitoring equipment safety equipment, including PPE space around kiln storage of kiln furniture and equipment ventilation work to be fired.
Firing program requirements may include:	annealing requirements firing profile maximum temperature optimum firing time soak times.
Kiln loading and unloading requirements may relate to:	positioning of work to take account of: adequate pathways for flames even distribution of temperature ventilation of fumes and vapours props shelving stability.
Firing process may include:	firing stages, the changes at each stage, and the temperature range and time as they relate to ceramics: biscuit firing glost firing creating reduction in the clay body and the glaze causing oxidation in the clay body and the glaze maintaining a neutral atmosphere creating a primitive fired effect creating blackware raku firing saltglaze firing wood firing using saggars for support or effect firing stages, the changes at each stage, and the temperature range and time as they relate to glass: firing enamels and lustres stained glass firing bending slumping fusing kiln casting thick work complex work annealing.
Technical problems may relate to:	bloating colour issues dunting firing cracks thermal shock overfiring underfiring warping.
Information may include:	control mechanisms used firing process energy and fuel type timing.

Unit Sector(s)

Visual communication – art, craft and design

CUVACD511A Make moulds and casts

Modification History

Version	Comments
CUVACD511A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to create moulds and casts for a range of artistic and other purposes. Sound technical skills are a key requirement.

Application of the Unit

People working in industrial and creative contexts use technical casting and moulding skills in their work. In the creative industries this includes ceramic artists, glass artists, sculptors and prop makers, but the unit could also be relevant to others working with the design and production of any three-dimensional object.

At this level the individual has a well-developed command of technical skills for the chosen methods of casting or moulding.

Work is undertaken independently with some guidance or mentoring available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Evaluate mould-making and casting approaches	1.1 Research the theory and practice of mould making and casting in the context of own work 1.2 Evaluate the ways in which casting and moulding may be used in different contexts and for different purposes 1.3 Investigate current materials, technologies and options for mould making and casting
2. Design and make models for the mould-making and casting process	2.1 Evaluate the design and production limitations of a variety of models 2.2 Design a variety of forms suitable for the mould-making and casting process 2.3 Make a variety of forms based on own designs 2.4 Evaluate forms to assess aesthetic, functional and technical issues 2.5 Make patterns or models suitable for reproduction by mould making and casting 2.6 Prepare patterns or models for mould making and casting
3. Select mould-making and casting resources	3.1 Establish the mould-making and casting needs of specific work projects, including technical specifications, in consultation with relevant people 3.2 Select appropriate materials, tools and equipment for the project 3.3 Consider the particular safety issues that affect mould-making and casting work 3.4 Calculate correct quantities of materials, avoiding wastage where possible
4. Complete construction process	4.1 Use mould-making and casting materials to meet specific work needs 4.2 Select and use different techniques and equipment to achieve desired outcomes 4.3 Fabricate one-piece and multi-piece moulds that meet technical specifications 4.4 Achieve different outcomes and effects through experimentation with various materials 4.5 Determine and allow required curing and drying time 4.6 Recognise and resolve technical and design issues in the mould-making and casting process 4.7 Apply safe strategies for the use, maintenance and storage of mould-making and casting materials, tools and equipment
5. Evaluate work	5.1 Review items produced in terms of durability and quality of finish 5.2 Assess the work in terms of its creative and aesthetic objectives 5.3 Identify and act on the potential for adjustment and refinement in future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to liaise with others about work requirements

critical thinking and analytical skills to:

evaluate ways of achieving required effects and results

experiment with different media and materials

literacy skills to:

interpret technical data and instructions about use of materials and equipment, such as product labels

interpret information from a variety of sources about the history and theory of casting and moulding

numeracy skills to calculate:

volume of geometric and non-geometric forms

quantities of required materials

planning and organising skills to:

select and organise materials, tools and equipment

plan work tasks in a logical sequence

problem-solving skills to identify and resolve technical issues in mould making and casting

self-management skills to evaluate the quality of own work and identify opportunities for improvement

technical skills to safely use materials, tools and equipment for mould-making and casting processes

technology skills to use the internet as a research tool.

Required knowledge

theory and practice of mould making and casting in historical and contemporary contexts

how mould making and casting are used in own area of work

current technologies and equipment used for mould making and casting and their application to different purposes

properties and applications of materials commonly used for mould making and casting in the relevant work context

reasons for the use of particular materials and techniques to achieve particular effects

common technical problems that arise in the creation of moulds and casts

intellectual property issues and legislation in creative practice

sustainability considerations that apply to moulding and casting work

OHS considerations for the making of moulds or casts in the relevant work context.

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 ability to: produce multiple technically sound items using mould-making and casting techniques apply safe work practices with moulding and casting equipment and materials apply knowledge of the properties of materials used in mould making and casting.
Context of and specific resources for assessment	Assessment must ensure: access to casting and mould-making materials, tools and equipment a work space in which items can be made safely.
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 observation of the candidate making moulds and using them to take casts questioning and discussion about candidate’s work processes 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: CUVCER501A Refine ceramics techniques CUVCER502A Investigate ceramic materials and processes CUVGLA501A Refine glassworking techniques CUVGLA502A Investigate glassworking materials and processes CUVSCU501A Refine sculptural techniques CUVSCU502A Investigate sculptural materials and processes.

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.

Theory and practice of mould making and casting may relate to:	emerging trends innovative use production capabilities and economics work of other artists or designers.
Purposes may be to create:	architectural items art objects block and case moulds for casting production cast items, such as: cast metal cast plastic hot cast glass kiln cast glass press moulded items slipcast ceramics slumped glass functional items (one-offs or multiples) models sculptures patterns props prototypes samples templates.
Design and production limitations may include:	availability of materials, tools and equipment availability of suitable work space skill level.
Designs may include:	computer-aided design (CAD) drawings hand drawings maquettes.
Forms may include:	full scale handmade models maquettes rapid prototyped models.
Evaluation may include consideration of:	aesthetic requirements functional requirements marketability of end product mould-making and casting limitations.
Preparing patterns or models may include:	exposure and containment of each section when required identifying and marking parting lines isolating individual mould sections using release agents.
Technical specifications may relate to:	cost of production durability and strength how and where the item is to be viewed or placed number and size of items to be produced shelf life of selected materials suitability of selected materials types of materials to be used.
Relevant people may include:	artists designers mentors production personnel supervisors teachers.
Tools and equipment may include:	casting frames casting table centrifugal casting machine cottles die casting machine drawing and design tools, including: carving and modelling tools computers and design software rapid prototyping equipment measuring tools and equipment, including: accurate scales electronic balance measuring instruments for volume and length mould boards and clamps protective clothing and equipment ram press vacuum former.
Safety issues may relate to:	ergonomic issues, such as: ability to pour moulds size and weight of moulds personal protective equipment (PPE) use of chemicals use of hot materials use of safe casting techniques and materials when life casting ventilation work environment.
Mould-making and casting materials may include:	clays: oil or polymer-based modelling clays pottery clay bodies latex found objects metal manufactured plastics, such as: fibreglass polyurethane and polyester resins sheet plastics silicones, including condensation cure and addition cure thermoset and thermoplastic elastomers other casting materials, such as alginate plaster products: Forton MG gypsum cement pottery plaster and dental plaster refractory materials, such as: alumina clay products, such as kaolin, bentonite and grog investment plaster silica vermiculite washed sand and furnace sand release agents, such as: petroleum-based products mixtures shellac soft soap waxes: jewellery wax microcrystalline wax wood.
Techniques may include:	blow moulding carving draping and slumping handbuilding investing life casting modelling pouring pressing using release agents vacuum forming.
Technical and design issues may relate to:	aesthetic appeal applications of alternative modelling and mould-making materials availability of materials durability functionality marketability skills required for production time required for production.

Unit Sector(s)

Visual communication – art, craft and design

Custom Content Section

Not applicable.

CUVACD512A Work with photomedia in creative practice

Modification History

Version	Comments
CUVACD512A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to work with any type of photomedia in professional creative practice.

Application of the Unit

Professional artists and designers working in many media and disciplines engage with photomedia in different ways, depending on the needs of their practice.

Photomedia may be used as a vehicle for the creative presentation or documentation of work, or could be a finished work in its own right, either as a whole work or part of a work. It may include still images, film, video, music or interactive content.

At this level, the practitioner works independently with mentoring and guidance as required.

This unit does not address the specialised skills needed by photo imaging professionals.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Explore the potential of photomedia in own work	1.1 Research the potential of photomedia in own work using appropriate sources of information 1.2 Reference traditional and contemporary approaches to the use of photomedia 1.3 Identify relevant technologies and approaches for the development of photomedia projects 1.4 Develop ideas for work through investigation, exploration, discussion and review
2. Experiment with photomedia	2.1 Confirm a command of the basic technical features and capabilities of chosen technologies 2.2 Explore and experiment with particular features of specific technologies, including the potential of combining technologies for particular purposes 2.3 Achieve different effects by extending the capabilities of photomedia technologies 2.4 Refine ideas through a process of experimentation
3. Create and present finished photomedia work	3.1 Fulfil work objectives through manipulation of technologies with increasing skill and confidence 3.2 Challenge and test technical and conceptual aspects of the work during the development process 3.3 Complete technical requirements for integration of photomedia with other media 3.4 Finalise images and files using appropriate protocols 3.5 Apply safe work practices for chosen photomedia technologies
4. Evaluate work	4.1 Review work in progress in the context of personal, professional and artistic objectives 4.2 Identify and respond to opportunities for refinement and re-thinking 4.3 Evaluate the work process in terms of its efficiency and effectiveness 4.4 Evaluate finished work in terms of its coherence with the project concept, technical resolution and suitability for the intended purpose

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to discuss abstract and complex ideas with others critical thinking skills to: compare contemporary styles and conceptual/aesthetic approaches to photomedia employ reflective questioning to analyse own work literacy skills to interpret technical information associated with different technologies numeracy skills to work with technical features of photomedia technologies problem-solving skills to solve technical and conceptual challenge in photomedia projects learning and self-management skills to review own work to inform professional development planning and organising skills to organise equipment and work processes technology skills to work with advanced features of photomedia technologies
Required knowledge
range of traditional, current and emerging options for the use of photomedia in the context of creative practice traditional and contemporary issues that inform the use of photomedia in creative practice intellectual property issues and legislation that affect the use of photomedia sustainability issues associated with photomedia materials, tools and equipment OHS requirements for working with photomedia

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 ability to: produce a coherent body of photomedia work using well-developed conceptual and technical skills research traditional and contemporary photomedia options for application to own work apply safe work practices for the technologies being used.
Context of and specific resources for assessment	Assessment must ensure access to: a range of photomedia technologies as required by the creative 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: direct observation of work in progress, including exploration of, and experimentation with, techniques evaluation of technical proficiency within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine photomedia projects evaluation of the work documentation 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.

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.

Photomedia opportunities may relate to:	documentation of own work integration in own work presentation of own work a complete work or part of a work, including: moving images still images time-based art.
Sources of information may include:	critical works discussions with innovative industry practitioners electronic or print media exhibitions industry associations internet and podcasts libraries and archives lifestyle and contemporary issues magazines museums personal observations and experience technical publications work of other artists.
Technologies may include:	digital experimental traditional.
Opportunities for refinement and re-thinking may relate to:	collaboration ideas materials processes techniques workflow.
Efficiency and effectiveness may relate to:	completion on time completion on budget positive or negative impact on own health quality of the work success in communicating ideas technical standard of work.
Coherence with the project concept may relate to:	connections within the work connections or divergence between initial concept and final product materials processes techniques.

Unit Sector(s)

Visual communication – art, craft and design

CUVACD513A Make mixed media artworks

Modification History

Version	Comments
CUVACD513A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to make artworks that combine the use of different media. Usually mixed media refers to a range of visual media, but it could also involve the integration of non-visual elements, such as sound.

Application of the Unit

Visual artists often make artworks that combine different media. This may involve traditional and contemporary media.

At this level, the individual is likely to have a well-developed command of techniques in a particular creative form (such as painting or drawing), but may be exploring mixed media for the first time as part of an emerging practice.

Work would be undertaken independently with guidance and mentoring available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Source ideas for mixed media artworks	1.1 Research and analyse historical and contemporary examples of mixed media work 1.2 Evaluate potential of mixed media artwork in own practice 1.3 Communicate with others about ideas for work as required 1.4 Develop ideas for mixed media work based on research and reflection
2. Explore the potential of mixed media	2.1 Source specific media to support ideas through exploration and experimentation 2.2 Consider and respond to particular safety issues for the selected media 2.3 Investigate the ways in which relationships between different media support creative objectives 2.4 Confirm approaches to the work by combining and adapting different techniques and media
3. Create finished mixed media works	3.1 Organise resource requirements for the mixed media work 3.2 Achieve desired outcomes through effective and integrated use of media and technique 3.3 Recognise and resolve technical challenges posed by mixed media work 3.4 Apply safe work practices relevant to chosen media and techniques 3.5 Produce finished mixed media work that is technically and conceptually resolved
4. Evaluate own work	4.1 Review work against personal, professional and artistic objectives, including its coherence with the work ideas 4.2 Identify and respond to opportunities for refinement and re-thinking 4.3 Evaluate the efficiency and effectiveness of the work process

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to liaise with others about work requirements

critical thinking and analytical skills to:

evaluate ways of achieving required effects and results

experiment with different media and materials

literacy skills to interpret information from a variety of sources about mixed media work

planning and organising skills to select and organise materials, tools and equipment for mixed media work

problem-solving skills to identify and resolve technical issues in mixed media work

self-management skills to evaluate the quality of own work and identify opportunities for improvement

technical skills to safely use materials, tools and equipment relevant to chosen media

technology skills to use the internet as a research tool.

Required knowledge

historical and contemporary examples of mixed media work relevant to own practice

properties and applications of selected media relevant to work being produced

intellectual property issues and legislation associated with artistic practice at a professional level

safety and sustainability issues associated with relevant materials and equipment

OHS requirements for mixed media work.

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 ability to: produce a mixed media artwork that is technically and conceptually resolved apply safe work practices relevant to the media being used.
Context of and specific resources for assessment	Assessment must ensure access to: materials, tools and equipment for the chosen media a work space in which items can be constructed safely, as required by the chosen media.
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 mixed media works created by the candidate evaluation of the processes used by the candidate to create the works direct observation of work in progress group peer review of the work questioning and discussion about candidate’s work processes 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.

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.

Historical and contemporary examples may be:	combinations of traditional visual media works that combine visual and other media two and three-dimensional.
Potential may relate to:	affinity between media already used and new media availability of equipment availability of materials commercial opportunities own professional development own skills profile.
Others may include:	experts in particular types of media mentors peers teachers.
Safety issues may relate to:	ergonomic issues, such as: ability to pour moulds size and weight of moulds personal protective equipment (PPE) use of chemicals use of hot materials use of safe casting techniques and materials when life casting ventilation work environment.
Relationships may relate to:	creative considerations, such as: colour complementary nature of materials in communicating ideas juxtaposition texture technical considerations, such as how different media might be fixed together.
Technical challenges may relate to:	durability finishing functionality skills required for production time required for production.
Coherence with the work ideas may relate to:	connection of ideas within the work connections or divergence in process between initial concept and final product materials processes techniques.
Opportunities for refinement and re-thinking may relate to:	collaboration ideas materials processes techniques workflow.
Efficiency and effectiveness may relate to:	completion on budget completion on time positive or negative impact on own health quality of the work success in communicating ideas technical standard of work.

Unit Sector(s)

Visual communication – art, craft and design

Custom Content Section

Not applicable.

CUVACD514A Refine carving techniques for creative work

Modification History

Version	Comments
CUVACD514A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to refine technical expertise in carving stone, wood or other hard materials for sculptural work.

Application of the Unit

Sculptors and designers who work with hard materials such as stone and wood apply the skills and knowledge in this unit. Finished work may be unique pieces of art or functional items.

This unit reflects a situation where the design or idea exists before carving begins. However, the process is not always linear, and sometimes the carving process informs or even creates the idea or design.

At this level, carving work would be undertaken independently with some guidance and mentoring available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Evaluate design and production requirements for carving projects	1.1 Establish technical specifications and creative parameters for carving projects 1.2 Liaise with relevant people about the project as required 1.3 Prepare documentation to support the carving process as required 1.4 Develop a plan of work for the project
2. Select and prepare resources for the carving project	2.1 Select material to be carved based on how its particular characteristics support the design objectives 2.2 Apply techniques to prepare the material to be carved 2.3 Take account of sustainability considerations within the confines of the design brief 2.4 Evaluate carving tools required to achieve the design outcome 2.5 Select and set up equipment, materials and tools following all safety requirements and instructions 2.6 Apply safe strategies for the use, maintenance and storage of carving tools and equipment
3. Carve and finish sculptural work	3.1 Rough out the work and remove redundant material in preparation for detailed carving work 3.2 Mark the material as required to support the carving process 3.3 Define the form of the work through use of varied techniques and tools 3.4 Achieve precision and accuracy in use of carving techniques as work progresses 3.5 Allow the characteristics of the material to influence the carving process when appropriate 3.6 Recognise and resolve technical and design challenges 3.7 Inspect the overall items for unwanted flaws and marks, and take action to rectify 3.8 Apply chosen finishing technique to carved work
4. Evaluate carving work	4.1 Review carving work for its technical proficiency and quality of finish 4.2 Assess the work in terms of its creative and aesthetic objectives 4.3 Identify and act on the potential for adjustment and refinement in future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to liaise with others about creative and technical aspects of carving

critical thinking and analytical skills to:

evaluate ways of achieving required effects and results

assess different materials

literacy skills to interpret technical data and instructions about use of carving equipment, materials and tools

planning and organising skills to select and organise materials and equipment

problem-solving skills to identify and resolve technical and design challenges in carving work

numeracy skills to use numerical features of equipment and tools

self-management skills to evaluate the quality of own work and identify opportunities for improvement

technical skills to safely use materials, tools and equipment for carving processes.

Required knowledge

detailed characteristics of stone, wood or other carvable material in terms of:

availability

cost

ease of carving

natural features

suitability for different purposes

range of carving tools available, and their particular features and applications

reasons for the use of particular carving techniques to achieve particular effects

finishing techniques for particular materials

common technical problems that arise in the carving process and how they are resolved

safety considerations for the execution of both small and large scale carving projects

sustainability considerations for carving work, including selection of materials, minimisation and use of waste, and use of equipment and tools.

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 ability to: carve multiple artistic or functional pieces that demonstrate independent technical proficiency in carving technique and meet creative objectives for the work select materials that maximise opportunity to meet design objectives apply safe work practices with carving equipment and materials.
Context of and specific resources for assessment	Assessment must ensure: access to carving materials, tools and equipment a work space in which items can be constructed safely.
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 observation of the candidate using carving techniques evaluation of carved items made by the candidate questioning and discussion about candidate’s work processes and intentions 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: CUVSCU501A Refine sculptural techniques.

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.

Technical specifications may relate to:	cost of production durability and strength how and where the item is to be viewed, placed or used need for models or maquettes number and size of items to be produced type of material to be used.
Creative parameters may relate to:	extent to which the design may be adjusted during production ideas and messages to be communicated flexibility around use of materials location for the work.
Relevant people may include:	artists designers mentors peers stone or wood experts teachers tradespeople.
Characteristics may relate to:	colour ease of carving direction of the bed grain durability natural patterns within the material shape suitability of location for the work.
Carving tools may include:	angle grinders chisels: flat pointed round ended tooth splitting drills hammers rasps rifflers veiners.
Equipment may include:	bankers or benches fixed machinery lifting equipment.
Materials may include:	stone: metamorphic igneous sedimentary wood: hardwood softwood.
Safety requirements may relate to:	personal protective equipment (PPE), such as: dust masks ear plugs safety glasses use of chemicals use of gas use of tools work space set-up.
Carving techniques may include:	chip flat plane (for wood) relief.
Technical and design challenges may relate to:	aesthetic appeal elements and principles of design holes and cracks joining challenges strength and durability time for production unwanted marks or blemishes and how to remove them ways to turn faults into creative opportunities.
Finishing techniques may include use of:	oxides polishing resins sanding varnishes wax.

Unit Sector(s)

Visual communication – art, craft and design

Custom Content Section

Not applicable.

CUVACD515A Manage specialised finishing processes

Modification History

Version	Comments
CUVACD515A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to safely manage a variety of specialised finishing processes in the context of independent creative practice.

Application of the Unit

Artists such as ceramicists, glass artists, sculptors, jewellers and others working with hard materials, apply the skills and knowledge in this unit. They must be able to safely manage the use of a variety of specialised finishing materials, and the operation of specialised finishing tools and equipment as part of an independent creative practice. They may also be responsible for the purchase of their materials or the purchase or construction of their tools and equipment.

At this level, work is carried out independently with mentoring and guidance available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research options for finishing work	1.1 Assess the potential of specialised finishing materials, tools and equipment 1.2 Inform approach to specialised finishing through research of historical and contemporary trends 1.3 Evaluate the value and potential of purchasing own tools and equipment against the potential benefits of constructing own tools and equipment 1.4 Where appropriate, experiment with the building of own tools and equipment 1.5 Investigate the specific safety issues associated with specialised finishing techniques
2. Set up specialised finishing work space	2.1 Review key requirements for setting up specialised finishing tools and equipment 2.2 Confirm or create appropriate conditions before starting specialised finishing projects 2.3 Identify emerging or potential safety issues and take action to address them
3. Assess specialised finishing options	3.1 Determine the specialised finishing options for the work being made 3.2 Determine specific requirements for tools, equipment, materials and accessories 3.3 Research, adapt and use relevant ideas and approaches with consideration of intellectual property requirements
4. Apply specialised finishing techniques	4.1 Carry out specialised finishing processes according to safety and design requirements 4.2 Identify and resolve technical problems in the specialised finishing process 4.3 Make modifications to materials, tools and equipment as required 4.4 Liaise with others on technical and creative aspects of specialised finishing, including collaboration on specific challenges
5. Evaluate quality of finished work	5.1 Evaluate technical and aesthetic quality of finished objects 5.2 Document specialised finishing processes 5.3 Review documentation and evaluation to inform future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to liaise with others about specialised finishing processes and challenges

critical thinking and analytical skills to:

evaluate the needs of particular work projects to establish required materials, tools and equipment

research and evaluate historical and contemporary trends

literacy skills to read technical data sheets, and tool and equipment manuals

problem-solving skills to identify and resolve technical issues

numeracy skills to estimate costs for specialised finishing processes

self-management, planning and organising skills to:

evaluate needs of own practice in relation to specialised finishing

set up a specialised finishing work space

carry out specialised finishing projects

technology skills to safely use specialised finishing materials, tools and equipment.

Required knowledge

historical, contemporary and emerging trends in specialised finishing

properties of and specifications for different specialised finishing materials, tools, equipment and accessories

typical problems that occur in the specialised finishing process and how they may be resolved in the context of relevant materials and art forms

characteristics of different materials when finished and the potential of these characteristics to achieve different effects

cost and supply parameters for specialised finishing materials, tools, equipment and accessories in the context of professional practice

sustainability issues associated with the materials, tools, equipment and accessories used in specialised finishing

intellectual property issues and legislation associated with creative work

types of technical and other data that may need to be stored for safety and other reasons

organisational and legislative OHS procedures in relation to specialised finishing.

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 ability to: apply safe work practices when using specialised finishing materials, tools and equipment produce finished works that are technically sound and free from faults arising from the finishing process operate tools and equipment independently apply knowledge of specialised finishing materials, tools, equipment and accessories relevant to the material being finished.
Context of and specific resources for assessment	Assessment must ensure access to: a safe work space for specialised finishing processes.
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 work produced by the candidate in terms of its technical and aesthetic resolution evaluation of the work documentation direct observation of work in progress written and/or oral questioning and discussion to assess knowledge and understanding and candidate’s intentions and work outcome review of portfolios of evidence review of third-party reports from experienced practitioners. Assessment methods should closely reflect work place 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: CUVPRP503A Present a body of own creative work.

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.

Specialised finishing materials, tools and equipment may include:	accessories for tools and equipment, including attachments for engraving, carving, grinding and polishing: bits cut-off wheels abrasive wheels, discs, laps and belts from coarse to fine polishing wheels, discs, laps and belts general equipment: compressor sandblaster extraction booth for spraying and extracting hazardous vapours laminator hand tools for: carving cutting engraving filing grinding painting polishing materials to be finished: ceramics glass metal plastics stone wood materials used in the specialised finishing processes: abrasives adhesives etching acids laminating film patinas polishing compounds resists solvents specialised paints and varnishes specialised equipment for: carving cutting drilling grinding polishing spraying.
Historical and contemporary trends may relate to:	architecture awards and trophies CAD/CAM and other digital technologies ceramics ceremonial art contemporary art furniture glass art installation jewellery lapidary lighting manufactured products monumental masonry sculpture signage.
Safety issues may relate to:	use of appropriate personal protective equipment (PPE) good personal hygiene knowledge of particular hazards related to: respiratory system eyes skin hearing physiology work area, including: work space tidiness and cleanliness storage and labelling of: materials hazardous materials: acids and solvents tools and attachments access to up-to-date material safety data sheets (MSDS) ventilation lighting wet surfaces electrical safety noise dust and airborne particles acid vapours sharp objects work processes, including: ergonomic safety use of tools and equipment use of materials.
Key requirements relate to:	location of tools and equipment space around equipment ventilation lighting water supply compressed air supply electrical safety cleaning aids safety equipment, including PPE storage of: materials, including hazardous materials tools and accessories.
Specialised finishing options may include:	use of a single specialised finishing process use of multiple specialised finishing processes specialised finishing before and/or after the major forming process specialised finishing at different stages of the making process.
Intellectual property requirements relate to:	copyright laws moral rights law design licensing regulations trademark regulations protocols for adapting others’ work.
Specialised finishing processes may include:	acid etching bevelling carving cutting engraving glue chipping gluing grinding laminating lathe work painting polishing sandblasting sandcarving varnishing.
Technical problems may relate to:	process problems, including: chipping cracking fading scratching splitting thermal shock limitations of own technical skills and knowledge required for: specialised finishing techniques surface design development limited availability of space for: production of work, both making and specialised finishing clean, dry and secure storage of work in progress displaying finished results other limitations, such as: limited availability of or access to specialist tools and equipment equipment and machinery breakdown.
Modification may include:	use of alternative materials safe adaptation of tools and equipment to suit particular requirements use of alternative processes.
Documentation may include:	photographs or videos of the working process photographs of the finished work catalogue information and prices for materials, tools and equipment used log of time taken to complete the specialised finished project cost of the project, including time and resources.

Unit Sector(s)

Visual communication – art, craft and design

Custom Content Section

Not applicable.

CUVACD601A Extend professional expertise with drawing and other visual representation tools

Modification History

Version	Comments
CUVACD601A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to extend skills with drawing and other forms of visual representation to develop a personal approach or style suited to the individual’s professional practice.

Application of the Unit

Creative practitioners working independently apply the skills and knowledge in this unit. They draw on high-level cognitive and creative skills to evolve and refine personalised approaches to visual representation to support their professional practice.

This activity is self-directed.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Evolve technical skills and other visual representation tools	1.1 Evolve expertise through ongoing experimentation with different tools and media 1.2 Deepen drawing technique and confidence through practice with tone, layout, perspective, colour and imagery 1.3 Evaluate own drawing expertise against professional needs and aspirations
2. Refine drawing and representational skills as visual-thinking tools	2.1 Extend drawing as a visual research tool in the development of work 2.2 Harmonise research, thinking and analysis through the drawing process 2.3 Analyse drawing as visual thinking in own work
3. Develop personalised style to support professional practice	3.1 Develop a personalised style that supports and reflects the unique nature of own work and practice 3.2 Evaluate the ways in which drawing contributes to a successful professional practice 3.3 Discuss and explore drawing processes and challenges with others 3.4 Challenge, adapt and refine own style to meet new and changing contexts for work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to discuss and explore complex and abstract ideas with others critical thinking and analytical skills to analyse the drawing work of others and use drawing as a visual research tool initiative and enterprise skills to research and identify opportunities for drawing in own practice learning and self-management skills to recognise and use drawing as a professional development tool problem-solving skills to adapt and challenge own practice in the light of experience technical skills to use an extended range of drawing techniques, materials and tools
Required knowledge
industry expectations and standards for professional practitioners in relation to visually representing ideas techniques and devices to extend expertise in drawing and visual representation physical properties and capabilities of a wide range of materials and tools used in drawing intellectual property issues and legislation in relation to drawing and visual representation OHS issues associated with the tools and materials used for drawing and visual representation

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 ability to: develop a personalised style of drawing or visual representation that supports and reflects the individual’s professional creative work extend expertise through ongoing practice with different techniques and media.
Context of and specific resources for assessment	Assessment must ensure access to: drawing materials, tools and equipment.
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 the processes of drawing and visual representation used by the candidate evaluation of completed drawings prepared by the candidate and their relationship to completed artwork 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.

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.

Different tools and media may include:	black and white media charcoal coloured media conte digital media gouache ink modelling paint pastel, including oil pastel pencil watercolour.
Professional needs and aspirations may relate to:	own interactions with the drawing process specific value of drawing to particular areas of professional practice ways work needs to be presented and promoted.
Research, thinking and analysis may involve:	challenging preconceptions examining own motivations making connections and associations questioning assumptions referencing the work of others.
Personalised style is one which:	is based on the outcomes of own research and experimentation reflects and supports a professional practice in chosen area of work.
Changing contexts for work may relate to:	evolving personal ideas industry trends market trends opportunities for work in different industries tools and technologies.

Unit Sector(s)

Visual communication – art, craft and design

CUVACD602A Extend professional expertise across new art forms and media

Modification History

Version	Comments
CUVACD602A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to extend creative expertise across new art forms and media. It involves exploring different art forms and media, and integrating new skills into creative practice.

Application of the Unit

Expertise with different art forms or media provides visual artists and other creative practitioners with the opportunity to evolve their professional practice and explore new ideas for and ways of creating work. This may involve a deepening exploration of work in a particular area of practice or a focus on new types of work. The unit can be applied to any creative form.

At this level, the independent practitioner already possesses well-developed skills in at least one art form and is evolving their work and ideas at a professional level. This process of experimentation, refinement and maturation lies at the heart of artistic practice and involves extensive practice as a fundamental part of the work process.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Explore the professional potential of different art forms and media	1.1 Evaluate ways in which the use of different art forms or media might enhance current practice 1.2 Explore and analyse different connections and associations as sources of new ideas 1.3 Select new art forms or media to explore in own practice 1.4 Research historical and contemporary trends and influences in other art forms and media
2. Explore and extend new skills with materials, processes and techniques	2.1 Explore and experiment with new materials, processes and techniques in selected art forms and media 2.2 Identify and resolve technical problems in new areas 2.3 Evaluate the results of experimentation and testing with new art forms or media 2.4 Develop professional expertise in the chosen art form or media 2.5 Realise creative work that shows command of techniques, materials and processes with selected art forms and media
3. Conceptualise new approaches to work	3.1 Apply critical and creative thinking ability to the development of new ideas 3.2 Evaluate how new and existing skills might work together in own practice 3.3 Discuss and refine thinking through collaboration with others 3.4 Develop concepts for new work by bringing together new ideas and expertise

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

collaborate with others about nature and opportunities of new work forms

engage in informed discussion around art materials, processes and techniques

critical thinking and analytical skills to evaluate new ideas, and new art forms and media for application to own practice

initiative and enterprise skills to identify and act on opportunities for own practice presented by different art forms and media

learning skills to:

develop expertise to a professional practice standard

evaluate and act on own development needs

literacy skills to analyse varied and technical information about art materials, processes and techniques

problem-solving skills to identify and resolve technical problems during experimentation and testing

self-management and planning skills to draw together research and experimentation processes for benefit of own work

technology skills to conduct web-based research.

Required knowledge

relationship between materials, processes and techniques in the chosen art form

connections and associations between different art forms and media

work of other artists in the chosen art form

cultural, sociological, philosophical, aesthetic, political and commercial influences on the chosen art form, in historical and contemporary contexts

processes of research and concept development used by the professional artist

intellectual property issues and legislation associated with the chosen art form as a professional practice

sustainability issues associated with the tools and materials used in the chosen art form

organisational and legislative OHS procedures in relation to the chosen art form.

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 ability to: independently realise creative work that shows highly developed command of techniques, materials and processes with selected art forms and media evolve and refine ways of working with materials and processes through a demonstrated process of experimentation integrate new and existing skills and ideas in a way that supports coherence of the overall work.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce work in chosen art form.
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 technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine technique direct observation of work in progress, including exploration of, and experimentation with, techniques 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.

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.

Ways in which the use of different art forms or media might enhance current practice may include:	access to new forms of research challenging established ways of doing things collaborative opportunities integrating different art forms to create multidisciplinary work opportunities to learn new skills synergies between skills.
Technical problems may relate to:	error in use of materials impact of temperature or other environmental conditions limitations of materials limitations of process limitations of technique size and scale of work.
Experimentation and testing may include:	adapting challenging comparing contrasting evaluating.
Professional expertise relates to:	highly-developed command in the selected art form or media of: materials processes techniques.
Critical and creative thinking ability involves:	analysis of complex and abstract ideas and theories working effectively with concepts, such as: adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories debating and discussing developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions judging making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences nuance, subtlety and distinction questioning reading and listening critically reflecting.
Concepts for new work may include:	change to existing work approaches based on work in a second art form ideas that integrate original and new skills.

Unit Sector(s)

Visual communication – art, craft and design

Custom Content Section

Not applicable.

CUVATS101A Develop understanding of own Aboriginal or Torres Strait Islander identity

Modification History

Version	Comments
CUVATS101A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop an understanding of one’s own cultural identity.

The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also reflects the fact that there is no single Aboriginal or Torres Strait Islander culture.

This unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures, which are the cultural and intellectual properties of specific communities. These may only be interpreted by appropriate persons, e.g. those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge.

Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.

Application of the Unit

The skills and knowledge outlined in this unit underpin the effective work performance of Aboriginal and Torres Strait Islander people in many areas of work, including arts practice and cultural tourism. They could be preparing for work or further learning to pursue a career in the visual or performing arts, or as a tour guide in local communities.

This learning and work would be closely guided by appropriate members of Aboriginal or Torres Strait Islander communities.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Seek information on own region or country	1.1 Identify and consult with appropriate persons to obtain knowledge of own region or country 1.2 Identify relevant sources of information on own region or country 1.3 Access information and people in a culturally appropriate way
2. Seek information on family and kinship	2.1 Correctly identify holders of information and consult with appropriate persons in relation to kinship and family 2.2 Identify other relevant sources of information on family and kinship 2.3 Collect appropriate information on family and kinship in a culturally appropriate way, which shows respect for local Aboriginal or Torres Strait Islander culture and customs
3. Use information to develop concept of identity	3.1 Examine information to determine own Aboriginal or Torres Strait Islander identity in relation to country and kinship 3.2 Consider how the concept of ‘belonging to country’ in relation to culture, family and kinship may inform work practice 3.3 Use information in a culturally appropriate way at all times, including identification of how and with whom information can be shared

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss with appropriate persons issues, such as:

Aboriginality and the concept of cultural diversity within an Aboriginal or Torres Strait Islander context

cultural values that underpin aspects of one’s local Aboriginal or Torres Strait Islander community

family units and broader social organisational aspects of Aboriginal or Torres Strait Islander communities

organising skills to collect and review information on Aboriginal or Torres Strait Islander culture

self-management skills to:

observe cultural protocols

attend meetings and classes in a timely fashion.

Required knowledge

own country and region, including customs, ceremonies and relationship to land

own family and kinship

matters of protocol within Aboriginal or Torres Strait Islander societies

protocols for accessing information and communicating with different community members

ways in which knowledge can be used, how it should be used and with whom it can be shared

ways in which Aboriginal or Torres Strait Islander protocols and cultural values impact on work practices in different contexts

issues of intellectual property and culturally appropriate commercial activity.

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 ability to: access sources of information relevant to own Aboriginal or Torres Strait Islander identity access and use information in a culturally appropriate way.
Context of and specific resources for assessment	Assessment ensure: involvement of persons approved of by Elders of the relevant local community access to information sources on relevant regions and countries.
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: observation of candidate discussing issues with Elders and community members evaluation of information gathered by the candidate oral or written questioning to assess knowledge as listed in the required knowledge section of this unit 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 units that describe work functions where there is a very strong link between cultural identity and the work being performed, such as: Indigenous dance units in CUA11 Live Performance Training Package art form specialisation units in CUV11 Visual Arts, Craft and Design Training Package tour guiding units in SIT07 Tourism, Hospitality and Events Training Package.

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.

Appropriate persons may include:	accepted Aboriginal or Torres Strait Islander cultural educators Elders family groups local community groups relevant Aboriginal or Torres Strait Islander organisations.
Sources of information may be primary or secondary and may include:	archives books CDs community art organisations cultural centres galleries internet libraries museums own observation videos.

Unit Sector(s)

Community and cultural heritage – Aboriginal and Torres Strait Islander

CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts

Modification History

Version	Comments
CUVATS301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop and apply knowledge of cultural arts within a specific Aboriginal or Torres Strait Islander context.

The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also reflects the fact that there is no single Aboriginal or Torres Strait Islander culture.

This unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures which are the cultural and intellectual properties of specific communities. These may only be interpreted by appropriate persons, e.g. those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge.

Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.

Application of the Unit

Aboriginal and Torres Strait Islander people working in all areas of arts practice apply the skills and knowledge described in this unit. The effectiveness of any Indigenous creative arts activity is enhanced if it reflects an understanding of the scope and nature of local Indigenous arts practice, its cultural and economic significance, as well as business issues such as marketing and distribution.

Supervision and guidance would usually be provided by appropriate members of Aboriginal or Torres Strait Islander communities

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Seek information on Aboriginal or Torres Strait Islander cultural arts	1.1 Identify and access relevant sources of information on cultural arts practice within Aboriginal or Torres Strait Islander communities 1.2 Gather information on the cultural and economic significance of Aboriginal or Torres Strait Islander arts practice 1.3 Gather information in a culturally appropriate way 1.4 Conduct arts practice in a manner that takes account of relevant cultural protocols
2. Work with stakeholders	2.1 Identify individuals and networks used in the context of Aboriginal or Torres Strait Islander cultural arts, both internal and external to the community 2.2 Access networks to enhance the quality of own arts practice 2.3 Integrate cultural protocols into all stakeholder communication and business practices
3. Update and maintain knowledge of Aboriginal or Torres Strait Islander cultural arts	3.1 Identify and use relevant opportunities to update knowledge of Aboriginal or Torres Strait Islander cultural arts 3.2 Share updated knowledge with colleagues as required, and incorporate into day-to-day work activities

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

share information with colleagues

discuss issues associated with Aboriginal or Torres Strait Islander cultural arts with others

initiative and enterprise skills to identify areas of own arts practice that could be enhanced by applying knowledge of Aboriginal or Torres Strait Islander cultural arts

learning skills to keep up-to-date with information relevant to own arts practice

organising skills to collect and review information on Aboriginal or Torres Strait Islander culture

self-management skills to observe cultural protocols.

Required knowledge

ways in which cultural arts practice operates within Aboriginal or Torres Strait Islander communities, including various community structures and approaches

scope of the different types of cultural art practice found within Aboriginal or Torres Strait Islander communities

cultural protocols within Aboriginal or Torres Strait Islander arts practice

marketing and distribution mechanisms specific to Aboriginal or Torres Strait Islander artworks, including networks and relevant organisations

traditional law, ways in which traditional economies operate and their link to contemporary cultural arts

intellectual property issues and legislation relevant to Aboriginal and Torres Strait Islander cultural arts.

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 ability to: gather information on the context and structure of cultural arts within Aboriginal or Torres Strait Islander communities relevant to specific community context access and use information in a culturally appropriate way apply knowledge to own Aboriginal or Torres Strait Islander arts practice.
Context of and specific resources for assessment	Assessment ensure: involvement of persons approved of by Elders of the relevant local community access to information sources on cultural arts within Aboriginal or Torres Strait Islander communities.
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: observation of candidate discussing issues with Elders and community members evaluation of a project undertaken by the candidate to research arts practice in own community oral or written questioning to assess knowledge of cultural arts within an Aboriginal or Torres Strait Islander context 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.

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.

Sources may include:	community arts organisations directories or other references funding bodies government agencies land councils local communities practising artists.
Information may relate to:	cultural heritage cultural significance cultural tourism economic significance marketing and distribution issues, including: copyright issues associated with promoting work cultural protocols to be observed ethical issues range of markets for artworks typical distribution channels scope and nature of arts practice within communities: significance of cultural arts within a given community types of work ways in which artworks are promoted and distributed.
Cultural and economic significance may relate to:	link between the arts and other areas of economic activity, such as tourism positive local community impacts role of the arts within community development statistical data.
Protocols may relate to:	access to information culturally appropriate forms of promotion intellectual property sharing of information.
Opportunities may include:	informal sharing of information multimedia participation in community networks review of references and other written materials seminars using electronic media, including: internet radio television.

Unit Sector(s)

Community and cultural heritage – Aboriginal and Torres Strait Islander

CUVATS302A Produce work that expresses own Aboriginal or Torres Strait Islander identity

Modification History

Version	Comments
CUVATS302A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to appropriately express own cultural identity through artistic practice.

The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also reflects the fact that there is no single Aboriginal or Torres Strait Islander culture.

This unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures which are the cultural and intellectual properties of specific communities. These may only be interpreted by appropriate persons, e.g. those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge.

Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.

Application of the Unit

Aboriginal or Torres Strait Islander people who work independently or with others to produce artistic works apply the skills and knowledge outlined in this unit. They could be producing visual arts or craft pieces for exhibition in galleries or for sale at markets or through a range of distribution channels. They could also be giving expression to their cultural identity through music, dance or screen productions.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Apply cultural protocols to the production of work	1.1 Discuss the ways in which cultural identity can be expressed with appropriate persons 1.2 Determine appropriate knowledge permitted for cultural expression. 1.3 Research and follow appropriate protocols for the production of cultural works
2. Develop ideas for work that expresses cultural identity	2.1 Evaluate and use cultural information in an appropriate way when developing ideas for artistic work 2.2 Integrate cultural information and identity into the development of ideas 2.3 Select means of expression consistent with cultural context and ideas
3. Create work	3.1 Produce work that appropriately expresses cultural context and locates own identity 3.2 Take account of work according to cultural and intellectual property requirements 3.3 Incorporate feedback on work in progress from appropriate persons into refinements as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss issues associated with Aboriginal or Torres Strait Islander cultural expression and protocols with others

respond constructively to feedback on own artistic concepts and work in progress

initiative and enterprise skills to develop ideas for artistic works that give creative expression to own Aboriginal or Torres Strait Islander identity

self-management and planning skills to:

observe cultural protocols

plan production of artistic work in a logical sequence

technical skills to produce work in a given art form.

Required knowledge

own or local Aboriginal or Torres Strait Islander culture

cultural protocols in relation to the production, presentation and distribution of works that express Aboriginal or Torres Strait Islander identity

protocols for the sharing of information and the expression of information pertaining to cultural works

intellectual property requirements for specific types of Aboriginal or Torres Strait Islander artwork, including issues of appropriation

sustainability considerations associated with the type of work being produced

OHS procedures that apply to work being produced.

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 ability to produce artistic work that: appropriately expresses cultural context and identity demonstrates knowledge of the ways in which cultural information and context can be applied within art practice.
Context of and specific resources for assessment	Assessment ensure: involvement of persons approved of by Elders of the relevant local community access to information sources on protocols for the production of work and other cultural information as agreed by local communities.
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: observation of candidate discussing issues with Elders and community members review of artistic work produced by candidate to give expression to their Aboriginal or Torres Strait islander identity oral or written questioning to assess knowledge of issues surrounding cultural protocols for the production of work 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 units that describe work functions where there is a very strong link between cultural identity and the work being performed, such as: Indigenous dance units in CUA11 Live Performance Training Package art form specialisation units in CUV11 Visual Arts, Craft and Design Training Package.

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.

Appropriate persons may include:	accepted Aboriginal or Torres Strait Islander cultural educators Elders family groups local community groups relevant Aboriginal or Torres Strait Islander organisations.
Cultural expression may include:	art ceremony cultural interpretations dance music storytelling.
Protocols for cultural expression:	must be decided and agreed with the local Aboriginal or Torres Strait Islander community.
Cultural information may relate to:	art and music bushcraft, bush food and bush medicine contemporary Aboriginal or Torres Strait Islander life and culture cultural sites custodianship of land dance history: pre-European contact post-European contact tools and implements traditional life and culture.

Unit Sector(s)

Community and cultural heritage – Aboriginal and Torres Strait Islander

CUVCAL301A Produce calligraphy

Modification History

Version	Comments
CUVCAL301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce calligraphy through the exploration and application of a range of techniques, tools, equipment and materials.

Application of the Unit

People still developing their calligraphy expertise apply the skills and knowledge in this unit. They produce finished calligraphy extending and combining a range of techniques to support the ideas of the work.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Plan calligraphy work through exploration	1.1 Explore calligraphy ideas and techniques, in consultation with key people as required 1.2 Review historical and contemporary calligraphy practice as potential sources of ideas 1.3 Clarify ideas for calligraphy based on exploration 1.4 Assess the capabilities of calligraphy techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work
2. Prepare, maintain and store calligraphy resources	2.1 Select and organise calligraphy tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources 2.4 Store resources according to the needs of different items
3. Create finished calligraphic work	3.1 Safely use and adapt calligraphy techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas for calligraphy with others

learning skills to:

improve calligraphy techniques through practice and some experimentation

respond constructively to feedback

literacy skills to read product safety labels and instructions on use

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce calligraphy

self-management skills to take responsibility for the process of creating work.

Required knowledge

physical properties and capabilities of the range of materials and tools used in calligraphic work

ways of exploring, adapting and combining techniques and materials to achieve different effects in calligraphic work

historical and theoretical contexts for calligraphic work

work space requirements for calligraphic work

cleaning and maintenance techniques for tools used in calligraphic work

elements and principles of design and their particular application to calligraphy work

intellectual property issues associated with calligraphic work

sustainability issues associated with the tools and materials used in calligraphic work

organisational and legislative OHS procedures in relation to calligraphic work.

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 ability to: produce multiple pieces of calligraphic work that show some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt and extend the capabilities of calligraphic techniques and resources.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and tools used to produce calligraphic 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 technical execution of work pieces produced by the candidate direct observation of calligraphy in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP301A Produce creative work.

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.

Ideas may be influenced by:	current capability with techniques historical and theoretical context subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Techniques may include:	application of decoration to pen and drawn letterform application of pen skills for a purpose, such as to loosen up movements of the pen to make linear marks of differing intensity and character (e.g. thick sharp, thin curvilinear) penning a range of letterforms, such as: Carolingian Copperplate Foundational Gothic Italic Roman Uncial variation of weight and size of letterform.
Key people may include:	mentors other artists peers supervisors teachers.
Strategies used to assess the capabilities of techniques may involve:	producing test pieces or samples systematically testing a range of processes.
Tools may include:	brushes, including: air brushes Asian brushes disposable calligraphy pens paint brushes handmade pen from materials, such as: bamboo feather reed steel nibs in pen holders tools adapted for specific purposes.
Materials may include:	fabric, such as: cotton linen silk gesso and impasto glass gold leaf gouache inks papers of differing weights and textures perspex vellum watercolour wood.
Needs of the work may relate to:	availability of different resources budget and cost control creative goals preparation time process-specific procedures and requirements recycling reporting safety sustainable use of materials.

Unit Sector(s)

Visual communication – calligraphy

CUVCAL401A Experiment with techniques to produce calligraphy

Modification History

Version	Comments
CUVCAL401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to proactively experiment and innovate with various calligraphy techniques and ideas to develop an individual style or voice.

Application of the Unit

People with a command of calligraphy techniques apply the skills and knowledge in this unit. They often produce work at a pre-professional level for sale in a range of outlets, such as markets and fairs.

At this level, work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop proficiency with a range of calligraphy techniques and media	1.1 Evaluate the potential for new approaches to calligraphy based on capabilities of techniques already used 1.2 Adapt or introduce new tools, equipment and materials to achieve different effects 1.3 Extend the capabilities of calligraphy techniques through experimentation 1.4 Take account of the safety and sustainability considerations for different techniques and media
2. Develop ideas for calligraphy	2.1 Discuss creative and other goals of proposed calligraphic work with others 2.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3 Apply knowledge of different calligraphy techniques to inform ideas 2.4 Allow techniques and ideas to work together to inform each other 2.5 Consider the professional potential and other criteria of work when developing ideas 2.6 Refine and confirm ideas based on experimentation, research and collaboration with others
3. Organise calligraphy resources	3.1 Assess specific resource requirements for the chosen work 3.2 Research and access potential sources of supply for calligraphy resources 3.3 Evaluate cost and other constraints that impact on the development of work 3.4 Evaluate and respond to presentation considerations for finished calligraphic work 3.5 Set up or coordinate resource requirements according to safety and/or other workplace requirements
4. Realise finished calligraphic work	4.1 Create calligraphic work, using techniques and media selected from research and experimentation 4.2 Review and refine ideas and approaches based on ongoing experiences with the production of work 4.3 Use safe and sustainable work practices throughout the production of calligraphic work 4.4 Document and record the development of the work and the research and ideas that inform it
5. Evaluate own calligraphic work	5.1 Reflect on own work in terms of conceptual development and technical execution 5.2 Identify areas for future improvement especially in terms of own skill development 5.3 Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss creative work from a technical and conceptual perspective

create a record of the calligraphic work

initiative and enterprise skills to:

experiment with calligraphy techniques to enhance final calligraphic work

apply critical thinking and analytical skills when developing ideas for calligraphic work

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of other calligraphy artists and arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources so that all deadlines are met

problem-solving skills to identify and resolve technical and conceptual issues in calligraphy work

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining ideas for calligraphy and how this relates to the development of an individual style or voice

ways to adapt, extend and combine the capabilities of a wide range of calligraphy materials and techniques

physical properties and capabilities of an extended range of materials and tools used in calligraphy

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

formal elements and principles of design and how they may be used, adapted and challenged

research methodologies used by artists

historical and theoretical contexts for calligraphy and how they may be used to inform individual practice

sources of raw, part-processed and processed calligraphy materials

sources of other resources needed in a professional calligraphy practice

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a calligraphy practice

OHS requirements for the set-up and operation of a calligraphy work space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce multiple finished calligraphic works or a single major work that demonstrate a command of techniques apply knowledge of calligraphy techniques, equipment and materials and the ways they may be adapted and combined.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and tools used to produce calligraphic 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 technical execution of work pieces produced by the candidate direct observation of calligraphy in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP401A Realise a creative project.

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.

Techniques may include:	application of decoration to pen and drawn letterform application of pen skills for a purpose, such as to loosen up movements of the pen to make linear marks of differing intensity and character (e.g. thick sharp, thin curvilinear) penning a range of letterforms: Carolingian Copperplate Foundational Gothic Italic Roman Uncial variation in weight and size of letterform.
Tools and equipment may include:	brushes, including: air brushes Asian brushes disposable calligraphy pens paint brushes handmade pen from materials, such as: bamboo feather reed steel nibs in pen holders tools adapted for specific purposes.
Materials may include:	fabric: cotton linen silk gesso and impasto glass gold leaf gouache inks papers of differing weights and textures perspex vellum watercolour wood.
Strategies used to extend capabilities involve:	developing expertise in a broad range of techniques: lettering fully integrated with decorated elements, e.g. a letter of the alphabet intertwined with illustrated plant letters formed with illusion of depth letters formed with linear perspective (vanishing points) overlay of text in translucent materials exploring the full potential of the art form innovation text over collaged imagery in a range of styles.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests searching the internet seeking out information in a range of print and electronic media visiting exhibitions and museums.
Intellectual property requirements may relate to:	extent to which the work may be used form of acknowledgement or credit procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Professional potential may relate to:	cost of production existence of an established market how to promote or sell the work market trends professional development.
Criteria may relate to:	client and user expectations environment in which final product will be used or viewed legibility materials quality of final product quantity techniques timelines tools.
Process followed to refine ideas may include:	adjustment to subject matter or theme adjustment to take account of elements and principles of design adjustment to use extended capabilities of techniques.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials and tools budgeting sponsorship timeframe.
Presentation considerations may include:	availability of space cost practical considerations presentation context need for external assistance: bookbinding framing printing timeframe.

Unit Sector(s)

Visual communication – calligraphy

CUVCER201A Develop ceramic skills

Modification History

Version	Comments
CUVCER201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic ceramic techniques to produce ceramic work from simple design concepts.

Application of the Unit

People with little or no ceramics experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design, drawing or craft skills either at school or through self-directed learning and experimentation.

At this level, supervision and guidance would usually be provided.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare ceramic resources	1.1 Identify and obtain tools, equipment and materials for ceramics work 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test ceramic techniques	2.1 View a range of ceramic work in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Calculate correct quantities of materials required and minimise waste where possible 2.5 Safely use selected techniques to produce ceramic work 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on ceramic work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss the process for producing ceramics with others

understand and follow instructions

learning skills to:

improve techniques for producing ceramics through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for ceramics

major styles of ceramics and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of ceramics

cleaning and maintenance techniques for tools and equipment used in ceramics

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of ceramics’ tools, materials and equipment

OHS procedures that apply to ceramics work.

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 ability to: produce multiple ceramic pieces where the techniques and materials support the ideas for the work apply knowledge of ceramics tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: tools, equipment and materials used in ceramic 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: direct observation of work in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	banding wheel brushes carving tools kilns: electric, gas or raku kiln equipment knives and blades protective clothing rolling pins or other rollers spatulas tape measures tongs.
Materials may include:	glazes oxides range of clays.
Workplace procedures may relate to:	cost control process-specific procedures recycling safety use of materials.
Key people may include:	arts practitioners mentors supervisors teachers.
Techniques would generally be quite limited in nature and may include:	applied surface treatments firing techniques handbuilding, such as: coiling pinching slab-roll methods moulding subtractive surface treatments, such as: impressing incising inlaying with other clays piercing stamping wedging clay to remove air.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques.

Unit Sector(s)

Visual communication – ceramics

CUVCER301A Produce ceramics

Modification History

Version	Comments
CUVCER301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce ceramics through the exploration and application of a range of techniques, tools, equipment and materials.

Application of the Unit

People still developing their ceramics expertise apply the skills and knowledge in this unit. They produce finished ceramic items building on and combining a range of techniques to support the ideas of the work.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Plan ceramic work through exploration	1.1 Explore ideas and techniques for ceramic work in consultation with key people as required 1.2 Review historical and contemporary ceramics practice as a potential source of ideas 1.3 Clarify ideas for ceramics based on exploration and discussion 1.4 Assess the capabilities of ceramics techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work
2. Prepare, maintain and store ceramic-making resources	2.1 Select and organise ceramics tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources and disposal of waste 2.4 Store resources according to the needs of different items
3. Create finished ceramic works	3.1 Safely use and adapt ceramic techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas for ceramic making with others

learning skills to:

improve techniques to produce ceramics through practice and some experimentation

respond constructively to feedback

literacy skills to interpret information about historical and contemporary ceramics practice

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce ceramics

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in ceramic making

physical properties and capabilities of a range of materials, tools and equipment used in ceramic making

work space requirements for ceramic making, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for ceramic-making tools, materials and equipment

historical and theoretical contexts for ceramics and how they may be used to inform individual practice

elements and principles of design and their particular application to ceramic work

intellectual property considerations for any person making creative work

sustainability considerations associated with the use of ceramic-making tools, materials and equipment

OHS procedures that apply to ceramic making.

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 ability to: produce ceramic pieces that show some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt the capabilities of ceramic-making techniques and resources.
Context of and specific resources for assessment	Assessment must ensure access to: tools, equipment and materials used in ceramic 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 technical execution of work pieces produced by the candidate direct observation of ceramic work in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP301A Produce creative work.

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.

Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Techniques may include:	applied subtractive surface treatments: glazes inlay with other clays oxides firing techniques handbuilding: coiling pinching slab-roll methods moulding slipcasting subtractive surface treatments, such as: impressing incising piercing stamping.
Key people may include:	mentors other artists peers supervisors teachers.
Strategies used to assess the capabilities of techniques may involve:	experimenting directly with work in progress producing test pieces or samples systematically testing a range of processes.
Tools and equipment may include:	banding wheel brushes carving tools kilns: electric, gas, wood or raku kiln furniture and equipment knives and blades protective clothing rolling pins or other rollers spatulas tape measures toothbrushes.
Materials may include:	glazes oxides range of clays.
Needs of the work may relate to:	availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability.

Unit Sector(s)

Visual communication – ceramics

CUVCER401A Experiment with techniques to produce ceramics

Modification History

Version	Comments
CUVCER401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to proactively experiment and innovate with various ceramics techniques and ideas to develop an individual style or voice.

Application of the Unit

People with a command of ceramics techniques apply the skills and knowledge in this unit. They may produce work at a pre-professional level for sale in a range of outlets, such as markets and fairs.

Work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop proficiency with a range of ceramics techniques and media	1.1 Evaluate the potential for new approaches to ceramics work based on capabilities of techniques already used 1.2 Adapt or introduce new tools, equipment and materials to achieve different effects 1.3 Extend the capabilities of ceramics techniques through experimentation 1.4 Take account of the safety and sustainability considerations for different techniques and media
2. Develop ideas for ceramics	2.1 Articulate creative and other goals for ceramic work 2.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3 Apply knowledge of different ceramics techniques to inform ideas 2.4 Allow techniques and ideas to work together to inform each other 2.5 Consider the professional potential and other criteria for work when developing ideas 2.6 Refine and confirm ideas based on experimentation, research and collaboration with others
3. Organise ceramics resources	3.1 Assess specific resource requirements for the chosen work 3.2 Research and access potential sources of supply for ceramics resources 3.3 Evaluate cost and other constraints that impact on the development of work 3.4 Evaluate and respond to presentation considerations for finished ceramics 3.5 Set up or coordinate resource requirements according to safety and other workplace requirements
4. Create finished ceramics	4.1 Create ceramics, using techniques and media selected from research and experimentation 4.2 Review and refine ideas and approaches based on ongoing experience with the production of work 4.3 Use safe and sustainable work practices throughout the production of ceramics 4.4 Document and record the development of the work and the research and ideas that inform it
5. Evaluate own ceramic work	5.1 Reflect on own work in terms of conceptual development and technical execution 5.2 Identify areas for future improvement, especially in terms of own skill development 5.3 Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss ideas and techniques in own work

create a record of the ceramic work

initiative and enterprise skills to:

experiment with ceramics techniques and use results to enhance work

apply critical thinking and analytical skills when developing ideas for ceramics

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own skills

literacy skills to undertake research about the work of other ceramics artists and arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources

problem-solving skills to identify and resolve technical issues in ceramics work

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining ideas for ceramics and how it relates to the development of an individual style

ways to adapt, extend and combine the capabilities of a wide range of ceramics materials and techniques

physical properties and capabilities of an extended range of materials and tools used in ceramics

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

formal elements and principles of design and how they may be used, adapted and challenged in ceramics work

research methodologies used by artists

historical and theoretical contexts for ceramics and how they may be used to inform individual practice

sources of raw, part-processed and processed ceramics materials

sources of other resources needed in a professional ceramics practice

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a ceramics practice

OHS requirements for the set-up and operation of ceramics work space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce multiple finished ceramic items or a single major work that demonstrate a command of techniques apply knowledge of ceramics techniques, equipment and materials and the ways they may be adapted and combined participate in the operation and monitoring of kilns and firing processes use safe ceramics work practices.
Context of and specific resources for assessment	Assessment must ensure access to: tools, equipment and materials used in ceramic 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 technical execution of work pieces produced by the candidate direct observation of ceramics work in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP401A Realise a creative project.

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.

Techniques may include:	applied surface treatments: glazes inlay with other clays or other materials oxides handbuilding: coiling pinching slab-roll methods moulding, including mould making slipcasting subtractive surface treatments: impressing incising piercing stamping.
Tools and equipment may include:	brushes and toothbrushes carving tools electronic equipment used in design work kilns: electric, gas, wood or raku knives and blades measuring devices protective clothing rolling pins or other rollers spatulas tongs.
Materials may include:	glazes and oxides materials for mould making: casting plaster resins wax other materials for inlay that leave impressions or stains, etc. in the ceramic work after firing range of clays slip.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests seeking out information in books, journals and newspapers searching the internet visiting exhibitions, galleries and museums.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Intellectual property requirements may relate to:	extent to which the work may be used form of acknowledgement or credit procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Professional potential may relate to:	cost of production existence of an established market how to promote or sell the work market trends professional development.
Criteria may relate to:	audience client and user expectations environment in which ceramics will be viewed local government and planning authority regulations materials quality of final product techniques timelines tools weather considerations.
Process followed to refine ideas may include:	adjustment to subject matter or theme adjustment to take account of elements and principles of design adjustment to use extended capabilities of techniques.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials and tools budgeting environment in which ceramics will be viewed sponsorship timeframe.
Presentation considerations may include:	availability of space cost practical considerations presentation context timeframe.

Unit Sector(s)

Visual communication – ceramics

CUVCER402A Experiment with throwing techniques

Modification History

Version	Comments
CUVCER402A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop technical throwing skills through experimentation and practice on the wheel.

Application of the Unit

Ceramicists developing their professional practice apply the skills and knowledge in this unit. At this level, they are able to throw a range of objects that could be sold in outlets such as markets, and are beginning to demonstrate some skill and confidence in an area of ceramics that requires extensive time and practice to achieve a professional standard.

Work is carried out independently with supervision and guidance available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop ideas for thrown work	1.1 Apply knowledge of different throwing techniques to inform ideas 1.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 1.3 Allow techniques and ideas to work together to inform each other 1.4 Consider the professional potential and other criteria for thrown ceramic work when developing ideas 1.5 Refine and confirm ideas based on experimentation, research and collaboration with others
2. Extend throwing skills	2.1 Evaluate the potential for new approaches to throwing based on capabilities of techniques already used 2.2 Adapt or introduce new tools, equipment and materials to achieve different effects 2.3 Extend the capabilities of throwing techniques through experimentation 2.4 Take account of the safety and sustainability considerations in thrown work
3. Create finished thrown ceramic work	3.1 Set up or coordinate resource requirements according to safety or other workplace requirements 3.2 Create thrown ceramic work using techniques and media selected from research and experimentation 3.3 Review and refine ideas and approaches based on ongoing experiences with the production of work 3.4 Use safe and sustainable work practices throughout the production of thrown ceramic work
4. Evaluate own thrown ceramic work	4.1 Reflect on own work in terms of conceptual development and technical execution 4.2 Identify areas for future improvement especially in terms of own skill development 4.3 Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss creative work from a technical and conceptual perspective

create a record of the thrown ceramic work

initiative and enterprise skills to:

experiment with throwing techniques to enhance final wheel-formed ceramic work

apply critical thinking and analytical skills when developing ideas for wheel-formed ceramic work

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of other throwing artists and arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources

problem-solving skills to identify and resolve technical and conceptual issues in throwing work

technology skills to use the internet as a research tool.

Required knowledge

ways to adapt, extend and combine the capabilities of a range of throwing materials and techniques

physical properties and capabilities of a range of materials and tools used in throwing

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

formal elements and principles of design and how they may be used, adapted and challenged in throwing work

research methodologies used by artists

historical and theoretical contexts for throwing and how they may be used to inform individual practice

sources of resources for throwing

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a ceramics practice

OHS requirements for the set-up and operation of throwing work space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce multiple finished thrown ceramic objects that demonstrate a command of techniques apply knowledge of throwing techniques, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: materials, tools and equipment needed for throwing 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 technical execution of work pieces produced by the candidate direct observation of throwing in progress, including exploration of, and experimentation with, techniques 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.

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.

Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests searching the internet seeking out information in books, journals, newspapers and catalogues visiting exhibitions and museums.
Intellectual property requirements may relate to:	copyright extent to which the work may be used form of acknowledgement or credit moral rights procedures for seeking permission to use the work of others protocols for the adaptation of work by others.
Professional potential may relate to:	cost of production existence of an established market how to promote or sell the work market trends professional development.
Criteria may relate to:	access to materials, tools and equipment for the techniques consistency with the conceptual vision for the proposed wheel-formed ceramic work ease of application of the techniques personal affinity with the techniques.
Thrown ceramic work may include:	architectural ceramics jewellery platters sculptural work tableware vessels.
Techniques may include:	applied surface treatments: inlay with other clays oxides and glazes centring collaring distortion/exaggeration in thrown forms forming rims and lips making clay appendages, e.g. handles, spouts, knobs, lugs and spouts opening up forms pulling up walls structural and joining works using combined techniques of handbuilding and thrown forms and different media subtractive surface treatments, such as: incising impressing stamping piercing turning of leather hard forms.
Tools and equipment may include:	brushes and toothbrushes carving tools knives and blades rolling pins or other rollers spatulas tape measures turning tools banding wheel kilns: electric, gas, wood or raku kiln furniture and equipment protective clothing wheels.
Materials may include:	glazes other media, such as metal, wire, glass, fabric, timber, board, and other natural or synthetic materials oxides range of clays.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.

Unit Sector(s)

Visual communication – ceramics

CUVCER403A Experiment with ceramic surface treatments

Modification History

Version	Comments
CUVCER403A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to explore and apply a range of different ceramic surface treatments.

Application of the Unit

Ceramicists in the process of developing their individual style apply the skills and knowledge in this unit. They experiment with materials and techniques to develop a personal repertoire of ceramic surface treatments, which are used to decorate a range of ceramic forms to a pre-professional standard.

Work is carried out independently with supervision and guidance available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop ideas and designs for ceramic surface treatments	1.1 Apply knowledge of different ceramic surface treatments to inform ideas and designs 1.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 1.3 Allow techniques and ideas to work together to inform each other 1.4 Consider the professional potential and other criteria for work when developing ideas 1.5 Refine and confirm ideas based on experimentation, research and collaboration with others
2. Extend skills in the application of surface treatments	2.1 Evaluate the potential for new approaches to surface treatments based on capabilities of techniques already used 2.2 Adapt or introduce new tools, equipment and materials for the application of different surface treatments 2.3 Extend the capabilities of different treatments through experimentation 2.4 Take account of the safety and sustainability considerations in thrown work
3. Apply surface treatments	3.1 Set up or coordinate resource requirements according to safety or other workplace requirements 3.2 Create surface treatments using techniques and media selected from research and experimentation 3.3 Review and refine ideas and approaches based on ongoing experiences with the production of work 3.4 Identify and resolve technical problems 3.5 Modify applications according to effect required and considering safety requirements 3.6 Label ceramic surface treatment materials and store safely 3.7 Use safe and sustainable work practices throughout the production of ceramic work
4. Evaluate own work	4.1 Reflect on own work in terms of conceptual development and technical execution 4.2 Identify areas for future improvement especially in terms of own skill development 4.3 Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to liaise with others about ceramics practice and challenges

critical thinking and analytical skills to:

evaluate the needs of particular work projects, including design briefs for work

research and evaluate historical and contemporary trends to inform ideas

literacy skills to read specifications and requirements for ceramics work

problem-solving skills to identify and resolve technical surface treatment problems

numeracy skills to work with numerical features of ceramics processes, including:

measurements of materials

timing processes

self-management, planning and organising skills to evaluate opportunities in own practice in relation to new and innovative surface treatments

technology skills to safely use ceramics equipment.

Required knowledge

ways to adapt, extend and combine the capabilities of different surface treatments

physical properties and capabilities of an extended range of materials and tools used for surface treatments

characteristics of different materials under different surface treatments and the potential of these characteristics to achieve different effects

formal elements and principles of design and how they may be used, adapted and challenged in ceramics work

historical and theoretical contexts for different surface treatments and how they may be used to inform individual practice

sources of resources needed to create different surface effects

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a ceramics practice

OHS requirements for the set-up and operation of a ceramics work space.

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 ability to: develop surface treatment ideas and designs through a demonstrated process of research and experimentation produce multiple finished ceramic pieces that demonstrate use of a range of different surface treatments apply knowledge of materials, techniques, equipment and processes used to achieve different surface effects.
Context of and specific resources for assessment	Assessment must ensure access to: a safe ceramics work space ceramic materials, tools and equipment.
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 surface treatments within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine surface treatment technique direct observation of work in progress, including exploration of, and experimentation with, techniques 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 work place 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: CUVCER401A Experiment with techniques to produce ceramics.

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.

Ceramic surface treatments may include:	added surface components brushing burnishing carving dipping glaze on glaze impressing incising, sgraffito and engraving inlaying modelling modifying applications neriage pouring printing resist and masking techniques scraping sponging spraying sprigging trailing.
Ideas and designs may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts research subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests searching the internet seeking out information in books, journals, newspapers and catalogues visiting exhibitions and museums.
Intellectual property requirements include:	extent to which the work of others may be used form of acknowledgement or credit procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Professional potential may relate to:	cost of production existence of an established market how to promote or sell the work market trends professional development.
Criteria may relate to:	access to materials, tools and equipment for the techniques contemporary and historical use of ceramic surface treatments ease of application of the techniques personal affinity with the techniques.
Process followed to refine ideas may include:	adjustment to subject matter or theme adjustment to take account of elements and principles of design adjustment to use extended capabilities of techniques.
Tools and equipment may include:	banding wheels brushes and toothbrushes compressor digital camera electronic equipment used in design work, e.g. computer, scanner and printer software hands and fingers kiln furniture and equipment kilns: electric, gas, wood or raku knives and blades measuring devices modelling and carving tools personal protective equipment (PPE) programmable kiln controller rolling tools sponges and stamps spray booth, spray gun and air brush tongs trailing tools.
Materials may include:	glazes colouring oxides, stains and pigments commercial colours lustres range of clays slips and engobes resist materials: wax, latex, shellac, glues and paper other materials, such as ashes, rocks, local clays and glass.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste ventilation.
Workplace requirements may include:	dust extraction lighting process-specific requirements ventilation.
Technical problems may include:	limitations of own technical skill required for: forming techniques application techniques surface design and decorating techniques limited availability of space for: displaying fired results production of work: making, assembling and firing storage issues for work in progress: cleanliness humidity security other limitations, such as: equipment and machinery breakdown limited availability of or access to specialist materials, tools and equipment.

Unit Sector(s)

Visual communication – ceramics

CUVCER501A Refine ceramics techniques

Modification History

Version	Comments
CUVCER501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to refine a range of ceramic techniques and to develop own style in a coherent body of ceramic work. This occurs through a process of research, refinement and evaluation.

The work could include functional items or artistic pieces. The practitioner may also engage more deeply with specific technical skills such as throwing, glazing, moulding or handbuilding. Those specialised skills are also covered in other specific units.

Application of the Unit

Ceramicists apply the skills and knowledge in this unit. At this level, the practitioner has a command of a range of techniques as well as the conceptual and creative skills to create a coherent body of work.

Technique refinement is a largely independent activity with mentoring and guidance as required. It would normally include work with several different techniques as part of the process of developing an individual style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research ceramic ideas and techniques	1.1 Support professional practice by expanding own knowledge of historical and contemporary ceramics practice 1.2 Research ways that other artists have used different ceramic techniques 1.3 Investigate how particular ceramic techniques work to achieve different technical effects 1.4 Evaluate the relationships between ceramic techniques and ideas 1.5 Adapt and use relevant ideas and approaches with consideration of intellectual property requirements
2. Evaluate and select ceramic techniques for refinement	2.1 Consider opportunities offered by different ceramic techniques 2.2 Determine limitations and constraints of particular techniques 2.3 Select ceramic techniques for refinement
3. Determine and establish specific safety requirements for ceramics work	3.1 Investigate safety issues associated with ceramics work 3.2 Set up work space according to safety requirements 3.3 Establish and follow safe work practices for selected techniques 3.4 Monitor key safety issues during the production of work
4. Consolidate ceramic techniques to professional level	4.1 Develop increasing confidence and skill through practice and experimentation 4.2 Proactively identify and resolve technical problems in ceramic projects based on developing expertise 4.3 Challenge and test ideas, and allow new and unpredictable ideas to emerge 4.4 Evolve ideas and other professional skills through ongoing experimentation with technique 4.5 Develop own ways of working with techniques to create individual style 4.6 Create a coherent body of ceramic work that shows command of selected ceramic techniques
5. Evaluate own ceramic technique	5.1 Evaluate development of own technique with others and seek feedback 5.2 Seek and participate in experiences that challenge and explore different concepts and approaches 5.3 Reflect on the particular ways that experimentation with different techniques has informed own artwork 5.4 Identify ways in which technique may be further developed as part of a professional practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about the technical and conceptual aspects of ceramics work

critical thinking and analytical skills to:

evaluate and make judgements about relationships between ceramic technique, effects and ideas

make critical evaluations of own ceramic technique

make critical evaluations of research findings

initiative and enterprise skills to identify and act on opportunities for own practice presented by research and experimentation

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse complex and varied information about ceramic technique

problem-solving skills to identify and resolve technical and conceptual issues in ceramic work

self-management and planning skills to create a coherent body of ceramic work

technical skills to show command of chosen ceramic techniques at a professional level

technology skills to use the internet as a research tool.

Required knowledge

relationship between ceramic technique, and particular effects and ideas – in the work of other artists and in the context of own practice

extended range of information sources that support research in ceramics practice

cultural, sociological, philosophical, aesthetic, political and commercial influences on ceramic technique, in historical and contemporary contexts

professional development opportunities for artists seeking to develop a ceramics practice

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation associated with ceramics as a professional practice

sustainability issues for the professional operation of a ceramics practice

OHS requirements for the set-up and operation of a professional work space for ceramics work.

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 ability to: evolve and refine ceramic technique through a demonstrated process of experimentation develop individual style in own work produce a coherent body of professional ceramic work that shows the use of well-developed ceramic technique research ceramic technique in the broader context of other artwork and artists use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: a safe ceramics work space materials, tools and equipment used to produce ceramic 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 ceramic technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine ceramic technique evaluation of the work documentation direct observation of work in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP501A Realise a body of creative work.

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.

Ceramic techniques may include:	applications of materials other than plaster to create moulds, templates and patterns applied and subtractive surface treatments, including: engraving, carving, incising and piercing glazing sprigging, slip decoration and applied colour block and case moulds for casting production die making for extruders handbuilding techniques, including pinch, coil, slab construction and extrusions mould-making techniques mould and profile making for jigger jolley machine mould making for pressed tiles slip-casting techniques throwing techniques use of a variety of materials as supports, such as: armatures reinforcement use of the following tools and equipment: kilns: gas, electric and raku jigger jolley machine with associated fittings ram press with associated fittings rasps, chisels and saws for forming templates, models and moulds.
Technical effects may include:	combination of clay bodies and other materials other effects, such as laminated clay, including : laminated incompatible bodies two or more laminated compatible stained bodies surface treatments specific to ceramics, such as: alternative non-ceramic surface finishes, such as wax, paint and patina burnishing erosion techniques, including: acid etching sandblasting water etching other surface applications, including: fumed finishes from pit firing and post raku firing reduction glazing high-fire reduction finishes masking techniques on green ware, biscuit ware and glost ware multiple layering of different surface treatments on-glaze enamels reduced lustres slip decorating, such as slip trail, sgraffito, inlay and paper resist water erosion.
Intellectual property requirements may relate to:	copyright design licensing regulations form of acknowledgement or credit moral rights protocols for the adaptation of work by others trademarks.
Opportunities may relate to:	architectural ceramics, including tiles, mosaics and murals ceramic installation, including use of fired and/or non-fired clay commercially viable (limited production) tableware, vessels and sculptures communication of ideas large scale sculptural work incorporating mixed media in constructions and assemblages large thrown, handbuilt or slipcast vessels or sculptural forms personal affinity with particular techniques potential for combining techniques potential for interactions between technique and media themes in work wearable objects.
Limitations and constraints may relate to:	availability of materials capacity of technique to deliver required effect finances location and geography own interaction with technique resources time.
Refinement may relate to:	ability to use selected techniques with confidence ongoing demonstration of development of technique use of selected techniques in a body of professional work.
Safe work practices may include:	completing material safety data sheets (MSDS) correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents safely using tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Technical problems may include:	limitations of own technical skill required for: forming techniques glaze application techniques surface design and decorating techniques limited availability of space for: displaying fired results producing work, including making, glazing and firing storing work in progress, whether damp or dry other limitations, such as: equipment and machinery breakdown, such as kiln element failure, faulty or broken equipment, and no fuel limited kiln capacity to allow for work to be fired as required skills and knowledge required for selected firing processes unavailability of kilns suitable for large work.
Coherent body of ceramic work is:	conceptually resolved documented in terms of its development subject to critical feedback by others technically resolved thematically connected.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – ceramics

Custom Content Section

Not applicable.

CUVCER502A Investigate ceramic materials and processes

Modification History

Version	Comments
CUVCER502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and explore selected ceramic materials and processes and integrate their use into creative practice.

Application of the Unit

Ceramicists apply the skills and knowledge in this unit. They could be designing and making functional items or art pieces.

Material and process exploration at this level is a largely independent activity with some mentoring and guidance as required. It would normally include investigation of a range of materials and processes to develop an individual professional style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research ceramic materials and processes	1.1 Research the detailed physical properties and capabilities of different ceramic materials 1.2 Investigate the safety issues associated with different materials and processes prior to use 1.3 Collate and store safety and technical data to meet safety requirements and inform future practice 1.4 Investigate the relationship between materials and ceramic processes 1.5 Determine cost and supply parameters
2. Select ceramic materials and processes for exploration	2.1 Assess the creative and professional opportunities offered by different ceramic materials and processes 2.2 Determine limitations and constraints of particular materials and processes 2.3 Select particular materials and processes that suit own practice
3. Integrate ceramic materials and processes into own work	3.1 Explore different ways of working with materials and processes to achieve desired outcomes 3.2 Challenge and stretch the capabilities and uses of different materials and processes through experimentation 3.3 Develop own ways of working with materials and processes 3.4 Engage in informed discussion with others about the characteristics and opportunities of particular ceramic materials and processes 3.5 Establish and follow safe work practices
4. Manage ceramic resources in professional practice	4.1 Establish a sustainable supply of ceramic resources 4.2 Develop ways of working with resources that minimise waste 4.3 Maintain the quality and life of ceramic resources through appropriate handling and storage

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

well-developed ceramic skills

communication skills to engage in informed discussion around materials, processes and their relationship with ideas

critical thinking and analytical skills to evaluate and make judgements about relationships between ceramic materials, techniques and processes

initiative and enterprise skills to:

develop individual ways of working with materials and processes

identify and act on opportunities for own practice presented by different materials and processes

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse varied and technical information about ceramic materials and processes

problem-solving skills to identify and resolve technical problems in ceramic work

self-management and planning skills to:

develop own ways of working with ceramic materials and processes

research and organise sustainable supply of materials and processes

technology skills to use the internet as a research tool.

Required knowledge

ways in which a wide range of ceramic materials and processes can be used, adapted, combined and challenged by the professional artist

physical properties and capabilities of the selected materials and processes

types of technical and other data that may need to be stored for safety and other reasons

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

cost and supply parameters for ceramic materials and tools in the context of professional practice

storage requirements and options for different materials

intellectual property issues and legislation associated with ceramics as a professional practice

sustainability issues for the professional operation of a ceramics practice

OHS requirements for the set-up and operation of a professional work space.

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 ability to: apply knowledge of ceramic materials and processes and how they may be adapted and extended at a professional level evolve and refine ways of working with materials and processes through a demonstrated process of experimentation integrate materials and processes into own work in a way that supports coherence of the creative work demonstrate technical proficiency in the independent use of selected materials and processes use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: a safe ceramics work space equipment, materials and tools used to produce ceramics 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 the use of materials and processes in terms of the coherence of the body of work evaluation of processes used by the candidate to develop new ways of working with ceramic materials and processes evaluation of the work documentation 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, for example: CUVPRP501A Realise a body of creative work.

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.

Physical properties and capabilities may include:	properties of clay bodies, such as: fine or coarse fired strength: robust or fragile green strength or fragility high fire or low fire opaque or translucent plastic or short vitrified, sintered or raw white or dark properties of: glaze materials colouring oxides and commercial stains various model and mould-making materials.
Ceramic materials may include:	cardboard and paper commercial ceramic colours decorating slips and engobes glazes latex oxides pottery plaster range of casting slips range of plastic clay bodies resins shellac silicones wax.
Safety issues may relate to:	dust and airborne particles electrical safety equipment used fire fumes kilns manual handling requirements noise sharp objects use and labelling of chemicals use of equipment with moving parts wet surfaces work posture.
Data may include:	firing logs material safety data sheets (MSDS) quantity calculations recipes for bodies, slips, glazes and decorating materials records of experimentation technical data sheets (TDS) throwing logs.
Ceramic processes may include:	firing processes, including: raku, earthenware, midfire and stoneware firings in a fuel fired kiln raku, earthenware, midfire and stoneware firings in an electric kiln forming techniques including: deformation, alteration and assembly techniques extruding handbuilding (model, pinch and coil) mould making, slipcasting and press moulding ram pressing throwing and turning glazing techniques, including: brushing dipping layering pouring spraying surface decorating techniques, including: additive processes: applied slip, sprigs and other added components subtractive processes: carving, incising, impressing and eroding use of colour use of pattern and texture.
Cost and supply parameters may include:	budgetary restrictions capacity to share costs with others continuity of supply delivery issues location of suppliers potential for use of found objects terms of payment use of freely available natural materials use of recycled materials.
Creative and professional opportunities may relate to:	creative potential: communication of ideas personal affinity with particular materials and processes potential for combining materials and processes potential for interactions of different materials and processes themes in work professional potential: collaboration emerging market trends professional development saleability.
Limitations and constraints may include:	availability of supplies access to skilled and experienced personnel financial expenditure location and geography safety aspects of materials and processes skill level required for use of selected materials and processes storage facilities studio space timeframe transportation.
Different ways of working with materials and processes may involve:	combining materials and processes in new ways making samples, prototypes and maquettes varying established approaches to achieve new effects working collaboratively with a particular material or process.
Own ways of working may include:	approaches that reflect and support individual voice particular nuances and subtleties unique to the individual artist.
Safe work practices may include:	completing MSDS correct disposal of waste materials dust and fume extraction ergonomic safety managing risk procedures for using kilns and other specialist equipment reporting accidents and incidents use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Sustainable supply is:	available when needed environmentally friendly of appropriate quality safe within budgetary requirements.
Appropriate handling and storage may include:	alternative casting materials: silicone, resins and waxes appropriate racks, shelving and cupboards for: biscuit fired work damp work in progress decorating materials dry work in progress glazed work plaster moulds smaller quantities of dry materials tools and equipment appropriate storage containers and rooms for storing: bulk dry materials casting slips plastic clay pottery plaster liquid materials, including: commercial colours solvent-based liquids water-based liquids.

Unit Sector(s)

Visual communication – ceramics

Custom Content Section

Not applicable.

CUVCER503A Refine throwing techniques

Modification History

Version	Comments
CUVCER503A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to design and produce complex ceramic forms using throwing techniques. Professional thrown work is only produced as a result of substantial time dedicated to working at the wheel. This is a specialisation unit that reflects this reality about ceramics practice.

Application of the Unit

Ceramicists apply the skills and knowledge in this unit. At this level, the practitioner makes a wide variety of thrown objects to a professional level. Those objects may be functional or artistic.

This work is carried out independently with mentoring or guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop ideas for thrown ceramics	1.1 Evaluate work opportunities offered by thrown ceramics 1.2 Research ideas for thrown work from historical and contemporary references 1.3 Research, adapt and use relevant ideas and approaches with consideration of intellectual property requirements 1.4 Refine ideas through play, experimentation and testing 1.5 Create designs for thrown forms that meet the needs of the market or design brief
2. Determine and establish safe work conditions for throwing	2.1 Investigate safety issues associated with thrown work 2.2 Set up work space, materials, tools and equipment for wheel work according to safety requirements 2.3 Establish and follow safe work practices 2.4 Monitor key safety issues during the production of work
3. Throw, turn and finish ceramic items	3.1 Determine suitable throwing methods for different items 3.2 Explore and experiment with a broad range of materials, tools and equipment and advanced techniques, to make thrown ceramic forms 3.3 Throw individual items and sets to appropriate design requirements in relation to form and function 3.4 Define ceramic forms using appropriate assembly finishing techniques 3.5 Trim and prepare articles for further decoration
4. Refine throwing technique	4.1 Use the wheel with increasing confidence and skill 4.2 Develop technique to professional level through application of time and practice 4.3 Show command of thrown technique within a coherent body of ceramic work 4.4 Identify and resolve technical problems in throwing projects based on developing expertise 4.5 Use ongoing experimentation with technique to refine ideas 4.6 Develop own ways of working with the throwing process to create individual style
5. Evaluate own thrown work	5.1 Evaluate development of own thrown work with others and seek feedback 5.2 Identify ways in which technique may be further developed as part of a professional ceramics practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about throwing practice and challenges

critical thinking and analytical skills to:

evaluate the needs of particular work projects, including design briefs for work

research and evaluate historical and contemporary trends to inform ideas

literacy skills to read specifications and requirements

problem-solving skills to identify and resolve technical throwing problems

numeracy skills to work with numerical features of ceramics processes (e.g. measurements of materials)

self-management, planning and organising skills to:

evaluate throwing opportunities in own practice

set up a throwing work space

technology skills to safely use pottery wheels

technical skills to use advanced throwing techniques to produce:

single forms and larger forms

sets or families of forms, such as matching sets, multiples of related series, and modular forms.

Required knowledge

elements and principles of design and their specific application throwing

features of different ceramic forms created through throwing, including cylinder, open, ovoids and closed

physical properties and capabilities of the range of materials, tools and equipment used in ceramic work and in particular throwing

work space requirements for thrown ceramic work, including ways of organising and maintaining space

ways of exploring, adapting and extending techniques and materials to achieve different effects in throwing

cleaning and maintenance techniques for tools and equipment used in wheel work

intellectual property issues and legislation associated with ceramics as a professional practice

sustainability considerations for thrown ceramic work

OHS requirements for throwing work.

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 ability to: evolve and refine throwing technique through a demonstrated process of experimentation, problem solving and independent work produce a coherent body of professional ceramic work that demonstrates well-developed throwing technique for the creation of both single works and multiples of related and matching works research throwing in the context of historical and contemporary ceramics work as a source of ideas for own work investigate current market trends and opportunities use safe work practices.
Context of and specific resources for assessment	Assessment must ensure access to: a safe ceramics work space ceramic materials, tools and equipment for thrown 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 throwing technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine throwing technique direct observation of throwing in progress, including exploration of, and experimentation with, techniques 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 work place 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: CUVACD510A Manage kiln operations CUVCER501A Refine ceramics techniques CUVCER502A Investigate ceramic materials and processes CUVCER505A Develop and apply ceramic glazes CUVPRP501A Realise a body of creative work.

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.

Work opportunities may relate to:	brief for thrown work commissions from others competitions creation of individual items or sets local demand retail opportunities self-generated ideas.
Thrown ceramics may include one-off and related ranges of:	architectural ceramics decorative wares, including items with lids and handles: geometric forms: spheres, ovoids, rhomboids and cylinders open and closed forms platters and vessels functional ware, including matching sets and items with lids and handles: garden ware kitchenware tableware items with handles pulled on and off the form modular forms sculptural objects: abstract and figurative sculpture non-symmetrical forms vessel forms.
References may include:	art critics, cultural theorists, philosophers and social commentators art history texts exhibitions, museums and galleries films images, objects and artworks internet journal articles own experience performances and presentations technical or medium-specific information writings.
Intellectual property requirements may relate to:	copyright laws design licensing regulations extent to which the work may be used form of acknowledgement or credit moral rights law procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others trademarks regulations.
Designs may include:	drawings maquettes.
Safe work practices may include:	completing material safety data sheets (MSDS) correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Suitable throwing methods may include:	assembled off the hump one piece thrown and coiled.
Materials, tools and equipment may include:	equipment: compressor computer, scanner and printer for design work extruder kiln furniture and equipment kilns: electric, gas, wood and raku PPE pottery wheels: electronically controlled, cone driven and kick pugmill spray booth and spray gun materials: body additives, such as grog, paper pulp, sand and sawdust commercial ceramic colours glazes oxides range of clay bodies resist materials, such as wax, latex, shellac and paper slips and engobes tools: banding wheels brushes, sponges and other decorating tools measuring devices, including calipers modelling, cutting and carving tools throwing log throwing, turning and trimming tools tools for applying pattern and texture.
Coherent body of ceramic work is:	conceptually resolved documented in terms of its development subject to critical feedback by others technically resolved thematically connected.
Technical problems may include:	limitations of own technical skill required for: throwing techniques glaze application techniques surface design and decorating techniques limited availability of space for: displaying fired results production of work, including making, assembling and firing clean, dry and secure storage of work in progress other limitations, such as: equipment and machinery breakdown limited availability of or access to specialist tools and equipment skills and knowledge required for selected firing processes.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – ceramics

Custom Content Section

Not applicable.

CUVCER504A Refine handbuilding techniques

Modification History

Version	Comments
CUVCER504A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to design and produce a variety of complex functional or artistic ceramic forms using handbuilding techniques.

Application of the Unit

Ceramicists apply the skills and knowledge in this unit. At this level, the practitioner makes a wide variety of handbuilt objects to a professional level.

This work is carried out independently with mentoring or guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop ideas for handbuilt ceramics	1.1 Evaluate work opportunities offered by handbuilt ceramics 1.2 Research ideas for handbuilt work from historical and contemporary references 1.3 Research, adapt and use relevant ideas and approaches with consideration of intellectual property requirements 1.4 Refine ideas through play, experimentation and testing 1.5 Create designs for thrown forms that meet the needs of the market or design brief
2. Determine and establish safe work conditions for handbuilding	2.1 Investigate safety issues associated with handbuilt work 2.2 Set up work space, materials, tools and equipment according to safety requirements 2.3 Establish and follow safe work practices 2.4 Monitor key safety issues during the production of work
3. Handbuild ceramic forms	3.1 Determine suitable forming method or combination of techniques 3.2 Handbuild items to design requirements in relation to form and function 3.3 Define the form using handbuilding 3.4 Prepare articles for further decoration 3.5 Use appropriate finishing and drying techniques on handbuilt items
4. Refine handbuilding skills	4.1 Show command of handbuilding technique within a coherent body of ceramic work 4.2 Identify and resolve technical problems in handbuilding projects based on developing expertise 4.3 Use ongoing experimentation with technique to refine ideas 4.4 Develop own ways of working with the handbuilding process to create individual style
5. Evaluate own handbuilding work	5.1 Evaluate development of own thrown work with others and seek feedback 5.2 Identify ways in which technique may be further developed as part of a professional ceramics practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to liaise with others about handbuilding practice and challenges

critical thinking and analytical skills to:

evaluate the needs of particular work projects, including design briefs for work

research and evaluate historical and contemporary trends to inform ideas

literacy skills to read specifications and requirements

problem-solving skills to identify and resolve technical handbuilding problems

numeracy skills to work with numerical features of ceramics processes (e.g. measurements of materials)

self-management, planning and organising skills to:

evaluate handbuilding opportunities in own practice

set up a handbuilding work space

technology skills to safely use handbuilding equipment

technical skills to produce:

single forms

larger forms

sets or families of forms, such as multiples, related series, modular forms and assembled sectional forms.

Required knowledge

features of advanced handbuilding techniques, including:

structural support for large scale work

making and joining modules

making multiple units, such as tiles or components

making moulds and formers

combining throwing and slipcasting with handbuilding

adding appropriate materials to clay for forming strength and for fired strength

elements and principles of design and their specific application to the production of ceramic work

physical properties and capabilities of the range of materials, tools and equipment used in handbuilding work

handbuilding techniques, including coil building, slab building, press moulding, pinching, modelling and extruding

handbuilding techniques appropriate for life modelling

work space requirements for ceramic work, including ways of organising and maintaining space

ways of exploring, adapting and extending techniques and materials to achieve different effects in handbuilding

cleaning and maintenance techniques for tools and equipment used in ceramic work

intellectual property issues and legislation associated with ceramics as a professional practice

sustainability considerations for handbuilt ceramics work

OHS for the production of handbuilt ceramics.

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 ability to: evolve and refine handbuilding technique through a demonstrated process of experimentation produce a coherent body of professional ceramic work that demonstrates well-developed handbuilding techniques used to create both single works and multiples of related works research handbuilt ceramics in the context of historical and contemporary ceramics work as a source of ideas for own work investigate current market trends and opportunities use safe work practices.
Context of and specific resources for assessment	Assessment must ensure access to: a safe ceramics work space ceramic materials, tools and equipment for handbuilt 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 handbuilding technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine handbuilding technique direct observation of handbuilding in progress, including exploration of, and experimentation with, techniques direct 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 work place 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: CUVACD510A Manage kiln operations CUVACD511A Make moulds and casts CUVCER501A Refine ceramics techniques CUVCER502A Investigate ceramic materials and processes CUVCER505A Develop and apply ceramic glazes CUVPRP501A Realise a body of creative work.

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.

Work opportunities may relate to:	brief for handbuilt work commissions from others competitions creation of individual items or sets local demand retail opportunities self-generated ideas.
Handbuilt ceramics may include one-off and related ranges of:	architectural ceramic items figurative and abstract sculpture functional ware, including table ware, kitchen ware and garden ware geometric forms: spheres, ovoids, rhomboids and cylinders individual items jewellery matching and related sets modular and sectional forms non-symmetrical forms open and closed forms platters and vessels.
Intellectual property requirements relate to:	copyright laws design licensing regulations extent to which the work may be used form of acknowledgement or credit moral rights law procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others trademarks regulations.
Materials, tools and equipment may include:	equipment: blunger, filter press and pugmill compressor computer, scanner and printer for design work extruder kiln furniture and equipment kilns: electric, gas, wood and raku personal protective equipment (PPE) slab roller spray booth and spray gun materials: body additives, such as grog, paper pulp, sand and sawdust commercial ceramic colours glazes mould-making materials, such as pottery plaster, silicone and alginate oxides range of clay bodies resist materials, such as wax, latex, shellac and paper slips and engobes tools: brushes, sponges and other decorating tools cutting and carving tools knives and blades measuring devices modelling tools rolling devices sculpture stands tools for applying pattern and texture turntables.
Safe work practices may include:	correct disposal of waste materials dust and fume extraction ergonomic safety managing risk procedure for using kilns and other specialist equipment reporting accidents and incidents safely using tools and equipment using clearly designated wet and dry areas using PPE.
Suitable forming methods may include:	assemblage carving coil building extruding modelling pinching press moulding slab building.
Coherent body of ceramic work is:	conceptually resolved documented in terms of its development subject to critical feedback by others technically resolved thematically connected.
Technical problems may include:	limitations of own technical skill required for: forming techniques glaze application techniques surface design and decorating techniques limited availability of space for: displaying fired results producing work, including making, assembly and firing storing work in progress, including clean, dry, damp and secure other limitations, such as: equipment and machinery breakdown limited availability of or access to specialist tools and equipment.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – ceramics

Custom Content Section

Not applicable.

CUVCER505A Develop and apply ceramic glazes

Modification History

Version	Comments
CUVCER505A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to make and apply a range of glazes to create different aesthetic effects for ceramic items. The practitioner uses a variety of techniques to both make and test different types of glazes, including the development of original glaze recipes. The unit requires a sound knowledge of glaze science.

Application of the Unit

Ceramicists apply the skills and knowledge in this unit.

At this level, work is carried out independently with mentoring and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop ideas for glazing ceramic forms	1.1 Research glazing ideas from historical and contemporary references 1.2 Research, adapt and use relevant ideas and approaches with consideration of intellectual property requirements 1.3 Evaluate the potential for new and original approaches, including original glazes 1.4 Refine ideas through play, experimentation and testing
2. Modify and test existing glaze recipes	2.1 Investigate and respond to safety issues for glaze work 2.2 Modify and test existing glaze recipes on selected clay bodies, in a variety of firing conditions 2.3 Select and use ingredients and materials for glaze making for different purposes based on selected recipes 2.4 Develop and test glazes on various clay bodies and in various kiln firings 2.5 Achieve different effects through exploration and experimentation with a broad range of advanced glazing techniques, tools and equipment 2.6 Label and store glazes safely
3. Formulate original glaze recipes	3.1 Inform ideas for original glaze recipes through analysis of glaze science and chemistry 3.2 Research raw ingredients and formulas to achieve different effects 3.3 Formulate own glaze recipes that aim to achieve predictable fired results
4. Create a body of glazed work	4.1 Use different glaze application techniques and safely modify application according to effect required 4.2 Decorate surfaces with glaze using methodologies, techniques and tools selected from own experimentation 4.3 Evaluate and respond to potential for changes in application methods 4.4 Fire the glazed form at the appropriate temperature and kiln atmosphere 4.5 Modify glazes to correct faults and technical problems 4.6 Maintain accurate records and data
5. Evaluate glaze work	5.1 Evaluate glaze work from an aesthetic and functional perspective 5.2 Evaluate development of own glaze work with others and seek feedback 5.3 Reflect on the particular ways that experimentation with different work has informed own practice 5.4 Identify ways in which technique may be further developed as part of a professional ceramics practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to liaise with others about glaze work

critical thinking and analytical skills to:

analyse glaze science and chemistry

evaluate the needs of particular work projects, including design briefs for work

research and evaluate historical and contemporary glaze work to inform ideas

literacy skills to:

interpret product labels

read specifications and requirements

problem-solving skills to identify and solve technical glaze problems

numeracy skills to work with chemical formulas and measurements for the mixing and modification of different glazes

self-management, planning and organising skills to organise resources and work space for glazing.

Required knowledge

historical development of ceramic glazes

properties, types and purpose of glazes and different colouring agents

chemical principles relevant to the glaze-making process

benefits and disadvantages of in-glaze, on-glaze and under-glaze decoration

techniques to decorate green ware or fired ware surfaces

effects of heat on glaze

ways to make and test a glaze using chemical formulas

glaze analysis techniques, including molecular formulas and percentage analysis

ways to identify and correct glaze faults

properties and characteristics of clay body types, including commercial clay, naturally occurring clay and materials used in clay bodies – and their effects on glazes

drying characteristics of clay body and dried sample at various firing stages

characteristics, composition and function of slips and engobes

intellectual property issues and legislation for ceramics work

sustainability considerations in working with glaze materials

OHS requirements for glaze work.

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 ability to: produce a body of ceramic work that shows command of selected advanced glazing methodologies, techniques and tools make and test original glazes for own work evolve and refine glaze work through a demonstrated process of experimentation and problem solving maintain accurate records of glaze work research glaze practice and history as a source of ideas for own work.
Context of and specific resources for assessment	Assessment must ensure access to: a safe ceramics work space ceramic materials, tools and equipment for glazing 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 glazing skills within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine glazing technique 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 work place 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: CUVACD510A Manage kiln operations.

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.

References may include:	art critics, cultural theorists, philosophers and social commentators art history texts exhibitions, museums and galleries films images, objects and artworks internet journal articles own experience performances and presentations technical or medium-specific information writings.
Intellectual property requirements may include:	copyright extent to which the work may be used form of acknowledgement or credit procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Safety issues include:	correct lifting techniques safe disposal of waste and recycling hazards associated with glaze work: respiratory ingestion eye hazards dermatological physiological legislative requirements requirements of a safe working area safe use of tools and equipment use of personal protective equipment (PPE) to protect against such things as: clay and glaze dust lustre and thinner fumes.
Testing may include firing in different:	atmospheres (neutral or reducing) kiln types temperatures.
Materials may include:	clay bodies colouring oxides decorating slips and engobes glazes raw materials used to make glazes.
Glaze making may include:	adding water blending techniques to achieve specific characteristics developing glazes that have particular performance characteristics mixing and screening preparing from formula stirring and sieving weighing materials.
Glazing techniques may include:	brushing computer glaze calculation dipping dusting enamels glaze layering in-glaze decoration lustres on-glaze enamels pouring spraying stamping trailing under-glaze.
Tools and equipment may include:	brushes of varying types carving tools decorating tools electronic equipment used in design work, such as computer, scanner and printer software kilns kiln furniture and equipment knives and blades measuring devices mixing and screening equipment protective clothing rollers spatulas storage containers tongs.
Glaze application techniques may include:	dipping, pouring and spraying modifying applications.
Technical problems may include:	blistering cracking crawling crazing devitrification dimpling pinholing peeling running shivering.
Records and data may include:	glaze application processes glaze modifications glaze recipes and sources firing schedules.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – ceramics

Custom Content Section

Not applicable.

CUVDES403A Research and apply techniques for the design of wearable objects

Modification History

Version	Comments
CUVDES403A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and apply techniques for the design of wearable objects. It involves interpreting work briefs, organising resources, testing ideas, and refining approaches to a range of design challenges. The unit covers the design process to the point of producing prototypes of wearable objects.

Application of the Unit

Individuals who generate design ideas and solutions for wearable objects, such as fashion accessories and clothing, costumes, footwear, millinery and jewellery, apply the skills and knowledge in this unit.

Skills associated with producing the final wearable objects can be found in units related to specific disciplines, e.g. making costumes or jewellery. These units can be found elsewhere in CUV11 Visual Arts, Craft and Design Training Package, or in other Training Packages such as CUF07 Screen and Media or LMT07 Textiles, Clothing and Footwear.

At this level, research, experimentation and ongoing refinement are used to produce a range of design work where an individual is beginning the process of finding an individual style. Work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Interpret briefs for the design of wearable objects	1.1 Interpret the specifications of design briefs 1.2 Take user or client requirements into account when making decisions about designing wearable objects 1.3 Clarify issues about specifications, parameters and constraints with relevant people as required 1.4 Research and evaluate information pertinent to briefs
2. Organise resources	2.1 Identify resources required to develop prototypes of wearable objects, including work space, materials, tools and equipment 2.2 Prepare and care for resources according to requirements 2.3 Follow storage and inventory procedures
3. Test design approaches for wearable objects	3.1 Produce preliminary visual representations 3.2 Identify possible approaches and establish criteria for selecting final approach 3.3 Select appropriate materials, tools and equipment and test approaches and techniques 3.4 Evaluate testing processes against criteria and select the approach that best meets the requirements of briefs 3.5 Critique own work and seek feedback as required 3.6 Refine and document the design approach based on testing and evaluation
4. Make prototypes of wearable objects	4.1 Evaluate the need for object fabrication and the scope of work required 4.2 Select and organise materials, tools and equipment for fabrication according to design approach 4.3 Make the prototype or sample ensuring consistency with design concepts and briefs 4.4 Respond positively to feedback and refine work as required 4.5 Present prototypes within agreed timeframes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to engage with others about approaches to the design of wearable objects initiative and enterprise skills to experiment with techniques to produce effects that enhance wearable objects learning skills to refine and improve a range of techniques literacy skills to: interpret design briefs research information to support graphic design work numeracy skills to: calculate costs and quantities take measurements self-management and planning skills to plan work tasks technical skills to evaluate, adapt and integrate a range of techniques into the design and prototyping of wearable objects
Required knowledge
role of experimentation in the design process work and ideas of other designers of wearable objects formal elements and principles of design and their application to the design of wearable objects techniques, materials, tools and equipment and their application to designing and making wearable objects capabilities of different types of equipment used in the manufacture of wearable objects common formats and features of briefs relating to the design of wearable objects history and theory of design in relation to the design of wearable objects intellectual property issues and legislation and their relevance to the design of wearable objects sustainability considerations for wearable object design OHS requirements relevant to the design of wearable objects

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 ability to: test and use a range of approaches and techniques for the design of wearable objects in response to the requirements of a brief produce a prototype of at least one wearable object apply knowledge of processes and techniques used to design wearable objects.
Context of and specific resources for assessment	Assessment must ensure access to: briefs on which to base the design of wearable objects equipment and tools used to produce prototypes of wearable objects.
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 observation of design or prototyping work in progress, including exploration of, and experimentation with, techniques evaluation of objects designed by the candidate questioning and discussion about the candidate’s intentions and the work outcome review of visual documentation for wearable objects 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.

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.

Specifications may refer to:	medium purpose style target group.
Briefs are usually prepared by a commissioning body or organisation and may be:	diagrammatic verbal visual written.
Wearable objects may include:	accessories costumes fashion clothing footwear jewellery millinery.
Parameters and constraints may refer to:	budgeting and financing requirements cost of production number of items outlets timeframes.
Relevant people may include:	clients colleagues industry practitioners managers mentors supervisors.
Information may be about:	design standards health and safety industry standards considerations, such as: contractual copyright ethical legal technology material characteristics and capabilities.
Work space needs may include:	dry and wet areas dust extraction lighting process-specific space needs ventilation.
Materials may include:	acrylic cardboard dyes fabric felt fibre found objects inks latex leather metal paints paper plastics pulp rubber spun fibre stones straw wire wood.
Tools and equipment relate to requirements for dressmaking, shoemaking and leatherwork, millinery and jewellery making, and include:	blocks hand tools lasts leather-working tools metal-working tools painting and dying equipment sewing machines for fabric and leather weaving equipment woodworking tools.
Preliminary visual representations may involve:	computer-aided drawing mock-up sketching.
Approaches may include:	aesthetic considerations choice of medium and materials design solutions parameters of the brief.
Criteria may relate to:	access to materials, tools and equipment required to make objects access to specialist fabricators consistency with briefs for wearable objects ease of manufacture 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 by applying stress tests and colour tests.
Techniques may include:	bottoming casting crimping dying embellishing embossing engraving etching finishing in-seaming knitting knotting lasting leatherwork metalwork millinery stitching painting printing sewing stitching stone setting straw and felt blocking trimming weaving.
Process to refine design approach may involve:	adjustment to design and design considerations adjustment to use the extended capabilities of the techniques.
Process used to document the design approach may involve:	final drawings illustrations material samples models photographs specifications for fabrication written rationale or description.

Unit Sector(s)

Design – design process

CUVDES404A Research and apply techniques in product design

Modification History

Version	Comments
CUVDES404A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and apply techniques for the design of products. It involves interpreting work briefs, organising resources, testing ideas, and refining approaches to a range of design challenges. The unit covers the design process to the point of producing prototypes of products.

Application of the Unit

Individuals who generate product design ideas apply the skills and knowledge in this unit. Products could be diverse and may include items, such as soft furnishings, furniture, toys, decorative objects and kitchenware.

Skills associated with producing the final product can be found in units related to specific disciplines, e.g. carpentry, woodworking, ceramics, glasswork, textiles or furniture making. These units can be found elsewhere in CUV11 Visual Arts, Craft and Design Training Package, or in other Training Packages, such as LMF02 Furnishing; MSA07 Manufacturing; LMT07 Textiles, Clothing and Footwear; and CPC08 Construction, Plumbing and Services.

At this level, research, experimentation and ongoing refinement are used to produce a range of design work where an individual is beginning the process of finding an individual style. Work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Interpret product design briefs	1.1 Interpret the specifications of design briefs 1.2 Take user or client requirements into account when making decisions about designing products 1.3 Clarify issues about specifications, parameters and constraints with relevant people as required 1.4 Research and evaluate information pertinent to briefs
2. Organise resources for product design	2.1 Identify resources required to develop prototypes of products, including work space, materials, tools and equipment 2.2 Prepare and care for resources according to requirements 2.3 Follow storage and inventory procedures
3. Test product design approaches	3.1 Produce preliminary visual representations 3.2 Identify possible approaches and establish criteria for selecting final approach 3.3 Select appropriate materials, tools and equipment and test approaches and techniques 3.4 Evaluate testing processes against criteria and select the approach that best meets the requirements of briefs 3.5 Critique own work and seek feedback as required 3.6 Refine and document the approach to product design based on testing and evaluation
4. Make prototypes of products	4.1 Evaluate the need for object fabrication 4.2 Select and organise materials, tools and equipment for fabrication according to design approach 4.3 Safely make the prototype or sample ensuring consistency with design concepts and briefs 4.4 Respond positively to feedback and refine work as required 4.5 Present prototypes within agreed timeframes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about approaches to product design

initiative and enterprise skills to experiment with techniques for product design

learning skills to refine and improve a range of techniques

literacy skills to:

interpret design briefs

research product design information

numeracy skills to calculate material requirements and costs associated with producing products

self-management and planning skills to plan work tasks

technical skills to evaluate, adapt and integrate a range of techniques into the design and prototyping of products

technology skills to search the internet for information to assist with the design of products.

Required knowledge

role of experimentation in designing products

work and ideas of other product designers in one or more areas of product design

formal elements and principles of design as they relate to product design in general, as well as to the design of specific products

techniques, materials, tools and equipment and their application to product design and manufacture

common formats and features of briefs relating to the design of products

history and theory of design in relation to product design

intellectual property issues and legislation and their impact on the design industry

sustainability considerations for product design

OHS requirements for the design of products in the relevant context.

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 ability to: test and use a range of approaches and techniques for the design of products in response to a brief produce a prototype of at least one product apply knowledge of the processes and techniques used to design products.
Context of and specific resources for assessment	Assessment must ensure access to: briefs on which to base the design of products equipment and tools used to produce prototypes of products.
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 observation of design or prototyping work in progress, including exploration of, and experimentation with, techniques evaluation of items designed 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.

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.

Specifications may refer to:	medium purpose style target users of products.
Briefs are usually prepared by a commissioning body or organisation and may be:	diagrammatic verbal visual written.
Products may include:	architectural fixtures and fittings furnishings furniture hardware household and garden products kitchenware tableware toys.
Parameters and constraints may refer to:	budgeting and financing requirements conditions for use of products cost of production number of items setting timeframes.
Relevant people may include:	clients colleagues industry practitioners managers mentors supervisors.
Information may be about:	considerations, such as: contractual copyright ethical legal technology design standards health and safety industry standards material characteristics and capabilities.
Work space needs may include:	dust extraction lighting process-specific space needs ventilation wet and dry areas.
Materials may include:	acrylic binders cardboard clay extenders fabric fibre glass glazes inks lacquers latex leather metal nails oxides paints paper plaster plastics pulp resins rubber sand screws sheet metal spun fibre stains stone wire wood and wood-based products.
Tools and equipment may include:	bobbins brushes ceramics equipment computer hardware and software hand-printing equipment and digital printers hand tools hooks kiln and kiln furniture loom measuring tools moulds and casting equipment needles pins power tools receptacles sewing machine smithing equipment soldering iron spatulas welding equipment.
Preliminary visual representations may involve:	computer-aided drawing mock-up sketching technical drawing.
Approaches may encompass:	aesthetic and stylistic considerations choice of medium and materials design solutions parameters of the brief.
Criteria may include:	access to materials, tools and equipment required for making products access to specialist fabricators consistency with product briefs ease of manufacture 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 by applying stress tests and colour tests.
Techniques may include:	binding cabinet making carpentry casting ceramics and glass forming digital imaging fusing knotting leatherwork metalwork moulding photography printing sewing smithing weaving.
Process followed to refine the design approach may involve:	adjustment to design considerations adjustment to design solution adjustment to use the extended capabilities of the techniques.
Process used to document the approach may involve:	final drawings illustrations material samples models photographs plans specifications for fabrication written rationale or description.

Unit Sector(s)

Design – design process

CUVDES405A Research and apply techniques in spatial design

Modification History

Version	Comments
CUVDES405A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and apply techniques for application to spatial design. It involves interpreting work briefs, organising resources, testing ideas, and refining approaches to a range of design challenges. The unit covers the design process to the point of producing models or maquettes for spatial designs.

Application of the Unit

Individuals who generate ideas and solutions for the layout of spaces apply the skills and knowledge in this unit. Spatial design solutions are required for exhibitions, fit-outs for exterior spaces or environments, fit-outs for building foyers and offices, special events and theatre sets.

Skills associated with producing final designs can be found in units related to specific disciplines, such as set and exhibition design which are contained in Training Packages, such as CUE03 Entertainment and CUL04 Museum and Library/Information Services.

At this level, research, experimentation and ongoing refinement are used to produce a range of design work where individuals are beginning the process of finding their individual style. Work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Interpret spatial design briefs	1.1 Interpret the specifications of design briefs 1.2 Take user or client requirements into account when making decisions about spatial design work 1.3 Clarify issues about specifications, parameters and constraints with relevant people as required 1.4 Source and evaluate information pertinent to briefs
2. Organise resources for spatial design	2.1 Identify resources required to develop spatial design models, including work space, tools and equipment 2.2 Prepare and care for resources according to requirements 2.3 Follow storage and inventory procedures
3. Test spatial design approaches	3.1 Produce preliminary visual representations 3.2 Identify possible approaches and establish criteria for selecting final approach 3.3 Select appropriate materials, tools and equipment and test approaches and techniques 3.4 Evaluate testing processes against criteria and select the approach that best meets the requirements of briefs 3.5 Critique own work and seek feedback as required 3.6 Refine and document the approach to spatial design work based on testing and evaluation
4. Fabricate spatial design models or maquettes	4.1 Evaluate the need for fabrication and the scope of work required 4.2 Select and organise materials, tools and equipment for fabrication according to design approach 4.3 Safely make models or maquettes ensuring consistency with design concepts and briefs 4.4 Respond positively to feedback and refine work as required 4.5 Present models or maquettes within agreed timeframes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about approaches to spatial design

initiative and enterprise skills to experiment with techniques to produce effects that enhance the design of spaces

learning skills to refine and improve a range of spatial design techniques

literacy skills to interpret design briefs and research information about spatial design

numeracy skills to calculate proportions, measurements and costs

self-management and planning skills to plan work tasks

technical skills to evaluate, adapt and integrate a range of techniques into the design and fabrication of models and maquettes.

Required knowledge

role of experimentation in designing spaces

formal elements and principles of design and their application to spatial design

techniques, materials, tools and equipment and their application to different areas of spatial design

common formats and features of spatial design briefs

work and ideas of other designers specialising in spatial design

history and theory of design in relation to spatial design

intellectual property issues and legislation and their relevance to spatial design

sustainability considerations for spatial design

OHS requirements relevant to the design of spaces.

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 ability to: test and use a range of approaches and techniques for the design of spaces in response to a brief produce a model or maquette for at least one spatial design apply knowledge of the processes and techniques used for spatial design in different contexts.
Context of and specific resources for assessment	Assessment must ensure access to: briefs on which to base the design of spaces equipment and tools used to produce models or maquettes of spatial designs.
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 observation of design or model making work in progress, including exploration of, and experimentation with, techniques evaluation of visual documentation of spatial designs evaluation of plans and models 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.

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.

Specifications may refer to:	client needs dimensions purpose style.
Briefs are usually prepared by a commissioning body or organisation and may be:	diagrammatic verbal visual written.
Spatial design work may include:	exhibition design fit-outs for exterior spaces or environments foyer design installation for specific event office fit-outs set design.
Parameters and constraints may refer to:	considerations, such as: client’s organisational background contractual copyright ethical health and safety legal subject matter cost material characteristics 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 space needs.
Tools and equipment may include:	brushes camera computer hand tools ladders lighting equipment power tools printer relevant software scanner.
Preliminary visual representations may include:	computer-aided design and drafting (CADD) colour boards photography and digital imaging plan drawing sample boards sketching.
Identifying possible approaches includes:	identifying possible design solutions identifying possible realisation options, such as by: fabricating an aspect of the design means of a model or maquette.
Approaches may encompass:	aesthetic considerations choice of fabrication options design solutions parameters of the brief.
Criteria may include:	access to materials, tools and equipment required to realise designs consistency with spatial design briefs ease of manufacture personal affinity with medium and materials.
Materials may include:	cardboards clays fibres glass manufactured materials: tiles panels carpeting textiles metals modelling pastes natural elements: water light wind plants glazes paints paper plastics stains wood and/or wood products.
Strategies to test techniques may involve:	exploring techniques by making practice pieces, test pieces, mock-ups or samples testing materials by applying stress and colour tests.
Techniques would depend on design solutions and realisation options and may include:	carpentry digital work glasswork lighting modelling painting and decoration photography projection surface decoration textile work.
Process followed to refine the design approach may involve:	adjustment to design solution adjustment to take account of elements and principles of design adjustment to use the extended capabilities of techniques.
Process used to document the approach may involve:	elevations final drawings illustrations models photographs plans specifications for fabrication.

Unit Sector(s)

Design – design process

CUVDES601B Design innovative products

Modification History

Version	Comments
CUVDES601B	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to design and develop innovative products and creative works that are ‘market-ready’ at a professional level. The term ‘products’ refers to any type of creative work. Work may be physical, virtual or conceptual and could be artistic or functional.

Application of the Unit

Professional practitioners across all areas of creative practice apply the skills and knowledge in this unit.

The work is carried out independently or as part of a creative team.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Identify professional opportunities for creative products	1.1 Identify purposes, target market and medium of creative product 1.2 Undertake market analysis using appropriate information sources to determine design and production requirements for creative product 1.3 Evaluate currency and credibility of information sources and ensure research scope is sufficiently broad 1.4 Maintain accurate and comprehensive details of information sources
2. Formulate and test concepts for creative products	2.1 Conceive and develop ideas and styles that complement the market analysis using critical thinking techniques and entrepreneurial attitudes 2.2 Communicate concepts using appropriate documentation methods to produce a preliminary representation of the creative product 2.3 Critique, review and test design concepts, including objectives and constraints, with appropriate persons 2.4 Ensure design concepts incorporate elements and principles of design 2.5 Negotiate design solutions with appropriate persons
3. Develop and promote creative products	3.1 Select and organise production resources according to design and production requirements 3.2 Develop creative product according to design and production requirements 3.3 Supervise or coordinate the production process to ensure creative product meets requirements of target market and the creative vision 3.4 Present creative product to appropriate persons in ways that optimise chances of professional success 3.5 Maximise professional opportunities within target market

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

literacy skills to:

communicate design concepts

research and evaluate relevant source materials

complete design documentation

numeracy skills to:

assess the financial viability of creative or commercial opportunities

manage budgets

communication skills to review design concepts and negotiate design solutions with stakeholders

creative thinking skills to conceive and develop design ideas and maximise their professional potential

planning and organising skills to:

interpret and respond to design briefs

supervise the production of creative products

undertake market analysis and research into target markets and design trends

problem-solving skills to develop and implement design solutions

technology skills to implement and use design hardware and software.

Required knowledge

common formats and features of design briefs

commonly used research methodologies for market analysis in the relevant area of practice

production processes as they apply to designs in particular industry contexts

quality assurance processes for product design and development applicable to specific industry contexts and art and design disciplines

intellectual property issues and legislation applicable to specific industry contexts and art and design disciplines

OHS requirements relevant to particular work contexts.

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 ability to: identify professional opportunities for creative products in relevant area of practice formulate and develop design concepts develop and exploit the professional potential of creative products.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate equipment, media and software used for creative work in the relevant context appropriate technology and information sources to undertake market analysis.
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: case studies to assess candidate’s ability to undertake market analysis and research design trends direct observation of the candidate negotiating design solutions and exploiting creative products evaluation of design documentation and creative products produced by the candidate oral or written questioning to assess knowledge of technical and context issues that impact on design in a given industry context 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.

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.

Creative product may include:	platforms: digital media, such as CDs, DVDs, films, games consoles, kiosks, mobile phones, personal digital assistants (PDAs), slide shows, television, videos and websites tactile media, such as displays, exhibitions, presentations and print publications two and three-dimensional visual forms: digital media, such as animation, audio, code/script, film, graphic, image, modelling, text and video tactile media, such as cardboard, clay, fabric, fibre, film, glass, ink, lacquer, latex, leather, metal, paint, paper, photograph, plaster, plastic, pulp, resin, rubber, sand, stone, wax, wire and wood types: business and corporate community educational and training entertainment ephemeral experiences information personal promotional.
Information sources may include:	copyright and legal representatives innovative industry practitioners electronic and print media, including news, reviews and articles employee association or union representatives, and other sources of industrial relations information events, such as industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals, social events and symposiums government bodies and associated publications industry associations internet libraries and archives, such as text, film, video, sound and graphic lifestyle and contemporary issues magazines museums, galleries and studios national and international journals, such as art, computing and design journals personal observations and experience professional competitions and awards retail and wholesale suppliers of products and services technical publications and reference books training programs, seminars, workshops, master classes and professional development opportunities.
Design and production requirements may include:	access to resources, such as: software, including authoring, composition, drafting, drawing, graphics, image capture, image manipulation and page layout equipment, including computer hardware, drawing tools, and hand and power tools medium, including digital and tactile aesthetic considerations, such as: features finish style, including interactive or static commercial considerations, such as: budget and costs, including design, production and marketing business risk feasibility manufacturability marketability production method, such as mass, batch or one-off profitability sustainability timeframe viability cultural, ethical and social considerations, such as: accessibility benefits equity user friendliness functional considerations, such as: efficiency and effectiveness ergonomics instructional integrity reliability spatial regulatory and technical considerations, such as: conditions of use environmental health and safety industry and/or design standards legal, contractual and copyright licensing, such as product or open source medium characteristics and capabilities ownership and intellectual property.
Critical thinking techniques may include:	analysing and evaluating actions and policies clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences reading and listening critically recognising contradictions transferring insights to new contexts using critical vocabulary.
Entrepreneurial attitudes may include:	ability to act on intuition and assumptions ability to think laterally and independently ability to work within ambiguity and uncertainty confidence in self and vision curiosity desire to take risks flexibility interest in pursuing new ideas.
Appropriate documentation methods may include:	diagrams drawings or sketches: manual or computer-aided design and drafting (CADD) electronic presentations illustrations layouts mock-ups models plans practice pieces prototypes samples verbal presentations written notes with rationale or description.
Appropriate persons may include:	clients commissioning body or organisation community organisation competitors construction staff design team early adopters management staff manufacturers material importers and suppliers mentors peers production staff sales staff suppliers target market.
Elements and principles of design may include:	design elements: colour direction form light line mass point shape size space texture time tone value design principles: balance contrast dominance emphasis harmony movement pattern proportion rhythm unity.
Professional success may relate to:	adoption of design by key businesses or individuals employment offers exhibition of work further opportunities for work potential for collaboration on future projects promotion of work by others sales of work seemingly unconnected professional opportunities.

Unit Sector(s)

Design – design process

CUVDIG201A Develop digital imaging skills

Modification History

Version	Comments
CUVDIG201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic techniques to work with digital images.

Application of the Unit

People with little or no experience in working with digital images apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired skills in using digital imaging software for general design or drawing purposes either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce digital images from simple design concepts. Supervision and guidance would usually be provided.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare digital imaging resources	1.1 Identify and obtain digital imaging tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test digital imaging techniques	2.1 View a range of digital images in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce digital images 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on digital imaging work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss the process for producing digital imaging with others

understand and follow instructions

learning skills to:

improve techniques for producing digital images through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for digital imaging

major styles of digital imaging and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of digital images

cleaning and maintenance techniques for tools and equipment used in producing digital images

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of digital imaging tools, materials and equipment

OHS procedures that apply to digital imaging work.

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 ability to: produce a series of digital images where the techniques and materials support the idea for the work apply knowledge of materials and equipment used in digital imaging work.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used in digital imaging 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: direct observation of digital imaging work in progress questioning and discussion of candidate’s intentions and 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	computer digital camera digital imaging software guillotine output device scanner.
Materials may include:	a range of papers for printing hard copy source material, such as: magazine clippings paintings photos.
Workplace procedures may relate to such things as:	cost control recycling reporting safety.
Key people may include:	arts practitioners mentors supervisors teachers.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	further practice with techniques to acquire, manipulate and print images while also manipulating variables, such as: brightness colour depth contrast resolution producing samples.
Techniques would generally be quite limited in nature and may include:	acquiring images: from the internet through digital photography through scanning manipulating images using basic features of imaging software outputting images in appropriate file formats: GIF JPEG PDF PICT PNG PSD TIFF printing hard copies of images uploading images to the internet.

Unit Sector(s)

Visual communication – digital content and imaging

CUVDIG202A Develop video art skills

Modification History

Version	Comments
CUVDIG202A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic video art techniques to produce creative work.

Application of the Unit

People with little or no experience in working with video apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired skills in using video equipment either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce video art. Supervision and guidance would usually be provided.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare video art resources	1.1 Identify and obtain video art tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space
2. Use and test video art techniques	2.1 View a range of video art in different styles and discuss how effects are achieved with others 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce finished video art in required file formats 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on video artwork from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss the process for producing video art with others

understand and follow instructions

learning skills to:

improve techniques for producing video art through practice

respond appropriately to feedback on own work

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space

self-management skills to set own skill development goals.

Required knowledge

materials, tools and equipment commonly used for video art

major styles of video art and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of video art

cleaning and maintenance techniques for tools and equipment used in video art

intellectual property considerations for any person making creative work

ways of minimising waste in the use of video art technologies

OHS procedures that apply to video art.

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 ability to: produce at least one piece of video art where the techniques and materials support the idea for the work apply knowledge of video art tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: equipment used to produce video art pieces.
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 tools, equipment and materials required to produce video art direct observation of work in progress questioning and discussion of candidate’s intentions and work 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	camera computer editing software lighting equipment and accessories microphone tripod.
Materials may relate to a range of materials and objects used for:	costumes props sets.
Workplace procedures may relate to:	cost control process-specific procedures recycling safety use of materials.
Tasks required to set up the work space may relate to:	cabling lighting power supply process-specific requirements.
Others may include:	arts practitioners mentors peers supervisors teachers.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	exploring techniques producing test clips.
At this level the range of techniques would generally be limited and may include:	camera movement: pan tracking zoom camera scales: close up medium shot long shot recording sound: ambient direct special effects setting up camera angles: aerial view low titled simple lighting techniques simple editing techniques.
File formats may include:	FLV MPEG-2 MPEG-4 RealMedia WAV WMV.

Unit Sector(s)

Visual communication – digital content and imaging

CUVDIG301A Produce digital images

Modification History

Version	Comments
CUVDIG301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce digital images through the exploration and application of a range of techniques, tools, equipment and materials.

Application of the Unit

People who produce digital images in any context may apply the skills and knowledge outlined in this unit. They are still developing their expertise with digital imagery and could be producing photo images or digital art.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Plan digital imaging work through exploration	1.1 Explore ideas and techniques for digital imagery in consultation with key people as required 1.2 Review historical and contemporary digital imaging practice as a potential source of ideas 1.3 Clarify ideas for digital imaging based on exploration and discussion 1.4 Assess the capabilities of digital imaging techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work
2. Prepare, maintain and store digital imaging resources	2.1 Select and organise digital imaging tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources 2.4 Store resources according to the needs of different items
3. Create finished digital images	3.1 Safely use and adapt digital imaging techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas for digital imaging with others

learning skills to:

improve techniques to produce digital images through practice and some experimentation

respond constructively to feedback

literacy skills to interpret information about historical and contemporary digital image practice

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce digital images

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in digital imaging

physical properties and capabilities of a range of materials, tools and equipment used in digital imaging

work space requirements for digital imaging, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for digital imaging tools, materials and equipment

historical and theoretical contexts for digital imaging

elements and principles of design and their particular application to digital image work

intellectual property considerations for any person making creative work

sustainability considerations associated with the use of digital tools, materials and equipment

OHS procedures that apply to digital imaging work.

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 ability to: produce multiple digital images or a single major work that shows some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt the capabilities of digital imaging techniques and resources.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used in digital imaging 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 technical execution of work pieces produced by the candidate direct observation of digital imaging in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP301A Produce creative work.

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.

Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Within this unit, the candidate would generally build on and combine a range of techniques which may include:	acquiring images: from the internet through digital photography through scanning manipulating images using a range of imaging applications outputting image as: a print CD other storage medium uploading images to the internet using the most appropriate file format.
Key people may include:	mentors other artists peers supervisors teachers.
Strategies used to assess the capabilities of techniques may involve:	experimenting directly with work in progress further practice with techniques to acquire, manipulate and print images while also manipulating variables, such as: brightness colour depth contrast resolution producing practice prints or samples testing imaging features of the software in use.
Equipment may include:	computer digital camera digital imaging software guillotine output device scanner.
Materials may include:	a range of printing surfaces: acetate fabrics papers hard copy source material: magazine clippings paintings photos.
Needs of the work may relate to:	availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability.

Unit Sector(s)

Visual communication – digital content and imaging

CUVDIG302A Produce video art

Modification History

Version	Comments
CUVDIG302A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce video art through the exploration and application of a range of techniques, tools, equipment and materials.

Application of the Unit

People still developing their video art expertise apply the skills and knowledge in this unit. They produce finished work building on and combining a range of techniques to support the ideas of the work. There are links between this unit and the camera units in CUF07 Screen and Media Training Package.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Plan video artwork through exploration	1.1 Explore video art ideas and techniques in consultation with key people 1.2 Review historical and contemporary video art practice as a potential source of ideas 1.3 Refine and clarify ideas for video art based on exploration 1.4 Assess the capabilities of video art techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work
2. Prepare, maintain and store video art resources	2.1 Select and organise video art tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources 2.4 Store resources according to the specific needs of different items
3. Create finished video artwork	3.1 Safely use and adapt video art techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work in appropriate file formats 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss ideas for video art with others

respond constructively to feedback

initiative and enterprise skills to extend the capabilities of video art techniques to enhance final works

learning skills to improve techniques to produce video art through practice and some experimentation

literacy skills to read product safety labels and instructions on use

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce video art

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in video artwork

physical properties and capabilities of a range of materials, tools and equipment used in video artwork

work space requirements for video art, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for video art tools, materials and equipment

formal elements and principles of design and their specific application to video artwork

historical and theoretical contexts for video art

intellectual property considerations for any person making creative work

sustainability considerations associated with the use of video artwork tools, materials and equipment

OHS procedures that apply to video artwork.

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 ability to: produce multiple video artworks or a single major work that shows some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt and extend the capabilities of video artwork techniques and resources.
Context of and specific resources for assessment	Assessment must ensure access to: equipment used to produce video art pieces.
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 technical execution of work pieces produced by the candidate direct observation of video artwork in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP301A Produce creative work.

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.

Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Techniques may include:	animation camera movement: pan tracking zoom camera scales: close up medium shot long shot constructing form with light editing: cross-cutting cutaway dissolves jump cuts mise-en-scene montage recording sound: ambient direct special effects voice-overs sculpting in time and space setting up camera angles: aerial view low titled techniques for coping with different lighting and weather conditions working from music scores.
Key people may include:	mentors other artists peers supervisors teachers.
Strategies used to assess the capabilities of techniques may involve:	experimenting directly with work in progress producing test clips testing recording and editing features.
Equipment may include:	batteries cameras computer editing software editing suite electrical leads lighting equipment and appropriate cabling sound equipment and microphones tripods.
Materials may include:	materials and objects for use as: costumes props sets materials used in animation, such as: modelling clay paints templates.
Needs of the work may relate to:	availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability.
File formats may include:	FLV MPEG-2 MPEG-4 RealMedia WAV WMV.

Unit Sector(s)

Visual communication – digital content and imaging

CUVDIG401A Experiment with techniques to enhance digital images

Modification History

Version	Comments
CUVDIG401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to proactively experiment and innovate with various digital imaging techniques and ideas to develop an individual style or voice.

Application of the Unit

People with a command of digital techniques apply the skills and knowledge outlined in this unit. They could be producing digital images for electronic media or physical output.

At this level, work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop proficiency with a range of digital imaging techniques and media	1.1. Evaluate the potential for new approaches to digital imaging based on capabilities of techniques already used 1.2. Adapt or introduce new tools, equipment and materials to achieve different effects 1.3. Extend the capabilities of digital imaging techniques through experimentation 1.4. Take account of the safety and sustainability considerations for different techniques and media
2. Develop ideas for digital imaging	2.1. Articulate creative and other goals for digital image work 2.2. Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3. Apply knowledge of different digital imaging techniques to inform ideas 2.4. Allow techniques and ideas to work together to inform each other 2.5. Consider the professional potential and other criteria for work when developing ideas 2.6. Refine and confirm ideas based on experimentation, research and collaboration with others
3. Organise digital imaging resources	3.1. Assess specific resource requirements for the chosen work 3.2. Research and access potential sources of supply for digital imaging resources 3.3. Evaluate cost and other constraints that impact on the development of work 3.4. Evaluate and respond to presentation considerations for finished digital images 3.5. Set up or coordinate resource requirements according to safety and other workplace requirements
4. Create finished digital images	4.1. Create digital images, using techniques and media selected from research and experimentation 4.2. Review and refine ideas and approaches based on ongoing experience with the production of work 4.3. Use safe and sustainable work practices throughout the production of work 4.4. Document and record the development of the work and the research and ideas that inform it
5. Evaluate own digital imaging work	5.1. Reflect on own work in terms of conceptual development and technical execution 5.2. Identify areas for future improvement especially in terms of own skill development 5.3. Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss ideas and techniques in own work

create a record of the digital imaging work

initiative and enterprise skills to:

experiment with digital imaging techniques to enhance final digital images

apply critical thinking and analytical skills when developing ideas for digital imaging

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of other digital imaging artists and arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources

problem-solving skills to identify and resolve technical and conceptual issues in digital imaging work

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining ideas for digital imaging and how this relates to the development of an individual style or voice

ways to adapt, extend and combine the capabilities of a wide range of digital imaging technologies and techniques

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects in work

formal elements and principles of design and how they may be used, adapted and challenged in digital imaging work

research methodologies used by artists

historical and theoretical contexts for digital imaging and how they may be used to inform individual practice

sources of raw, part-processed and processed digital imaging materials

sources of other resources needed in a professional digital imaging practice

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a digital imaging practice

OHS requirements for the set-up and operation of digital imaging work space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce a series of digital images or single major work that demonstrates a command of techniques apply knowledge of digital imaging techniques, equipment and materials and the ways they may be adapted and combined.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used in digital imaging 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 technical execution of work pieces produced by the candidate direct observation of digital imaging in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP401A Realise a creative project ICPPP430C Manage colour.

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.

Techniques may include:	acquiring images: from the internet through digital photography through scanning manipulating images using the full range of features in industry-standard digital imaging software matching resolution and format of output to reproduction requirements outputting image as: a print CD other storage medium uploading images to the internet.
Equipment may include:	computer digital camera digital imaging software discs and memory cards guillotine output devices scanner.
Materials may include:	a range of printing surfaces: papers acetate fabrics hard copy source material, such as: photos magazine clippings paintings.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests seeking out information in books, journals and newspapers searching the internet visiting exhibitions and museums.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Intellectual property requirements may relate to:	extent to which the work may be used form of acknowledgement or credit procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Professional potential may relate to:	cost of production existence of an established market how to promote or sell the work market trends professional development.
Other criteria may relate to:	client and user expectations environment in which work will be viewed materials quality of final product techniques timelines tools.
Process followed to refine ideas may include:	adjustment to consideration of elements and principles of design adjustment to subject matter or theme adjustment to use the extended capabilities of the technique.
Sources of supply may include:	commercial outlets imaging bureaux internet share ware software resources.
Cost and other constraints may relate to:	availability of materials and equipment budgeting sponsorship timeframe.
Presentation considerations may include:	availability of space and equipment cost practical considerations presentation context timeframe.

Unit Sector(s)

Visual communication – digital content and imaging

CUVDIG402A Experiment with techniques to produce video art

Modification History

Version	Comments
CUVDIG402A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to proactively experiment with various video art techniques and ideas to develop an individual style or voice.

Application of the Unit

People with a command of video art techniques apply the skills and knowledge outlined in this unit.

At this level, work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop proficiency with a range of video art techniques and media	1.1 Evaluate the potential for new approaches to video art based on capabilities of techniques already used 1.2 Adapt or introduce new tools, equipment and materials to achieve different effects 1.3 Extend the capabilities of video art techniques through experimentation 1.4 Take account of the safety and sustainability considerations for different techniques and media
2. Develop ideas for video art	2.1 Discuss creative and other goals of proposed video art with others 2.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3 Apply knowledge of different video art techniques to inform ideas 2.4 Allow techniques and ideas to work together to inform each other 2.5 Consider the professional potential and other criteria of work when developing ideas 2.6 Refine and confirm ideas based on experimentation, research and collaboration with others
3. Organise video art resources	3.1 Assess specific resource requirements for the chosen work 3.2 Research and access potential sources of supply for video art resources 3.3 Evaluate cost and other constraints that impact on the development of work 3.4 Evaluate and respond to presentation considerations for finished video art 3.5 Set up or coordinate resource requirements according to safety or other workplace requirements
4. Realise finished video art	4.1 Create video art using techniques and media selected from research and experimentation 4.2 Review and refine ideas and approaches based on ongoing experiences with the production of work 4.3 Use safe and sustainable work practices throughout the production of video art 4.4 Document and record the development of the work and the research and ideas that inform it
5. Evaluate own video artwork	5.1 Reflect on own work in terms of conceptual development and technical execution 5.2 Identify areas for future improvement, especially in terms of own skill development 5.3 Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss creative work from a technical and conceptual perspective

create a record of the video artwork

initiative and enterprise skills to:

experiment with techniques to enhance final video art

apply critical thinking and analytical skills when developing ideas for video art

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of other video artists and arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources so that all deadlines are met

problem-solving skills to identify and resolve technical and conceptual issues in video artwork

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining ideas for video art and how this relates to the development of an individual style or voice

ways to adapt, extend and combine the capabilities of a wide range of current video art technologies and techniques

characteristics of different subjects under different treatments and the potential of these characteristics to achieve different effects

formal elements and principles of design and how they may be used, adapted and challenged in video artwork

research methodologies used by artists

historical and theoretical contexts for video art and how they may be used to inform individual practice

sources of resources needed in a professional video art practice

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a video art practice

OHS requirements for the set-up and operation of video artwork space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce multiple finished video art pieces or a single major work that demonstrates a well-developed command of techniques apply knowledge of video art techniques, equipment and materials and the ways they may be adapted and extended.
Context of and specific resources for assessment	Assessment must ensure access to: equipment used to produce video art pieces.
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 technical execution of work pieces produced by the candidate practical demonstration of skills using tools, equipment and materials required to produce video art direct observation of video artwork in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP401A Realise a creative project.

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.

At this level, the candidate would generally demonstrate a command of a broad range of techniques as the basis for experimentation which may include:	animation camera movement: pan tracking zoom camera scales: close up medium shot long shot constructing form with light editing: cross-cutting cutaway dissolves jump cuts mise-en-scene montage mixing sound recording sound: ambient direct special effects voice-overs sculpting in time and space setting up camera angles: aerial view low titled techniques for coping with different lighting and weather conditions working from music scores.
Equipment may include:	batteries cameras computer DVD player editing software editing suite electrical leads hard disk drives lighting equipment and appropriate cabling multi-screen installation scaffolding for projection equipment sound equipment and microphones tripods.
Materials may include:	materials and objects for use as: costumes props sets materials used in animation, such as: modelling clay paints templates.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests searching the internet seeking out information in a range of print and electronic media visiting exhibitions and screenings.
Intellectual property requirements may relate to:	extent to which the work may be used form of acknowledgement or credit procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Criteria may relate to:	client and user expectations duration environment in which video art will be viewed materials quality of final product techniques timelines tools.
Process followed to refine ideas may include:	adjustment to subject matter or theme adjustment to take account of elements and principles of design adjustment to use the extended capabilities of the technique.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials and equipment budgeting sponsorship timeframe.
Presentation considerations may include:	availability of space cost file format for final product, such as: FLV MPEG-2 MPEG-4 RealMedia WAV WMV need to modify presentation set-up seeking external assistance, such as with equipment hire and technical expertise practical considerations presentation context timeframe.
Workplace requirements may include:	cabling lighting power supply process-specific requirements.

Unit Sector(s)

Visual communication – digital content and imaging

CUVDIG501A Refine digital art techniques

Modification History

Version	Comments
CUVDIG501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to refine techniques in working with digital media and to develop own digital art style in a body of creative work. This occurs through a process of research, refinement and evaluation.

Application of the Unit

Visual artists and designers whose practice includes the creation of digital media works apply the skills and knowledge in this unit. Work could be completely digital or an integration of digital and traditional media.

At this level, the practitioner has a well-developed command of digital technologies as well as the conceptual and creative skills to create a coherent body of digital work.

Technique refinement is a largely independent activity with mentoring and guidance as required. It would normally include work with several different techniques and technologies as part of the process of developing an individual style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research digital media ideas and techniques	1.1. Support professional practice by expanding own knowledge of historical and contemporary digital media practice 1.2. Research ways that other artists have used different digital media techniques 1.3. Investigate how particular digital media techniques work to achieve different technical effects 1.4. Evaluate the relationships between digital media techniques and ideas 1.5. Adapt and use relevant ideas and approaches with consideration of intellectual property requirements
2. Select digital media techniques for refinement	2.1. Consider the opportunities offered by different digital media techniques 2.2. Determine limitations and constraints of particular techniques 2.3. Select digital media techniques for refinement
3. Consolidate digital media technique to professional level	3.1. Establish and follow safe work practices for selected techniques 3.2. Develop increasing confidence and skill through practice and experimentation 3.3. Proactively identify and resolve technical problems in digital media projects based on developing expertise 3.4. Challenge and test ideas, and allow new and unpredictable ideas to emerge 3.5. Evolve ideas and other professional skills through ongoing experimentation with technique 3.6. Develop own ways of working with techniques to create individual style 3.7. Create a coherent body of digital media work that shows command of selected digital media techniques
4. Evaluate own digital media technique	4.1. Evaluate development of own technique with others and seek feedback 4.2. Seek and participate in conversations that challenge and explore different concepts and approaches 4.3. Reflect on the particular ways that experimentation with different techniques has informed own work 4.4. Identify ways in which technique may be further developed as part of a professional practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about the technical and conceptual aspects of digital media work

critical thinking and analytical skills to:

evaluate and make judgements about relationships between digital media technique, effects and ideas

make critical evaluations of own digital media technique

make critical evaluations of research findings

initiative and enterprise skills to identify and act on opportunities for own practice presented by research

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse complex and varied information about digital media technique

problem-solving skills to identify and resolve technical problems in digital media work

self-management and planning skills to create a coherent body of digital media work

technical skills to show command of chosen digital media techniques at a professional level

technology skills to use the internet as a research tool.

Required knowledge

relationship between digital media technique, particular effects and ideas – in the work of other artists and in the context of own practice

extended range of information sources that support research in digital media practice

cultural, sociological, philosophical, aesthetic, political and commercial influences on digital media technique, in historical and contemporary contexts

professional development opportunities for artists seeking to develop a digital media practice

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation associated with digital media as a professional practice

sustainability issues for the professional operation of a practice that includes digital media

OHS requirements for the set-up and operation of a professional work space for digital media work.

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 ability to: evolve and refine digital media technique through a demonstrated process of experimentation develop individual style in own work produce a coherent body of professional artwork that includes the use of well-developed digital media technique research digital media technique in the broader context of other artwork and artists use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce digital media 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 digital media technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine digital media technique evaluation of the work documentation direct observation of digital media in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP501A Realise a body of creative work.

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.

Digital media techniques may include:	animation auterism camera angles: low titled aerial view camera movement: pan/dolly tracking zoom camera scales: close up medium shot long shot editing in linear and non-linear forms: cross-cutting cutaway jump cuts dissolves mise-en-scene montage sound: direct ambient special effects voice-overs music score synthesised techniques to accommodate different lighting and weather conditions imaging conventions: composition tone balance lighting.
Technical effects may include:	controlling and displaying time imaging the passage of time integrating images and other technologies creating emotive content making minute things visible to the naked eye pictorial representation of subjects normally beyond human vision, comprehension or understanding.
Intellectual property requirements may relate to:	copyright design licensing regulations form of acknowledgement or credit moral rights protocols for the adaptation of work by others trademarks.
Opportunities may include:	communication of ideas natural affinity with particular techniques potential for combining techniques potential for interactions between technique and media themes in work.
Limitations and constraints may include:	availability of materials capacity of technique to deliver required effect own interaction with technique resources time.
Refinement relates to:	ability to use technique with confidence use of technique in a body of professional work.
Safe work practices may include:	ergonomic safety use of consumables.
Coherent body of digital media work is:	conceptually resolved documented in terms of its development subject to critical feedback by others technically resolved thematically connected.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – digital content and imaging

CUVDIG502A Investigate technologies for the creation of digital art

Modification History

Version	Comments
CUVDIG502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and explore technologies available to artists working in any digital media. Given the rapid pace of change, one focus of the unit is on maintaining currency.

Application of the Unit

Any practitioner who produces creative digital media work applies the skills and knowledge in this unit. Work could be completely digital or an integration of digital and traditional media.

Technology exploration at this level is a largely independent activity with mentoring and guidance as required. It would normally include investigation of a range of technologies and processes to develop an individual professional style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research digital technologies	1.1 Research the detailed capabilities of different digital technologies and equipment 1.2 Evaluate current, emerging and experimental technologies 1.3 Investigate the relationships between technologies and the achievement of different effects 1.4 Determine cost and supply parameters for different technologies and equipment
2. Select digital technologies for in-depth exploration	2.1 Assess the creative and professional opportunities offered by different technologies 2.2 Determine limitations and constraints of particular technologies 2.3 Select technologies that suit own practice
3. Integrate technologies into own work	3.1 Explore different ways of working with technologies 3.2 Challenge and stretch the capabilities and uses of different technologies through experimentation 3.3 Develop own ways of working with technologies that achieve desired outcomes 3.4 Engage in informed discussion with others about the characteristics and opportunities of particular digital art technologies 3.5 Establish and follow safe work practices
4. Manage digital technologies in professional practice	4.1 Establish systems and habits to maintain currency of knowledge around digital art technologies 4.2 Develop ways of working that minimise waste 4.3 Maintain the quality and life of equipment and consumables through appropriate handling and storage

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage in informed discussion around digital technologies and their relationship with ideas

critical thinking and analytical skills to evaluate and make judgements about relationships between technologies, techniques and processes

initiative and enterprise skills to:

develop individual ways of working with technologies and processes

identify and act on opportunities for own practice presented by different materials and processes

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse varied and technical information about digital technologies and processes

problem-solving skills to identify and resolve technical problems in digital artwork

self-management and planning skills to develop own ways of working with digital technologies and processes

technology skills to work with the advanced features of a wide range of technologies used for digital work.

Required knowledge

ways in which a wide range of digital technologies and processes can be used, adapted, combined and challenged by the professional artist

ways of integrating different technologies

types of technical and other data that may need to be stored for safety and other reasons

cost and supply parameters for different technologies and types of equipment to support professional practice

storage requirements and option for different materials used in digital work

intellectual property issues and legislation associated with digital work

sustainability issues associated with the technologies used in digital work

OHS requirements for the set-up and operation of a professional work space.

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 ability to: apply knowledge of digital technologies and how they may be used and adapted at a professional level evolve and refine ways of working with technologies through a demonstrated process of experimentation integrate technologies into own work in a way that supports coherence of the creative work demonstrate technical proficiency in the use of selected digital technologies use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce digital 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 the use of technologies in terms of the coherence of the body of work evaluation of processes used by the candidate to develop new ways of working with technologies evaluation of the work documentation 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, for example: CUVPRP501A Realise a body of creative work.

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.

Digital technologies and equipment may include:	computer hardware digital storage DVD technology interactive media lighting mobile devices scanner sound technology.
Cost and supply parameters may relate to:	budgetary restrictions capacity to share costs with others location of suppliers use of recycled materials terms of payment.
Creative and professional opportunities may relate to:	creative potential: communication of ideas natural affinity with particular technologies potential for combining traditional and digital technologies potential for interactions between different technologies themes in work professional potential: collaboration emerging market trends professional development saleability.
Limitations and constraints may include:	availability of technologies and equipment financial expenditure safety aspects of process studio space timeframe transportation.
Different ways of working with technologies may involve:	combining technologies in new ways exploring time-based arts varying established approaches to achieve new effects working collaboratively with a particular material or process.
Own ways of working relate to:	approaches that reflect and support individual voice particular nuances and subtleties unique to the individual artist.
Safe work practices may include:	ergonomic safety use of tools and equipment use of consumables.
Appropriate handling and storage may relate to:	damage prevention interactions between different equipment light sensitivity temperature sensitivity mould prevention.

Unit Sector(s)

Visual communication – digital content and imaging

Custom Content Section

Not applicable.

CUVDRA201A Develop drawing skills

Modification History

Version	Comments
CUVDRA201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic drawing techniques to produce creative work. This unit relates to drawing as an art form and therefore differs from units that focus on drawing as a visual representation tool.

Application of the Unit

People with little or no drawing experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design or drawing skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce drawings from simple ideas. Supervision and guidance would usually be provided.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare drawing resources	1.1 Identify and obtain drawing tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test drawing techniques	2.1 View a range of drawings in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce drawings 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on drawing work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss the process for producing drawings with others

understand and follow instructions

learning skills to:

improve techniques for producing drawings through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for drawing

major styles of drawing and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of drawings

cleaning and maintenance techniques for tools and equipment used in drawing

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of drawing tools, equipment and materials

OHS procedures that apply to drawing work.

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 ability to: produce drawings where the techniques and materials support the ideas for the work apply knowledge of drawing tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used to produce drawings.
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 observation of drawings in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	brushes crayons electronic equipment and accessories pencils pens rags scrapers spatulas sponges sticks.
Materials may include:	chalks charcoal crayons ink and wash papers pastels watercolour.
Workplace procedures may relate to such things as:	cost control process-specific procedures recycling reporting safety use of materials.
Key people may include:	arts practitioners mentors supervisors teachers.
Ideas may be influenced by:	elements and principles of design subject matter or theme for the work, such as: built environment identity land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques.
Techniques would generally be quite limited in nature and may include:	digital drawing techniques basic use of: linear marks of differing intensity and character linear marks to produce illusion of three-dimensional (3-D) form simple linear perspective through the use of a vanishing point tonal range to produce illusion of a 3-D form.

Unit Sector(s)

Visual communication – drawing

CUVDRA301A Produce drawings

Modification History

Version	Comments
CUVDRA301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce drawings through the exploration and application of a range of techniques, tools, equipment and materials. This unit relates to drawing as an art form and therefore differs from units that focus on drawing as a visual representation tool.

Application of the Unit

People still developing their drawing expertise apply the skills and knowledge in this unit. They produce finished drawings extending and combining a range of techniques to support the ideas of the work.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Plan drawing work through exploration	1.1 Explore drawing ideas and techniques in consultation with key people as required 1.2 Review historical and contemporary drawing practice as a potential source of ideas 1.3 Clarify ideas for drawings based on exploration and discussion 1.4 Assess the capabilities of drawing techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work
2. Prepare, maintain and store drawing resources	2.1 Select and organise drawing tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources 2.4 Store resources according to the needs of different items
3. Create finished drawings	3.1 Safely use and adapt drawing techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas for drawings with others

learning skills to:

improve techniques to produce drawings through practice and experimentation

respond constructively to feedback

literacy skills to interpret information about historical and contemporary drawing practice

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce drawings

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in drawing

physical properties and capabilities of a range of materials, tools and equipment used in drawing

work space requirements for drawing, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for drawing tools, equipment and materials

historical and theoretical contexts for drawing

intellectual property considerations for any person making creative work

sustainability considerations associated with the use of drawing tools, equipment and materials

OHS procedures that apply to drawing work.

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 ability to: produce multiple drawings or a single major work that shows some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt the capabilities of drawing techniques and resources.
Context of and specific resources for assessment	Assessment must ensure access to: tools, equipment and materials used to produce drawings.
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 technical execution of work pieces produced by the candidate direct observation of drawings in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP301A Produce creative work.

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.

Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Techniques may include:	application of a particular colour range and linear work to produce expressive drawings building on or combining techniques, such as: linear marks of differing intensity and character linear marks to produce illusion of three-dimensional (3-D) form simple linear perspective through the use of a vanishing point tonal range to produce illusion of a 3-D form layering using resist stencilling and masking use of a range of markers to achieve different lines and strokes.
Key people may include:	mentors other artists peers supervisors teachers.
Strategies used to assess the capabilities of techniques may involve:	experimenting directly onto work in progress producing test pieces or samples systematically testing a range of processes.
Tools may include:	blades brushes electronic equipment and accessories rags scrapers spatulas sponges sticks.
Materials may include:	board chalks charcoal graphite ink and wash paints pastels surface materials: board fabric glass metal paper perspex wood.
Needs of the work may relate to:	availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability.

Unit Sector(s)

Visual communication – drawing

CUVDRA401A Experiment with techniques to produce drawings

Modification History

Version	Comments
CUVDRA401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to proactively experiment and innovate with various drawing techniques and ideas to develop an individual style or voice. This unit relates to drawing as an art form and therefore differs from units that focus on drawing as a visual representation tool.

Application of the Unit

People with a command of drawing techniques apply the skills and knowledge in this unit. They often produce work at a pre-professional level for sale in a range of outlets, such as markets and fairs.

At this level, work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop proficiency with a range of drawing techniques and media	1.1 Evaluate the potential for new approaches to drawing based on capabilities of techniques already used 1.2 Adapt or introduce new tools, equipment and materials to achieve different effects 1.3 Extend the capabilities of drawing techniques through experimentation 1.4 Take account of the safety and sustainability considerations for different techniques and media
2. Develop ideas for drawing	2.1 Articulate creative and other goals for drawing work 2.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3 Apply knowledge of different drawing techniques to inform ideas 2.4 Allow techniques and ideas to work together to inform each other 2.5 Consider the professional potential and other criteria for work when developing ideas 2.6 Refine and confirm ideas based on experimentation, research and collaboration with others
3. Organise drawing resources	3.1 Assess specific resource requirements for the chosen work 3.2 Research and access potential sources of supply for drawing resources 3.3 Evaluate cost and other constraints that impact on the development of work 3.4 Evaluate and respond to presentation considerations for finished drawings 3.5 Set up or coordinate resource requirements according to safety and other workplace requirements
4. Create finished drawings	4.1 Create drawings, using techniques and media selected from research and experimentation 4.2 Review and refine ideas and approaches based on ongoing experience with the production of work 4.3 Use safe and sustainable work practices throughout the production of drawings 4.4 Document and record the development of the work and the research and ideas that inform it
5. Evaluate own drawing work	5.1 Reflect on own work in terms of conceptual development and technical execution 5.2 Identify areas for future improvement, especially in terms of own skill development 5.3 Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss ideas and techniques in own work

create a record of the drawing work

initiative and enterprise skills to:

experiment with drawing techniques to enhance final drawings

apply critical thinking and analytical skills when developing ideas for drawings

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of other artists and arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources

problem-solving skills to identify and resolve technical and conceptual issues in drawing work

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining ideas for drawing and how this relates to the development of an individual style or voice

ways to adapt, extend and combine the capabilities of a wide range of drawing materials and techniques

physical properties and capabilities of an extended range of materials and tools used in drawing

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

formal elements and principles of design and how they may be used, adapted and challenged in drawing work

research methodologies used by artists

historical and theoretical contexts for drawing and how they may be used to inform individual practice

sources of raw, part-processed and processed drawing materials

sources of other resources needed in a professional drawing practice

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a drawing practice

OHS requirements for the set-up and operation of drawing work space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce multiple finished drawings or a single major work that demonstrate a command of techniques apply knowledge of drawing techniques, equipment and materials and the ways they may be adapted and combined.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce drawings.
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 technical execution of work pieces produced by the candidate direct observation of drawing in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP401A Realise a creative project.

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.

Techniques may include:	digital drawing techniques layering of marks in a range of media or a combination of erasing and layering of marks in a range of media overlapping or superimposing marks and imagery using mixed drawing media and a range of techniques to produce drawings extending and combining the techniques, such as: linear marks of differing intensity and character linear marks to produce illusion of three-dimensional (3-D) form simple linear perspective through the use of a vanishing point tonal range to produce illusion of a 3-D form experimenting with the use of positive and negative space.
Tools and equipment may include:	blades rags range of brushes, including air brushes scrapers spatulas sponges sticks.
Materials may include:	chalk charcoal graphite ink and wash paints pastels and chalks surface materials: board fabric glass metal paper perspex wood.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests seeking out information in books, journals and newspapers searching the internet visiting exhibitions and museums.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Intellectual property requirements may relate to:	extent to which the work may be used form of acknowledgement or credit procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Professional potential may relate to:	cost of production existence of an established market how to promote or sell the work market trends professional development.
Criteria may relate to:	client and user expectations duration environment in which drawings will be viewed materials quality of final product techniques timelines tools.
Process followed to refine ideas may include:	adjustment to subject matter or theme adjustment to take account of elements and principles of design adjustment to use extended capabilities of techniques.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials and tools budgeting sponsorship timeframe.
Presentation considerations may include:	cost practical consideration presentation context timeframe.

Unit Sector(s)

Visual communication – drawing

CUVDRA501A Refine drawing techniques

Modification History

Version	Comments
CUVDRA501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to refine drawing technique and to develop own drawing style in a coherent body of creative work. This occurs through a process of research, refinement and evaluation. This unit relates to drawing as an art form and therefore differs from units that focus on drawing as a visual representation tool.

Application of the Unit

Visual artists whose practice includes drawing apply the skills and knowledge in this unit. Drawings may be presented in a range of media and could be mixed media works.

At this level, the practitioner has a well-developed command of drawing techniques as well as the conceptual and creative skills to create a coherent body of work.

Technique refinement is a largely independent activity with mentoring and guidance as required. It would normally include work with several different techniques as part of the process of developing an individual style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research drawing ideas and techniques	1.1. Support professional practice by expanding own knowledge of historical and contemporary drawing practice 1.2. Research ways that other artists have used different drawing techniques 1.3. Investigate how particular drawing techniques work to achieve different technical effects 1.4. Evaluate the relationships between drawing techniques and ideas 1.5. Adapt and use relevant ideas and approaches with consideration of intellectual property requirements
2. Select drawing techniques for refinement	2.1. Consider the opportunities offered by different drawing techniques 2.2. Determine limitations and constraints of particular techniques 2.3. Select drawing techniques for refinement
3. Consolidate drawing technique to professional level	3.1. Establish and follow safe work practices for selected techniques 3.2. Develop increasing confidence and skill through practice and experimentation 3.3. Proactively identify and resolve technical problems in drawing projects based on developing expertise 3.4. Challenge and test ideas, and allow new and unpredictable ideas to emerge 3.5. Evolve ideas and other professional skills through ongoing experimentation with technique 3.6. Develop own ways of working with techniques to create individual style 3.7. Create a coherent body of drawing work that shows command of selected drawing techniques
4. Evaluate own drawing technique	4.1. Evaluate development of own technique with others and seek feedback 4.2. Seek and participate in conversations that challenge and explore different concepts and approaches 4.3. Reflect on the particular ways that experimentation with different techniques has informed own artwork 4.4. Identify ways in which technique may be further developed as part of a professional practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about the technical and conceptual aspects of drawing with others

critical thinking and analytical skills to:

evaluate and make judgements about relationships between drawing technique, effects and ideas

make critical evaluations of own drawing technique

make critical evaluations of research findings

initiative and enterprise skills to identify and act on opportunities for own practice presented by research

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse complex and varied information about drawing technique

problem-solving skills to identify and resolve technical problems in drawing work

self-management and planning skills to create a coherent body of drawing work

technical skills to show command of chosen drawing techniques at a professional level

technology skills to use the internet as a research tool.

Required knowledge

relationship between drawing technique, particular effects and ideas in the work of other artists and in the context of own practice

extended range of information sources that support research in drawing practice

cultural, sociological, philosophical, aesthetic, political and commercial influences on drawing technique, in historical and contemporary contexts

professional development opportunities for artists seeking to develop a drawing practice

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation associated with drawing as a professional practice

sustainability issues for the professional operation of a drawing practice

OHS requirements for the set-up and operation of a professional work space for drawing.

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 ability to: evolve and refine drawing technique through a demonstrated process of experimentation develop individual style in own work produce a coherent body of professional artwork that includes the use of well-developed drawing technique research drawing technique in the broader context of other artwork and artists use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce drawing 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 drawing technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine drawing technique evaluation of the work documentation direct observation of drawing in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP501A Realise a body of creative work.

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.

Drawing techniques may include:	abrasive technique additive technique application of pigment collage or frottage digital drawing techniques erasure or subtractive techniques hatching and cross-hatching integration of text and drawing linear marks: of differing character of differing intensity and character to produce illusion of form in space linear perspective resist techniques scaling techniques simple linear perspective tonal range to produce illusion of form in space use of positive and negative space.
Technical effects may include:	atmosphere chiaroscuro illusion mood movement perspective trompe l’oeil.
Intellectual property requirements may relate to:	copyright design licensing regulations form of acknowledgement or credit moral rights protocols for the adaptation of work by others trademarks.
Opportunities may relate to:	communication of ideas natural affinity with particular techniques potential for combining techniques potential for interactions between technique and media themes in work.
Limitations and constraints may relate to:	availability of materials capacity of technique to deliver required effect own interaction with technique resources time.
Refinement relates to:	ability to use selected techniques with confidence ongoing demonstration of development of technique use of selected techniques in a body of professional work.
Safe work practices may include:	completing material safety data sheets (MSDS) correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Technical problems may include:	implications of scale and size limitations of digital technology limitations of materials.
Coherent body of drawing work is:	conceptually resolved documented in terms of its development subject to critical feedback by others technically resolved thematically connected.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – drawing

CUVDRA502A Investigate drawing materials and processes

Modification History

Version	Comments
CUVDRA502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and explore selected drawing materials and processes and integrate their use into creative practice. This unit relates to drawing as an art form and therefore differs from units that focus on drawing as a visual representation tool.

Application of the Unit

Artists who create drawing as art apply the skills and knowledge in this unit.

Material and process exploration at this level is a largely independent activity with mentoring and guidance as required. It would normally include investigation of a range of materials and processes to develop an individual professional style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research drawing materials and processes	1.1. Research the detailed physical properties and capabilities of different drawing materials 1.2. Investigate the safety issues associated with different materials and processes prior to use 1.3. Collate and store safety and technical data to meet safety requirements and inform future practice 1.4. Investigate the relationship between materials and drawing processes 1.5. Explore the relationships between ideas and materials or process 1.6. Determine cost and supply parameters
2. Select drawing materials and processes for in-depth exploration	2.1. Assess the creative and professional opportunities offered by different drawing materials and processes 2.2. Determine limitations and constraints of particular materials and processes 2.3. Select particular materials and processes that suit own practice
3. Integrate drawing materials and processes into own work	3.1. Explore different ways of working with materials and processes to achieve desired outcomes 3.2. Challenge and stretch the capabilities and uses of different materials and processes through experimentation 3.3. Develop own ways of working with materials and processes 3.4. Engage in informed discussion with others about the characteristics and opportunities of particular drawing materials and processes 3.5. Establish and follow safe work practices
4. Manage drawing resources in professional practice	4.1. Establish a sustainable supply of drawing resources 4.2. Develop ways of working with resources that minimise waste 4.3. Maintain the quality and life of drawing resources through appropriate handling and storage

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage in informed discussion around materials, processes and their relationship with ideas

critical thinking and analytical skills to evaluate and make judgements about relationships between drawing materials, techniques and processes

initiative and enterprise skills to:

develop individual ways of working with materials and processes

identify and act on opportunities for own practice presented by different materials and processes

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse varied and technical information about drawing materials and processes

problem-solving skills to identify and resolve technical problems in drawing work

self-management and planning skills to:

develop own ways of working with drawing materials and processes

research and organise sustainable supply of materials and processes

technology skills to use the internet as a research tool.

Required knowledge

ways in which a wide range of drawing materials and processes can be used, adapted, combined and challenged by the professional artist

physical properties and capabilities of the selected materials and processes

types of technical and other data that may need to be stored for safety and other reasons

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

cost and supply parameters for drawing materials and tools in the context of professional practice

storage requirements and options for different materials

intellectual property issues and legislation associated with drawing as a professional practice

sustainability issues for the professional operation of a drawing practice

OHS requirements for the set-up and operation of a professional work space.

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 ability to: apply knowledge of drawing materials and processes and how they may be adapted and extended at a professional level evolve and refine ways of working with materials and processes through a demonstrated process of experimentation integrate materials and processes into own work in a way that supports coherence of the creative work demonstrate technical proficiency in the use of selected materials and processes use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce drawings.
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 the use of materials and processes in terms of the coherence of the body of work evaluation of processes used by the candidate to develop new ways of working with drawing materials and processes evaluation of the work documentation 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, for example: CUVPRP501A Realise a body of creative work.

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.

Physical properties and capabilities may include:	dryness flexibility fluidity hardness opacity permanency softness transparency.
Drawing materials may include:	blended materials erasers of different types fluids found objects improvised media inks natural materials paints pastels and chalks pigments protective sprays solvents surface materials: board fabric glass metal paper perspex wood tapes traditional drawing materials.
Safety issues may relate to:	dust and airborne particles equipment used for drawing fire fumes manual handling requirements noise sharp objects use and labelling of chemicals use of equipment with moving parts work posture.
Data may include:	material safety data sheets (MSDS) quantity calculations results of experimentation.
Drawing processes may include:	digital drawing techniques integration of text and drawing linear marks: of differing intensity and character to produce illusion of form in space linear perspective scaling techniques tonal range to produce illusion of form in space use of positive and negative space.
Cost and supply parameters may relate to:	budgetary restrictions capacity to share costs with others continuity of supply delivery issues location of suppliers potential for use of found objects terms of payment use of freely available natural materials use of recycled materials.
Creative and professional opportunities may relate to:	creative potential: communication of ideas personal affinity with particular materials and processes potential for combining materials and processes potential for interactions of different materials and processes themes in work professional potential: collaboration emerging market trends professional development saleability.
Limitations and constraints may include:	availability of supplies financial expenditure safety aspects of process storage facilities studio space timeframe transportation.
Different ways of working with materials and processes may involve:	combining materials and processes in new ways making samples, prototypes and maquettes varying established approaches to achieve new effects working collaboratively with a particular material or process.
Own ways of working may include:	approaches that reflect and support individual voice particular nuances and subtleties unique to the individual artist.
Safe work practices may include:	completing MSDS correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Sustainable supply is:	available when needed environmentally friendly of appropriate quality safe within budgetary requirements.
Appropriate handling and storage may include:	handling damage insect proofing light sensitivity longevity of materials mould prevention.

Unit Sector(s)

Visual communication – drawing

CUVFIM401A Obtain revenue to support operations

Modification History

Version	Comments
CUVFIM401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to set revenue-raising goals, identify possible sources of revenue, and to proactively work to secure revenue to support work operations.

Application of the Unit

A sole practitioner, small business person, or a manager or senior administrator in a larger organisation could apply the skills and knowledge outlined in this unit.

Revenue could be raised from corporate sponsorship, grants from philanthropic trusts or government agencies, or through more commercial approaches, such as advertising and promotion.

Although work at this level is largely independent, some supervision and guidance would be provided as required

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Set revenue-raising goals	1.1 Identify potential revenue sources from a range of information sources 1.2 Identify factors that may affect the suitability of potential revenue sources 1.3 Evaluate suitability of revenue sources in relation to the organisation’s overall vision 1.4 Identify revenue-raising priorities in line with current direction and vision in consultation with relevant people 1.5 Reach agreement on how and from which sources revenue will be raised as required
2. Implement revenue-raising strategies	2.1 Identify processes to follow to access potential revenue sources 2.2 Establish and maintain relationships with potential revenue sources 2.3 Build positive relationships with key stakeholders who can provide support 2.4 In a timely manner, assign resources required to raise revenue 2.5 Negotiate with representatives from revenue sources to clarify terms and conditions of funding agreement 2.6 Discuss funding agreement with all parties in a professional manner
3. Evaluate revenue-raising strategies	3.1 Monitor all arrangements to ensure compliance with funding requirements 3.2 Review the impact of funding on the organisation 3.3 Review priorities and revenue-raising strategies and amend as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss revenue-raising issues with colleagues

communicate effectively with a range of stakeholders

conduct negotiations to clarify terms and conditions of funding agreements

establish and maintain relationships with representatives from funding bodies/revenue sources

initiative and enterprise to:

identify revenue sources that best suit the organisation’s profile and vision

anticipate and manage risks associated with obtaining revenue

numeracy skills to interpret organisational financial reports and budget documents

planning and organising skills to plan and implement approaches to revenue sources in a timely and logical manner

research skills to obtain necessary background information to assist with the identification of potential revenue sources

self-management skills to work within specified timelines

technology skills to:

use a range of office equipment and software to produce documents and reports

use the internet as a research tool.

Required knowledge

typical avenues through which revenue can be raised in the relevant industry content, including:

government departments

industry

private sector

methods used by similar organisations to generate revenue

emerging trends and different models for revenue-raising activities

issues and challenges that typically arise in the context of revenue raising

general business requirements associated with revenue and funding sources, including audit accounting and legal issues.

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 ability to: develop an action plan that outlines strategies to raise revenue for a given organisation or practice apply knowledge of revenue-raising opportunities in the relevant industry context.
Context of and specific resources for assessment	Assessment must ensure access to: materials, resources and equipment needed to research funding and revenue opportunities.
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 an action plan developed by the candidate detailing revenue-raising strategies questioning and discussion about action plan and negotiation strategies 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, for example: CUEFIN03C Obtain sponsorship CUSFIM501A Secure funding for 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.

Revenue sources may include:	advertising corporate contributions government funding promotional opportunities sales sponsorship.
Information sources may include:	annual reports of companies known for sponsorship benchmarking with similar organisations directories: government departments and agencies industry philanthropic trusts industry networks internet print and electronic media professional associations tender search organisations word-of-mouth.
Factors may include:	costs and benefits to the organisation eligibility criteria environmental issues expectations of: advertisers corporate donors funding bodies grant conditions level of funding offered timing.
Priorities may be determined through consideration of:	benefits to the organisation costs involved in seeking revenue: compliance requirements people reporting requirements resources time length of potential financial support likely chance of success nature of support profile opportunities relationship and network opportunities.
Relevant people may include:	board of directors business manager CEO colleague financial adviser managing director.
Processes may include:	completion of proposals or submissions direct approaches presentations responses to tenders or advertising retail outlets sourced or established.
Ways to build positive relationships may include:	attendance at organised networking events, e.g. conferences, openings and launches direct approaches offering support to other organisations organisation of own networking events, e.g. launches, displays, workshops and promotions presentations.
Funding agreement may include:	compliance monitoring arrangements reporting and review requirements rights and responsibilities of all parties terms and conditions of agreement.
Impact may relate to:	ability to comply with any funding and sponsorship conditions access to other potential revenue sources additional networking opportunities additional promotional and profiling opportunities additional work requirements on staff increase in the use of that funding source opportunities to extend potential funding into new areas reporting requirements.

Unit Sector(s)

Finance – financial management

CUVGLA201A Develop glassworking skills

Modification History

Version	Comments
CUVGLA201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic glassworking techniques to produce creative work.

Application of the Unit

People with little or no experience in producing glassworking apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design, drawing or craft skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce glass objects from simple design concepts. Supervision and guidance would usually be provided.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare glassworking resources	1.1 Identify and obtain glassworking tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test glassworking techniques	2.1 View a range of glassworking in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce glassworks 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on glassworking from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss the process for producing glassworking with others

understand and follow instructions

learning skills to:

improve techniques for producing glassworking through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for glassworking

major styles of glassworking and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of glassworking

cleaning and maintenance techniques for tools and equipment used in glasswork

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of glassworking tools, equipment and materials

OHS procedures that apply to glassworking.

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 ability to: produce multiple glass pieces where the techniques and materials support the ideas for the work apply knowledge of glassworking tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used in glassworking.
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 observation of glassworking in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP201A Make simple creative work.

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.

Tools may include:	glass cutters modelling and carving tools piping tools rulers.
Equipment may include:	compressor electric kilns engravers glass cutting table grinding and polishing equipment kiln furniture personal protective equipment (PPE), including: dust masks gloves respirators safety glasses programmable kiln controllers sandblaster slumping moulds.
Materials may include:	clay float glass glass colours, including: enamels paints stains materials for embedding plaster refractory fillers: sand silica refractory release agents: alumina bead release graphite kaolin tested compatible glass rods (for lampwork) tested compatible sheet glass texturing materials: batwash fabric formed and fired clay metals natural objects plant material whiting.
Workplace procedures may relate to such things as:	cost control process-specific procedures recycling reporting safety use of materials.
Key people may include:	arts practitioners mentors supervisors teachers.
Glassworking may include:	bowls and other containers jewellery items mural pieces plaques platters sculptural work tiles.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques.
Techniques would generally be quite limited in nature and may include:	copperfoil cutting sheet glass: straight lines curved lines circles fusing and slumping sheet glass lampworked glass leadlighting painting sandblasting slumping fused glass.

Unit Sector(s)

Visual communication – glass

CUVGLA301A Produce glasswork

Modification History

Version	Comments
CUVGLA301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce glasswork by exploring and applying a range of techniques, tools, equipment and materials.

Application of the Unit

People still developing their glassworking expertise apply the skills and knowledge in this unit. They produce finished glass items building on and combining a range of techniques to support the ideas of the work.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Plan glassworking through exploration	1.1 Explore ideas and techniques for glassworking in consultation with key people as required 1.2 Review historical and contemporary glassworking practice as a potential source of ideas 1.3 Clarify ideas for glassworking based on exploration and discussion 1.4 Assess the capabilities of glassworking techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work
2. Prepare, maintain and store glassworking resources	2.1 Select and organise glassworking tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources 2.4 Store resources according to the needs of different items
3. Create finished glasswork	3.1 Safely use and adapt glassworking techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas for glassworking with others

learning skills to:

improve techniques to produce glassworking through practice and some experimentation

respond constructively to feedback

literacy skills to interpret information about historical and contemporary glass practice

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce glassworking

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in glasswork

physical properties and capabilities of a range of materials, tools and equipment used in glasswork

work space requirements for glasswork, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for glassworking tools, equipment and materials

historical and theoretical contexts for glassworking

elements and principles of design and their particular application to glasswork

intellectual property considerations for any person making creative work

sustainability considerations associated with the use of glassworking tools, equipment and materials

OHS procedures that apply to glasswork.

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 ability to: produce multiple pieces of glasswork or a single major work that show some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt the capabilities of glassworking techniques and resources.
Context of and specific resources for assessment	Assessment must ensure access to: tools, equipment and materials used in glassworking.
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 technical execution of work pieces produced by the candidate direct observation of glassworking in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP301A Produce creative work.

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.

Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Techniques may include:	assemblage blowing casting colouring etching fusing hot forming lampworking leadlight and copperfoil pâté de verre sandblasting slumping.
Glassworking may include:	functional forms: bowls lighting components platters vessels jewellery and body wear mural pieces plaques sculptural pieces tiles.
Key people may include:	mentors other artists peers supervisors teachers.
Strategies used to assess the capabilities of techniques may involve:	producing test pieces or samples systematically testing a range of processes.
Materials may include:	clay clear and coloured glass suitable for casting: casting glass tested compatible frit/cullet clear and coloured glass suitable for lampworking: sheet glass stringers tested compatible rods clear and coloured sheet glass: float glass tested compatible glass glass colours: enamels and lustres paints stains materials for embedding plaster refractory board suitable for making moulds refractory fillers: sand silica refractory release agents: alumina bead release graphite kaolin texturing materials: batwash clay fabric formed and fired graphite kaolin natural materials whiting bead release sculpture wax.
Needs of the work may relate to:	availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability.

Unit Sector(s)

Visual communication – glass

CUVGLA401A Experiment with techniques to produce glasswork

Modification History

Version	Comments
CUVGLA401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to proactively experiment and innovate with various glassworking techniques and ideas to develop an individual style or voice.

Application of the Unit

People with a command of glassworking techniques apply the skills and knowledge in this unit. They often produce work at a pre-professional level for sale in a range of outlets, such as markets and fairs.

At this level, work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop proficiency with a range of glassworking techniques and media	1.1 Evaluate the potential for new approaches to glassworking based on capabilities of techniques already used 1.2 Adapt or introduce new tools, equipment and materials to achieve different effects 1.3 Extend the capabilities of glassworking techniques through experimentation 1.4 Take account of the safety and sustainability considerations for different techniques and media
2. Develop ideas for glasswork	2.1 Articulate creative and other goals for glasswork 2.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3 Apply knowledge of different glassworking techniques to inform ideas 2.4 Allow techniques and ideas to work together to inform each other 2.5 Consider the professional potential and other criteria for work when developing ideas 2.6 Refine and confirm ideas based on experimentation, research and collaboration with others
3. Organise glassworking resources	3.1 Assess specific resource requirements for the chosen work 3.2 Research and access potential sources of supply for glassworking resources 3.3 Evaluate cost and other constraints that impact on the development of work 3.4 Evaluate and respond to presentation considerations for finished glasswork 3.5 Set up or coordinate resource requirements according to safety and other workplace requirements
4. Create finished glasswork	4.1 Create glasswork, using techniques and media selected from research and experimentation 4.2 Review and refine ideas and approaches based on ongoing experience with the production of work 4.3 Use safe and sustainable work practices throughout the production of glasswork 4.4 Document and record the development of the work and the research and ideas that inform it
5. Evaluate own glasswork	5.1 Reflect on own work in terms of conceptual development and technical execution 5.2 Identify areas for future improvement especially in terms of own skill development 5.3 Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss ideas and techniques in own work

create a record of the glasswork

initiative and enterprise skills to:

experiment with techniques to enhance final glasswork

apply critical thinking and analytical skills when developing ideas for glasswork

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of other painters and other arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources

problem-solving skills to identify and resolve technical and conceptual issues in glasswork

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining ideas for glassworking and how this relates to the development of an individual style or voice

ways to adapt, extend and combine the capabilities of a wide range of glassworking materials and techniques

physical properties and capabilities of an extended range of materials and tools used in glassworking

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

formal elements and principles of design and how they may be used, adapted and challenged in glassworking

research methodologies used by artists

historical and theoretical contexts for glassworking and how they may be used to inform individual practice

sources of raw, part-processed and processed glassworking materials

sources of other resources needed in a professional glassworking practice

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a glassworking practice

OHS requirements for the set-up and operation of glassworking work space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce multiple finished glass items or a single major work that demonstrate a command of techniques apply knowledge of glassworking techniques, equipment and materials and the ways they may be adapted and combined use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce glasswork.
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 technical execution of work pieces produced by the candidate direct observation of glassworking in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP401A Realise a creative project.

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.

Glassworking may include:	architectural glasswork functional items: bowls platters vases installation work sculptural forms vessels wearable pieces: head and neck pieces brooches.
Techniques may include:	assemblage blowing casting colouring engraving etching fusing hot forming lampworking leadlight and copperfoil pâté de verre sandblasting slumping.
Tools may include:	brushes cutting aids and guides hand glass cutters hand polishing pads modelling and carving tools moulds for hot glasswork piping tools pliers rulers slumping moulds.
Equipment may include:	compressor drill electric kilns engravers glass cutting machinery: band saw cut-off saw glass cutting table grinding and polishing equipment: bevel grinder flatbed grinder linishers kiln furniture light table personal protective equipment (PPE), including: dust masks gloves and wrist gauntlets respirators safety glasses programmable kiln controllers sandblaster slumping moulds.
Materials may include:	clay clear furnace glass for hotworking as well as compatible coloured glass for hotworked overlays and inclusions materials suitable for inclusions: selected metals and minerals plant materials other colouring agents: lustres metallic salts plaster polishing powders: cerium oxide pumice range of colours suitable for both low and high temperatures as well as for layered glass, cast glass and stained, painted and printed surfaces refractory board suitable for making moulds refractory fillers: sand silica refractory release agents: alumina bead release graphite kaolin sculpture wax selection of: clear and coloured compatible casting glass clear and coloured compatible glass for lampworking clear and coloured compatible sheet glass for kiln formed work clear and coloured sheet glass for leadlighting/copperfoil work texturing materials.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests seeking out information in books, journals and newspapers searching the internet visiting exhibitions and museums.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Intellectual property requirements may relate to:	extent to which the work may be used procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Professional potential may relate to:	cost of production existence of an established market how to promote or sell the work market trends professional development.
Criteria may relate to:	client and user expectations duration environment in which glassworks will be viewed materials quality of final product techniques timelines tools.
Process followed to refine ideas may include:	adjustment to subject matter or theme adjustment to take account of elements and principles of design adjustment to use extended capabilities of the technique.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials and tools budgeting sponsorship timeframe.
Presentation considerations may include:	availability of space client preference cost practical considerations presentation context timeframe.

Unit Sector(s)

Visual communication – glass

CUVGLA501A Refine glassworking techniques

Modification History

Version	Comments
CUVGLA501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to refine techniques for working with glass and to develop own style in a body of creative work. This occurs through a process of research, refinement and evaluation.

Application of the Unit

Visual artists and designers whose practice includes the design and making of glass objects apply the skills and knowledge in this unit.

At this level, the practitioner has a well-developed command of technical glassworking skills as well as the conceptual and creative skills to create a coherent body of work.

Technique refinement is a largely independent activity with mentoring and guidance as required. It would normally include work with several different techniques as part of the process of developing an individual style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research glassworking ideas and techniques	1.1 Support professional practice by expanding own knowledge of historical and contemporary glass practice 1.2 Research ways that other artists have used different glassworking techniques 1.3 Investigate how particular glassworking techniques work to achieve different technical effects 1.4 Evaluate the relationships between glassworking techniques and ideas 1.5 Adapt and use relevant ideas and approaches with consideration of intellectual property requirements
2. Select glassworking techniques for refinement	2.1 Consider the opportunities offered by different glassworking techniques 2.2 Determine limitations and constraints of particular techniques 2.3 Select glass techniques for refinement
3. Determine safety requirements for glassworking	3.1 Investigate the safety issues associated with glassworking 3.2 Set up work space according to safety requirements 3.3 Establish and follow safe work practices 3.4 Monitor key safety issues during the production of work
4. Consolidate glassworking technique to professional level	4.1 Develop increasing confidence and skill through practice and experimentation 4.2 Proactively identify and resolve technical problems in glassworking projects based on developing expertise 4.3 Challenge and test ideas, and allow new and unpredictable ideas to emerge 4.4 Evolve ideas and other professional skills through ongoing experimentation with technique 4.5 Develop own ways of working with techniques to create individual style 4.6 Create a coherent body of glassworking that shows command of selected glassworking techniques
5. Evaluate own glassworking technique	5.1 Evaluate development of own technique with others and seek feedback 5.2 Seek and participate in conversations that challenge and explore different concepts and approaches 5.3 Reflect on the particular ways that experimentation with different techniques has informed own artwork 5.4 Identify ways in which technique may be further developed as part of a professional practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about the technical and conceptual aspects of glasswork

critical thinking and analytical skills to:

evaluate and make judgements about relationships between glass technique, effects and ideas

make critical evaluations of own technique

make critical evaluations of research findings

initiative and enterprise skills to identify and act on opportunities for own practice presented by research and experimentation

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse complex and varied information about glassworking

problem-solving skills to identify and resolve technical problems in glasswork

self-management and planning skills to create a coherent body of glasswork

technical skills to show command of chosen glassworking techniques at a professional level

technology skills to use the internet as a research tool.

Required knowledge

relationship between glassworking technique, particular effects and ideas – in the work of other artists and in the context of own practice

extended range of information sources that support research in glass practice

cultural, sociological, philosophical, aesthetic, political and commercial influences on glassworking technique, in historical and contemporary contexts

professional development opportunities for artists seeking to develop a glass practice

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation associated with glassworking as a professional practice

sustainability issues for the professional operation of a glass practice

OHS requirements for the set-up and operation of a professional work space.

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 ability to: evolve and refine glassworking technique through a demonstrated process of experimentation develop individual style in own work produce a coherent body of professional artwork that includes the use of well-developed technical glassworking skills research glassworking in the broader context of other artwork and artists use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce glassworking 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 glassworking technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine glassworking technique evaluation of the work documentation direct observation of glassworking in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP501A Realise a body of creative work.

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.

Glassworking techniques may include:	applications of alternative modelling and mould-making materials to make moulds, templates and patterns assemblage block and case moulds for casting production casting using pre-formed components combination of techniques finishing techniques: cutting grinding polishing hand cutting hot glass: blowing casting solid forming kiln forming: fusing kiln casting pâté de verre raking slumping, bending and draping lampworking leadlight and copperfoil mould making for: fusing, slumping and draping hot casting kiln casting lampwork multiple layer fusing/casting surface treatments: acid etching engraving incising and piercing sandblasting and sand carving use of a variety of components made from alternative materials, such as wood, stone, metal and ceramic use of inclusions use of advanced 2-part epoxies and UV adhesives to attach glass components use of the following tools and equipment: computer-aided cutter flatbed grinder glass lathe power tools for cutting, grinding and polishing programmable electric kilns sandblaster water jet blaster.
Technical effects may include:	combination of glass and other materials juxtaposition of opaque, translucent and transparent glass surface treatments specific to glass, including: applied lustres applied paints, enamels and frits erosion techniques, including sandblasting and acid etching fumed finishes multiple layering of different surface treatments.
Intellectual property requirements may relate to:	copyright design licensing regulations form of acknowledgement or credit moral rights protocols for the adaptation of work by others trademarks.
Opportunities may relate to:	communication of ideas natural affinity with particular techniques potential for combining techniques potential for interactions between technique and media themes in work.
Limitations and constraints may relate to:	availability of materials capacity of technique to deliver required effect own interaction with technique resources time.
Refinement relates to:	ability to use selected techniques with confidence ongoing demonstration of development of technique use of selected techniques in a body of professional work.
Safe work practices may include:	completing material safety data sheets (MSDS) correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Technical problems may include:	equipment and machinery breakdown, such as: kiln element failure faulty or broken equipment lack of compatible glass limitations of own technical skill required for selected: firing processes forming techniques surface design and decorating techniques limited availability of space for: displaying finished results producing work, including making, assembling and firing clean and dry storage of work in progress limited kiln capacity, including: limited kiln capacity to allow for work to be fired as required unavailability of kilns suitable for large work.
Coherent body of glassworking is:	conceptually resolved documented in terms of its development subject to critical feedback by others technically resolved thematically connected.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – glass

Custom Content Section

Not applicable.

CUVGLA502A Investigate glassworking materials and processes

Modification History

Version	Comments
CUVGLA502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and explore selected glassworking materials and processes and integrate their use into one’s own creative practice.

Application of the Unit

Glass artists apply the skills and knowledge in this unit. They could be designing and making functional items or art pieces.

Material and process exploration at this level is a largely independent activity with mentoring and guidance as required. It would normally include investigation of a range of materials and processes to develop an individual professional style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research glassworking materials and processes	1.1 Research the detailed physical properties and capabilities of different glassworking materials 1.2 Investigate the safety issues associated with different materials and processes prior to use 1.3 Collate and store safety and technical data to meet safety requirements and inform future practice 1.4 Investigate the relationship between materials and glassworking processes 1.5 Determine cost and supply parameters
2. Select glassworking materials and processes for exploration	2.1 Assess the creative and professional opportunities offered by different glassworking materials and processes 2.2 Determine limitations and constraints of particular materials and processes 2.3 Select particular materials and processes that suit own practice
3. Integrate glassworking materials and processes into own work	3.1 Explore different ways of working with materials and processes to achieve desired outcomes 3.2 Challenge and stretch the capabilities and uses of different materials and processes through experimentation 3.3 Develop own ways of working with materials and processes 3.4 Engage in informed discussion with others about the characteristics and opportunities of particular glassworking materials and processes 3.5 Establish and follow safe work practices
4. Manage glassworking resources in professional practice	4.1 Establish a sustainable supply of glassworking resources 4.2 Develop ways of working with resources that minimise waste 4.3 Maintain the quality and life of glassworking resources through appropriate handling and storage

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage in informed discussion around materials, processes and their relationship with ideas

critical thinking and analytical skills to evaluate and make judgements about relationships between glassworking materials, techniques and processes

initiative and enterprise skills to:

develop individual ways of working with materials and processes

identify and act on opportunities for own practice presented by different materials and processes

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse varied and technical information about glassworking materials and processes

problem-solving skills to identify and resolve technical problems in glassworking work

self-management and planning skills to:

develop own ways of working with glassworking materials and processes

research and organise sustainable supply of materials and processes

technology skills to use the internet as a research tool.

Required knowledge

ways in which a wide range of glassworking materials and processes can be used, adapted, combined and challenged by the professional artist

physical properties and capabilities of the selected materials and processes

types of technical and other data that may need to be stored for safety and other reasons

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

cost and supply parameters for glassworking materials and tools in the context of professional practice

storage requirements and options for different materials

intellectual property issues and legislation associated with glassworking as a professional practice

sustainability issues for the professional operation of a glassworking practice

OHS requirements for the set-up and operation of a professional work space.

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 ability to: apply knowledge of glassworking materials and processes and how they may be adapted and extended at a professional level evolve and refine ways of working with materials and processes through a demonstrated process of experimentation integrate materials and processes into own work in a way that supports coherence of the creative work demonstrate technical proficiency in the use of selected materials and processes use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce glasswork.
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 the use of materials and processes in terms of the coherence of the body of work evaluation of processes used by the candidate to develop new ways of working with glassworking materials and processes evaluation of the work documentation 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, for example: CUVPRP501A Realise a body of creative work.

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.

Physical properties and capabilities may include:	exploration of the properties of a variety of glasses, including: compatibility ductility fired strength: robust or fragile high melt and low melt opacity or translucency properties of glass forming materials: fluxes, for example calcium oxide, barium oxide, potassium oxide, lithium oxide, magnesium oxide, sodium oxide, strontium oxide and zinc oxide glass formers, for example silica and boric oxide properties of additives in glass: colourants, such as oxides/salts of chrome, cobalt, copper, iron, manganese, nickel, gold and silver the effect of temperature and atmosphere on a variety of glass colourants in glasses of different chemistry properties and appropriate use of a variety of model making and mould-making materials, including: alginates pottery clays, including oil or polymer-based modelling clays pottery plaster and other plaster products, such as Forton MG and gypsum resins, such as polyesters and polyurethanes silicone, including condensation cure and addition cure waxes, such as microcrystalline, paraffin and beeswax properties and appropriate use of a variety of abrasives, such as: alumina cerium oxide diamond powder silicon carbide.
Glassworking materials may include:	glass: clear and coloured compatible glass, including glass for: flameworking furnace work (blowing, hot forming and hot casting) fusing and slumping kiln casting float glass leadlighting glass decorating materials, including: commercial colours metallic salts precious metal leaf and foil precious metal lustres stains and enamels abrasives, including: alumina cerium oxide diamond powder materials for prototyping, including: clay metals paper products plaster products plastics stone model and mould-making materials, including: ceramic fibre products clay graphite parting agents pottery plaster and other plaster products refractory board refractory fillers, such as silica and grog refractory products, including RI bricks resins silicones sillimanite bats waxes refractory release agents, such as: alumina bead release graphite powdered clay talc resist materials, including: adhesive tape glues latex sheet wax sheet glass silicon carbide powder and paper.
Safety issues may relate to:	dust and airborne particles equipment used for glassworking fire fumes manual handling requirements noise sharp objects use and labelling of chemicals use of equipment with moving parts work posture.
Data may include:	material safety data sheets (MSDS) quantity calculations results of experimentation.
Glassworking processes may include:	annealing assemblage combination of two or more techniques cutting engraving etching fuming grinding hot glass processes: blowing hot casting hot forming kiln forming: bending draping fusing kiln casting pâté de verre raking slumping lampworking for: beads small sculptures small vessels lathe work leadlight and copperfoil melting glass in a furnace, kiln or flame polishing sandblasting use of colour in or on glass use of inclusions use of pattern and texture.
Cost and supply parameters may relate to:	budgetary restrictions capacity to share costs with others continuity of supply delivery issues location of suppliers potential for use of found objects terms of payment use of freely available natural materials use of recycled materials.
Creative and professional opportunities may relate to:	creative potential: communication of ideas personal affinity with particular materials and processes potential for combining materials and processes potential for interactions of different materials and processes themes in work professional potential: collaboration emerging market trends professional development saleability.
Limitations and constraints may include:	availability of supplies financial expenditure safety aspects of process storage facilities studio space timeframe transportation.
Different ways of working with materials and processes may involve:	combining materials and processes in new ways making samples, prototypes and maquettes varying established approaches to achieve new effects working collaboratively with a particular material or process.
Safe work practices may include:	completing MSDS correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Sustainable supply is:	available when needed environmentally friendly of appropriate quality safe within budgetary requirements.
Appropriate handling and storage may include:	appropriate racks, shelving and cupboards for: glass cullet glassworking in progress plaster moulds sheet glass smaller quantities of dry materials tools and equipment appropriate storage containers and rooms for storing: bulk dry materials plastic clay pottery plaster liquid materials, including: alternative casting materials, such as silicone, resins and waxes commercial colours solvent-based water-based.

Unit Sector(s)

Visual communication – glass

Custom Content Section

Not applicable.

CUVGLA503A Refine kiln cast glass techniques

Modification History

Version	Comments
CUVGLA503A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to design and produce a variety of glass forms using kiln casting techniques.

Application of the Unit

Glass artists apply the skills and knowledge in this unit. At this level they demonstrate a well-developed command of the specific techniques, tools and equipment used to produce kiln cast glass.

This work is carried out independently with mentoring and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop ideas for kiln cast glass	1.1 Evaluate work opportunities offered by kiln casting glass 1.2 Research ideas for kiln cast glasswork from other historical and contemporary references 1.3 Research, adapt and use relevant ideas and approaches with consideration of intellectual property requirements 1.4 Create designs for a range of kiln cast glass forms to meet professional practice needs
2. Establish requirements for kiln cast glass	2.1 Investigate safety issues for kiln cast glass 2.2 Set up work space, materials, tools and equipment according to safety requirements 2.3 Establish and follow safe work practices 2.4 Plan firing schedules for different forms 2.5 Investigate and test processes for kiln cast glasswork 2.6 Monitor key safety issues during the production of work
3. Kiln cast glass forms	3.1 Determine suitable forming methods or combination of techniques 3.2 Make kiln cast glass items to design requirements in relation to form and function 3.3 Define the form using glassworking techniques 3.4 Prepare articles for further surface treatment and finishing 3.5 Use appropriate finishing techniques on kiln cast items
4. Refine kiln cast glass techniques	4.1 Show command of kiln cast glass techniques within a coherent body of glasswork 4.2 Identify and resolve technical problems in kiln cast glass projects based on developing expertise 4.3 Use ongoing experimentation with techniques to refine ideas 4.4 Develop own ways of working with the kiln cast glass process to create individual style
5. Evaluate own kiln cast glasswork	5.1 Evaluate development of own kiln cast glasswork with others and seek feedback 5.2 Identify ways in which techniques may be further developed as part of a professional glass practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to liaise with others about kiln cast glass practice and challenges

critical thinking and analytical skills to:

evaluate the needs of particular work projects, including design briefs for work

research and evaluate historical and contemporary trends to inform ideas

literacy skills to read specifications and requirements

problem-solving skills to identify and resolve technical kiln cast glass problems

numeracy skills to work with numerical features of kiln cast glass processes, including measurements of materials

self-management, planning and organising skills to:

evaluate kiln cast glassworking opportunities in own practice

set up a kiln cast glasswork space

technology skills to safely use kiln cast glass tools and equipment

technical skills to produce single forms, larger forms and sets or families of forms, including:

multiples

related series

modular forms

assembled sectional forms.

Required knowledge

features of advanced kiln cast glass techniques, including:

structural support for large scale work

making and joining modules

refractory mould-making techniques

combining kiln cast glass with glass components made using other techniques

adding colour to the casting glass

finishing techniques

elements and principles of design and their specific application to the production of glassworking

physical properties and capabilities of the range of materials, tools and equipment used in kiln cast glassworking

kiln cast glass techniques, including:

use of open moulds

investment (closed) moulds

forms: flat, tall and hollow

thin and thick casts

simple and complex forms

firing and annealing requirements of the kiln cast glass process

work space requirements for glasswork, including ways of organising and maintaining space

ways of exploring, adapting and extending techniques and materials to achieve different effects in kiln cast glass

cleaning and maintenance techniques for tools and equipment used in glasswork

intellectual property issues and legislation associated with professional glass practice

sustainability considerations for professional glass practice

OHS requirements for kiln cast glasswork.

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 ability to: evolve and refine kiln cast glass techniques through a demonstrated process of experimentation produce a coherent body of professional glasswork that demonstrates well-developed kiln casting techniques to create both single works and multiples of related works research kiln cast glass in the context of historical and contemporary glassworking as a source of ideas for own work use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: a safe work space for glassworking materials, tools and equipment used to produce kiln cast glasswork.
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 kiln casting technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine kiln casting technique direct observation of kiln casting in progress, including exploration of, and experimentation with, techniques questioning and discussion about candidate’s intentions and the work outcome direct questioning combined with review of portfolios of evidence and third-party reports from experienced practitioners. Assessment methods should closely reflect work place 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: CUVACD510A Manage kiln operations CUVACD511A Make moulds and casts CUVACD515A Manage specialised finishing processes CUVGLA502A Investigate glassworking materials and processes.

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.

Work opportunities may relate to:	brief for kiln cast glasswork commissions from others competitions creation of individual items or sets local demand retail opportunities self-generated ideas.
Kiln casting glass may include one-off and related ranges of:	architectural glass items bowls and platters cylinders figurative and abstract sculptures geometric forms jewellery lighting modular forms open and closed forms related series vessels.
Intellectual property requirements relate to:	copyright laws design licensing regulations extent to which the work may be used moral rights law procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others trademarks regulations.
Designs may include:	drawings maquettes.
Materials may include:	abrasives: alumina cerium oxide powder and paper silicon carbide glass colours glues: UV glues 2-part epoxies mould-making and casting materials: alginate clay microcrystalline wax pottery plaster resin silicone mould additives: grog sand silica wire range of compatible clear and coloured casting glass resist materials: glue latex shellac vinyl.
Tools may include:	abrasive tools, including: associated consumables engravers grinders decorating tools glass cutters and breaking tools measuring devices modelling, cutting and carving tools mould-making tools tools for applying pattern and texture turntables.
Equipment may include:	abrasive equipment, including: consumables grinders linishers polishers compressor electronic equipment for design work kiln personal protective equipment (PPE) sandblaster spray booth and spray gun.
Safe work practices may include:	correct disposal of waste materials dust and fume extraction ergonomic safety managing risk procedures for using kilns and other specialist equipment reporting accidents and incidents safely using tools and equipment using clearly designated wet and dry areas using PPE.
Firing schedules must take into account:	complexity of the form and its mould glass manufacturer’s recommended annealing schedules material condition of the mould number of moulds in the kiln thickness of the form type of glass being used type of kiln being used type of mould: open closed.
Test may include:	making kiln cast glass maquettes to refine: the form investment processes molten glass feeding methods different casting glasses applied and incorporated colours finished work presentation.
Processes may include:	casting: mould plunge reservoir side flow cold working pâté de verre plunge casting using moulds: investment multi-piece moulds.
Suitable forming methods may include:	assembly finishing kiln casting model making mould making.
Coherent body of glasswork is:	conceptually resolved technically resolved thematically connected documented in terms of its development subject to critical feedback by others.
Technical problems may include:	limitations of own technical skill required for: model and mould-making processes cold working techniques limited availability of space for: production of work storage of work in progress displaying finished results other limitations, such as: limited availability of and/or access to specialist tools and equipment equipment and machinery breakdown inadequate skills and knowledge required for selected firing processes.
Ways in which techniques may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – glass

Custom Content Section

Not applicable.

CUVGRD301A Prepare files for publication

Modification History

Version	Comments
CUVGRD301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to prepare electronic files for pre-press processing. It applies to files that still require some processing before printing or electronic distribution.

Application of the Unit

People working in any industry apply the skills and knowledge outlined in this unit. They may work as individuals providing administrative support in an enterprise, or may be technical or knowledge experts responsible for preparing their own files for publication as either hard or soft copy documents.

At this level, work would be undertaken independently but within established parameters. Supervision or guidance is available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Clarify formatting requirements	1.1. Review documentation that provides information on printing requirements and the end use for text and image files 1.2. Plan work to comply with pre-press requirements in consultation with relevant people 1.3. Take account of the requirements for different publication processes when planning work and selecting software
2. Prepare text for pre-press processing	2.1. Save text in appropriate format 2.2. Review text to remove extraneous or unnecessary formatting 2.3. Apply templates and styles as required
3. Prepare graphics for pre-press processing	3.1. Ensure scans are completed at appropriate resolution 3.2. Use appropriate scanning curve 3.3. Save colour in required format 3.4. Undertake basic manipulation of digital images as required 3.5. Ensure that combined images can be edited and adjusted 3.6. Check that all templates and styles have been applied correctly 3.7. Save final graphic images in appropriate format
4. Finalise work	4.1. Evaluate final files for visual impact, effectiveness and fitness for purpose 4.2. Use feedback from others to improve own skills in preparing files for publication 4.3. Submit files to relevant personnel as required 4.4. Make back-up copies of files in line with organisational procedures

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to clarify written and verbal instructions

initiative and enterprise skills to make adjustments to the layout and look of text and image files to produce the optimum visual outcome

learning skills to improve own skills from feedback

literacy skills to interpret information and material related to preparing files for publication

numeracy skills to calculate document layout requirements

planning and organising skills to plan work tasks in a logical sequence

self-management skills to prioritise work tasks and complete work within agreed timeframes

problem-solving skills to use processes flexibly and interchangeably

technology skills to:

proficiently use common page layout software applications

proficiently use a scanner to reproduce photo images to specification

use digital imaging software for basic manipulation of digital images

manage files using standard naming conventions.

Required knowledge

design issues related to different hard copy and electronic publishing processes

file formats for various outputs

basic colour theory in relation to preparing files for pre-press

basic typographic theory in relation to preparing files for pre-press

elements and principles of design

intellectual property issues and legislation associated with pre-press preparation

sustainability considerations for equipment, tools and materials associated with pre-press processing work

OHS procedures in relation to preparation for pre-press processing work, including ergonomics.

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 ability to: prepare text and graphic files that meet required output specifications for at least two hard copy and two soft copy jobs apply knowledge of current pre-press techniques and technologies.
Context of and specific resources for assessment	Assessment must ensure access to: industry-standard page layout and digital imaging software.
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 observation of the candidate undertaking pre-press processing work evaluation of files prepared by the candidate discussion and questioning 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, for example: BSBITU309A Produce desktop published documents CUFDIG303A Produce and prepare photo images CUVGRD302A Use typography techniques.

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.

Requirements may relate to:	file formats: images text file size image resolution.
End use of text and images may be for:	annual reports book covers corporate presentations corporate stationery electronic distribution, including as attachments: to electronic communications for download from websites invitations posters.
Pre-press includes:	pre-press section of a printing company pre-press trade houses or bureaus.
Relevant people may include:	client designer graphic artist manager online production personnel other specialist creative and administrative staff supervisor.
Publication processes may include:	any hard copy printing process electronic platforms: CD DVD games console internet kiosk mobile phone other video playback devices personal digital assistant (PDA) video players (iPods).
Software may include:	computer-aided design and drafting (CADD) digital imaging: Adobe Photoshop Corel Paint Shop Pro layout and page description applications word processing applications.
Format may relate to:	colour: CMYK RGB image files: GIF JPEG PICT PNG PSD TIFF text files: PDF file outputs from word processing applications.
Resolution may be:	high low, e.g. for position only (FPO) medium.
Manipulation may relate to:	appending text/type for files and captions brushing creating artistic effects cropping eliminating red eye emulating photographic effects image enhancement, including: tones contrast colour cast or tint saturation masking layers retouching sharpening.

Unit Sector(s)

Visual communication – graphic design

CUVGRD302A Use typography techniques

Modification History

Version	Comments
CUVGRD302A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use typography techniques in design work. It includes a general knowledge of typography and its application to different design briefs.

Application of the Unit

People working in many industries apply the skills and knowledge outlined in this unit. They may work as individuals providing administrative support within an enterprise, or they may work in specialist design and printing companies where print jobs vary from brochures and corporate stationery to the artwork for billboards, display banners and textile products.

At this level, work would be undertaken independently but within established parameters. Supervision or guidance is available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare to undertake typographic work	1.1 With reference to briefing documentation, clarify design requirements for typographic work in consultation with relevant personnel 1.2 Source reference material on typography pertinent to the brief 1.3 Confirm equipment, materials and work space requirements 1.4 Take account of the requirements for different publication processes when planning work 1.5 Set up work space and equipment with due regard to safety considerations and organisational procedures
2. Test and explore a range of typographical techniques	2.1 Identify possible approaches to typography design and establish criteria for the selection of a final approach 2.2 Select appropriate materials, tools and equipment for the testing of approaches and techniques 2.3 Trial typography techniques that may meet the requirements of the brief 2.4 Evaluate trialling against criteria and select the preferred design approach
3. Complete typographic work	3.1 Develop the typographic work ensuring consistency with the selected approach and the brief 3.2 Review work in progress against project objectives and specifications 3.3 Seek and use feedback on work in progress to make adjustments to typographic work as required
4. Ensure quality of typographic output	4.1 Check that typography meets the requirements of the brief, including grammar and technical production and/or printing requirements 4.2 Finalise operations in line with organisational procedures 4.3 Present completed work within agreed time and quality parameters

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

clarify written and verbal instructions

complete routine workplace documentation

initiative and enterprise skills to experiment with typographical elements and techniques that best respond to design specifications

learning skills to improve own skills in using typography based on feedback and experimentation

literacy skills to:

interpret specifications and briefs for typographic work

apply a knowledge of spelling and grammar to proofreading text

numeracy skills to calculate layout requirements, font sizes and enlargement factors

planning and organising skills to:

plan work tasks in a logical sequence

organise resources

problem-solving skills to adjust fit and fonts to ensure best possible results

self-management skills to prioritise work tasks and complete work within time and quality parameters

technology skills to use a broad range of typographical features of industry-standard software.

Required knowledge

evolution and history of type at an overview level

characteristics of, and uses for, a range of typefaces

work space requirements for typographic work, including selection and set-up of work space

physical properties and capabilities of a range of materials, tools and equipment used for typographic work

typographic output devices and processes

elements and principles of design and how they may be used in the development of ideas for typographic work

intellectual property issues and legislation associated with typographic work

sustainability issues associated with the materials, tools and equipment used in typographic work

OHS requirements relevant to typographic work.

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 ability to: apply typography in line with design concepts and briefs produce typography that can be reproduced and transferred across design and pre-press sectors.
Context of and specific resources for assessment	Assessment must ensure access to: a range of products that require the application of typographic techniques computers and industry-standard software.
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 typography work produced by the candidate in response to particular brief 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, for example: CUFDIG304A Create visual design components CUVGRD301A Prepare files for publication.

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.

Briefing documentation may contain information, such as:	aesthetic considerations background information about clients clients’ needs constraints: budget end use for typographical work timeframe availability of support services copy creative and design objectives details of type fonts required legal, contractual, ethical and copyright considerations equipment materials medium personnel involved in the project purpose of or audience for final product relevant statutory requirements scope for making adjustments technical objectives technology timeframe.
Typographic work may be generated by manual or electronic means and can be targeted towards:	advertising or promotion for large or small scale projects, such as: banners billboards brochures identity and branding labelling packaging publishing websites.
Relevant personnel may include:	art department client creative director designer director manager mentor other technical or specialist personnel producer production manager project manager representative of organisation commissioning the work supervisor technical director.
Reference material may include:	functions, practice and use of typeface in historical and contemporary contexts information on the main typefaces legal, ethical contractual and copyright considerations market analysis and strategies moral issues new technology role of text (copy) in visual communication.
Equipment may include:	brushes calligraphy pens CDs computer discs DVDs printer scanner software.
Materials may include:	a range of: papers board plastics textiles drawing materials, such as: pencils pens inks.
Work space requirements may include:	consideration of OHS issues, including: ergonomics lighting ventilation process space specific needs, such as: equipment materials tools wet and dry areas.
Publication processes may include:	any hard copy printing process electronic platforms, such as: CD DVD games console internet kiosk mobile phone other video playback devices personal digital assistant (PDA) video players (iPods).
Criteria may include:	access to materials, tools and equipment required for typographic work choice of typography that is consistent with specifications in the brief ease of production or outputting personal affinity with materials, tools and equipment.
Techniques may include:	applying colour for specific effects applying variations to the display of typeface, such as: bold captions headlines scale titles applying variations to the properties of a given typeface composing type with overlays and tints kerning positioning typeface and images serif or sans serif size slope techniques that accentuate the message, such as: font size and position font type use of images use of white space weight use of typesetting technology.
Organisational procedures may relate to:	completing routine workplace documentation cost control making backup copies of files managing typographic work to facilitate effective storage, retrieval and output by manual or digital means process-specific procedures recycling removing debris replacing protective covers and lids reporting safety use of materials washing and drying tools.

Unit Sector(s)

Visual communication – graphic design

CUVGRD401A Research and apply graphic design techniques

Modification History

Version	Comments
CUVGRD401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and apply techniques to produce graphic design work. It involves interpreting work briefs, organising resources, testing ideas, and refining approaches to a range of design challenges.

Application of the Unit

Individuals still developing a full repertoire of graphic design skills apply the skills and knowledge in this unit. Research, experimentation and refinement are used to produce a range of design work, which is likely to be generalist in nature. Work is carried out independently, with guidance and supervision as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Interpret graphic design briefs	1.1 Interpret the specifications of graphic design briefs 1.2 Take user or client requirements into account when making decisions about graphic design work 1.3 Clarify issues about specifications, parameters and constraints with relevant people as required 1.4 Research and evaluate information pertinent to briefs
2. Organise resources	2.1 Identify resources required for graphic design work, including work space, materials, tools and equipment 2.2 Prepare and care for resources according to requirements 2.3 Follow storage and inventory procedures
3. Test graphic design approaches	3.1 Produce preliminary visual representations 3.2 Identify possible design approaches and establish criteria for selecting final approach 3.3 Select materials, tools and equipment and test approaches and techniques 3.4 Evaluate testing processes against criteria and select the approach that best meets the requirements of briefs 3.5 Critique own work and seek feedback as required 3.6 Refine and document the design approach based on testing and evaluation
4. Produce graphic design work	4.1 Create graphic designs using selected approach 4.2 Respond positively to feedback and refine graphic design work as required 4.3 Present finished work within agreed work parameters

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about approaches to graphic design work

initiative and enterprise skills to experiment with graphic design techniques to produce effects that enhance the final product

learning skills to refine and improve a range of techniques

literacy skills to interpret design briefs and research information to support graphic design work

numeracy skills to work with technical issues, such as layouts and image resolution

self-management and planning skills to plan graphic design work

technical skills to evaluate, adapt and integrate a range of graphic design techniques

technology skills to use a range of digital imaging and design software.

Required knowledge

role of experimentation in developing and refining graphic design work

work and ideas of other graphic designers

formal elements and principles of design and their application to graphic design

techniques, materials, tools and equipment used in graphic design

types of graphic design briefs

history and theory of graphic design

intellectual property issues and legislation and their relevance to graphic design

OHS requirements for graphic design work.

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 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.

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.

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 constraints may 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.

Unit Sector(s)

Visual communication – graphic design

CUVGRD501A Research visual communication history and theory

Modification History

Version	Comments
CUVGRD501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research visual communication history and theory and to apply that research to own professional practice.

Application of the Unit

Visual communication professionals inform and enrich their practice through their understanding of history and theory. It provides context, inspiration and reference for contemporary design solutions.

Depending on the nature of the practice, history and theory may relate to a particular period of time, a particular aspect of visual communication, or be broader in nature.

At this level, research is an independent activity, with some guidance and mentoring as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Select focus for research	1.1 Select a focus for visual communication research based on specific needs and perspectives 1.2 Challenge own assumptions and preconceptions about the research process and potential information sources 1.3 Select relevant historical and contemporary sources for investigation
2. Conduct critical analysis	2.1 Identify and investigate issues and ideas in the development of visual communication 2.2 Evaluate ways in which meanings, messages and information are communicated in both a historical and contemporary content 2.3 Seek out and compare the critical views of others in chosen area of inquiry 2.4 Allow the process of analysis to take exploration of issues in new and potentially unintended directions
3. Present ideas about visual communication history and theory	3.1 Develop substantiated opinions and ideas about visual communication history and theory 3.2 Make informed contributions to professional discussions of visual communication practice as a result of research 3.3 Present ideas in writing with clarity and accuracy
4. Develop own practice from research	4.1 Determine potential for integration of research findings into own work 4.2 Relate visual communication history and theory to business practice considerations 4.3 Recognise connections and associations between history, theory and contemporary practice 4.4 Develop relevant ideas about how research impacts on own professional practice and its future direction

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

articulate ideas about visual communication history and theory

present complex information and ideas in writing

literacy skills to interpret varied information sources dealing with potentially complex ideas

initiative and enterprise skills to use, challenge and adapt research to develop own professional practice

planning and organising skills to set up and undertake a research process

learning and self-management skills to use the research process as a professional development tool.

Required knowledge

ways of selecting a meaningful individual research focus to support professional practice

history of visual communication and key milestones in its development

contemporary trends and practices in visual communication

impacts of technology on visual communication, in historical and contemporary contexts

fundamental components of visual communication

opportunities offered by history and theory in terms of value to a developing professional practice in visual communication

intellectual property issues and legislation and how they relate to the research process.

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 ability to: select appropriate research focus based on professional needs draw ideas and information from research to guide professional practice present clear ideas in writing communicate in an informed way about visual communication history and theory.
Context of and specific resources for assessment	Assessment must ensure: access to a range of visual communication history and theory information sources interaction with others as part of the discussion process, which may be physical or virtual.
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 presentation or documentation prepared by the candidate explaining research processes and how issues surrounding history or theory have been incorporated into work case studies to assess ability to research and use different types of information 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.

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.

Visual communication research may relate to:	history of visual communication: key stages of development technology interactions with other modes of communication internet particular aspects of visual communication: colour drawing images photography signs typography visual communication in a particular cultural context.
Specific needs and perspectives may be influenced by:	commercial aspirations or requirements discussions and ideas of others previous research techniques used in own practice requirements of a particular work project use of technology.
Assumptions and preconceptions may relate to:	how information is presented level of formality required in the research process own preconceptions preconceptions of others what types of research are acceptable where to find information.
Historical and contemporary sources may include:	artworks commercial brief critical writing events exhibitions experiences of self or others films images internet music objects other people performances presentations printed texts technical information.
Others may include:	artists creative directors designers peers teachers.
New and potentially unintended directions may be those which:	challenge preconceptions about work process and outcomes generate completely new ideas lead the individual to work with different tools and technologies take the individual back to earlier ideas.
Substantiated opinions and ideas are:	grounded in appropriate research result of rational and logical thought subjected to the analysis of others (e.g. peer review) supported by relevant information.
Integration of research findings may relate to:	design strategies ideas and themes materials media motifs processes styles techniques technologies.
Business practice considerations may relate to:	marketing and promotion of work need for collaboration need for further research and development time new opportunities use of technology.

Unit Sector(s)

Visual communication – graphic design

Custom Content Section

Not applicable.

CUVGRD502A Produce graphic designs for 2-D and 3-D applications

Modification History

Version	Comments
CUVGRD502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

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.

Application of the Unit

Graphic designers work in many different industry contexts. They may be employed in graphic design studios, commercial printing companies, advertising agencies, book and magazine publishers, television stations or in the marketing division of any business. Graphic designers also frequently offer their services on a freelance basis.

This unit reflects the professional requirement for a substantial body of work. At this level, work is undertaken independently, but in response to established design briefs. Mentoring and guidance is available as required.

Specialised applications of 3-D skills (e.g. in design for packaging) are found in separate units.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

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

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to collaborate with others as part of the creative process, either physically or virtually

critical thinking and analytical skills to:

evaluate, distil and select ideas for application to particular design briefs

evaluate own work in terms of its technical and creative quality

initiative and enterprise skills to recognise and act on opportunities for refinement and enhancement

literacy skills to:

interpret information dealing with complex or abstract ideas

document work in ways that communicate processes and ideas

learning skills to proactively evaluate own work and act on professional development needs

numeracy skills to calculate project costs

problem-solving skills to:

tease out themes and issues, and to respond with a range of ideas

resolve conceptual and technical issues that arise in graphic design projects

self-management and planning skills to plan and coordinate graphic design work from initial concept to realisation

technology skills to work with current graphic design software programs.

Required knowledge

design terminology in general, and graphic design terminology in particular

considerations for 2-D and 3-D graphic design work

historical, current and emerging theories and ideas about visual communication

colour management techniques and theory, manual or digital

typographic theory and practice

pre-press processes and their relevance to the graphic design process

costing processes for graphic design work

typical visuals incorporated into graphic design work and the techniques for incorporating and manipulating them

critical and creative thinking techniques and how they work in the context of graphic design practice

typical problems that occur during the graphic design process, and how to avoid or resolve them

current and emerging practice for documenting and presenting graphic design work

basic project management techniques, particularly in relation to work planning, time management and resource management

intellectual property issues and legislation associated with graphic design practice

sustainability issues associated with the tools and materials used in graphic design

OHS requirements for graphic design work.

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 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.

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.

Objectives may 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 briefs may be:	diagrammatic verbal visual written.
Specifications may relate to:	cost delivery platform environmental sustainability material characteristics quantity technical requirements technology timeframe.
Other information pertinent to design briefs may 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 people may include:	clients employers end users mentors other artists and designers peers potential customers supervisors teachers technical experts.
Collaboration may 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 approaches may relate to experimentation with:	colour imagery layout new software type.
Technical feasibility may 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 technologies may 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 timeframe takes 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 specifications may relate to:	file formats media type.
Documentation may 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-thinking may 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.

Unit Sector(s)

Visual communication – graphic design

Custom Content Section

Not applicable.

CUVGRD503A Produce typographic design solutions

Modification History

Version	Comments
CUVGRD503A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce professional typography for a wide range of communication needs. The graphic designer combines confidence and skill in working with the elements and principles of design with a well-developed understanding of type.

Application of the Unit

Graphic designers work in many different industry contexts. They may be employed in graphic design studios, commercial printing companies, advertising agencies, book and magazine publishers, television stations or in the marketing division of any business. Graphic designers also frequently offer their services on a freelance basis.

At this level, graphic designers create typographic design solutions for a wide range of applications, both print and digital. This might include advertisements, headlines, logotypes, signing systems, posters, charts or mass text applications.

Work at this level is independent with some mentoring and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research type as visual communication	1.1 Research the history, theory and practice of typography and its application to design practice 1.2 Evaluate the ways that fashions in typography have affected commercial design practice 1.3 Evaluate current typography trends and their implications for professional practice
2. Analyse design needs	2.1 Confirm communication objectives based on the design brief and consultation with relevant people as required 2.2 Evaluate design brief specifications 2.3 Source and evaluate other information pertinent to design brief
3. Develop ideas for typographic solutions	3.1 Assess typographic options in the context of the brief 3.2 Identify and access sources of information and ideas about type to inform work 3.3 Experiment with different type fonts, faces and styles to determine suitability 3.4 Explore the creation of type through hand drawing and a range of media based on the needs of the brief 3.5 Consider the impact of the delivery platform and any production issues on type selection 3.6 Evaluate and select typographic approaches for their potential to meet the communication need 3.7 Produce and present visual representations of design ideas and confirm as required
4. Manipulate and integrate type	4.1 Apply a detailed knowledge of type fundamentals to explore options for type design 4.2 Use advanced technical features of software with skill and confidence to manipulate and arrange type 4.3 Explore different ways of integrating type within the design 4.4 Identify and resolve technical problems based on developing expertise
5. Integrate type within the overall design	5.1 Realise the design solution by working with the fundamental elements and principles of design 5.2 Integrate other visual design components into layouts 5.3 Explore ways of integrating all elements of the design 5.4 Realise a final design where the approach to type supports key communication objectives 5.5 Establish and follow protocols for saving, exporting and storing work
6. Evaluate typographic design solutions	6.1 Evaluate typography from both a functional and aesthetic perspective in the context of the overall design 6.2 Evaluate the chosen solution and its potential to inform future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to liaise and collaborate with others about work requirements

critical thinking and analytical skills to:

interpret and respond to a typographic design brief

evaluate information from a wide range of sources to develop ideas for typography

initiative and enterprise skills to consider new and different ways of achieving required design outcomes

literacy skills to interpret technical information associated with using software programs at an advanced level

planning and organising skills to develop and monitor a logical workflow for the technical design process

problem-solving skills to identify and resolve technical and conceptual issues with typography

numeracy skills to use numerical aspects of software programs

self-management and planning skills to plan and coordinate own work

technology skills to:

use the advanced features of a range of industry-current software programs

manage files and file formats.

Required knowledge

features and formats of graphic design briefs, particularly in relation to typography

sources of information on typography and the range of typography options available to the graphic designer

fundamentals of typography construction and use

elements and principles of design and their application to typography

interrelationships between text and visuals and the role of typography in the overall design solution

current range of software programs available to graphic designers and their advanced features

opportunities and constraints of different technologies

manual typography techniques

different delivery platforms for graphic design work and the technical constraints and considerations these impose

intellectual property issues and legislation to be considered in the context of graphic design work

sustainability considerations for graphic design practice

OHS requirements as they apply to the use of computer and keyboard for periods of time.

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 ability to: select, develop and manipulate type with a high level of technical proficiency using industry-current software programs effectively integrate the elements and principles of design into typography work develop typography that supports the overall visual communication objective create multiple pieces of professional standard typography in response to a brief.
Context of and specific resources for assessment	Assessment must ensure access to: industry-current technologies used in graphic design.
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: group peer review of typography produced by the candidate evaluation of audience response to typography produced by the candidate evaluation of processes used by the candidate to develop the work evaluation of technical aspects of the designs 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 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, for example: CUVGRD502A Produce graphic designs for 2-D and 3-D applications.

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.

History, theory and practice may relate to:	historical examples, such as: Egyptian hieroglyphics Trajan column Gutenberg bible Bauhaus typography origins of type relationship with printing technologies work of particular typographers.
Fashions in typography may relate to:	availability generational engagement with type impact of technology.
Communication objectives may be to:	challenge compare contrast entertain inform inspire motivate persuade.
Design briefs may be:	diagrammatic verbal visual written.
Specifications may relate to:	cost delivery platform environmental sustainability material characteristics quantity technical requirements technology timeframe.
Other information pertinent to design brief may 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.
Typographic options may be:	computer-based collage traditional/manual type: faces fonts styles.
Sources of information and ideas about type may include:	art and design texts built environment internet natural environment other design work.
Delivery platform may be:	digital: CD internet personal digital assistant (PDA) phone print.
Production issues may relate to:	cost quality required number to be produced readability of fonts at different scales use of existing client fonts as described in brief use of existing client colour palette as described in brief.
Visual representations may be:	computer-aided drawing mock-ups models presentations sketching technical drawings.
Type fundamentals may relate to:	anatomy of type classifications grids parts of the letterform type family typographic syntax: letter line visual hierarchy word.
Software may include 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).
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 or complexity subordination texture unity.
Other visual design components may include:	bitmap images charts graphics vector graphics.

Unit Sector(s)

Visual communication – graphic design

Custom Content Section

Not applicable.

CUVGRD504A Create and manipulate graphics

Modification History

Version	Comments
CUVGRD504A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to create and manipulate graphics by using a combination of creative design skills and technical software proficiency.

Application of the Unit

Graphic designers work in many different industry contexts. They may be employed in graphic design studios, commercial printing companies, advertising agencies, book and magazine publishers, television stations or in the marketing division of any business. Graphic designers also frequently offer their services on a freelance basis.

Graphic designers need to be able to create original graphics as well as work with graphic objects created by others. At this level, the designer works independently, with mentoring and guidance available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Analyse design needs	1.1 Confirm communication objectives for the graphics work based on the design brief and consultation with relevant people as required 1.2 Evaluate design brief specifications 1.3 Source and evaluate other information pertinent to the project
2. Develop and refine ideas for graphics	2.1 Identify relevant sources and conduct research to inform ideas for graphics 2.2 Consider the opportunities and constraints offered by different techniques and technologies 2.3 Assess the relationship of the graphic objects to the other elements of the design 2.4 Create and refine ideas and options by working with the fundamental elements and principles of design 2.5 Refine ideas through use of ongoing technical experimentation 2.6 Evaluate and select approaches based on their potential to meet the communication need 2.7 Produce and present visual representations of design ideas and communicate with others to confirm as required
3. Manipulate graphic objects	3.1 Create graphic objects based on selected ideas 3.2 Manipulate, edit and enhance objects through use of an extended range of tools and features 3.3 Integrate graphics with other visual design elements 3.4 Identify and resolve technical problems based on developing expertise 3.5 Achieve desired outcomes through application of design skills and technical expertise 3.6 Establish and follow safe work practices in the work process
4. Finalise technical aspects of graphics work	4.1 Edit and refine graphics to meet technical requirements 4.2 Follow correct protocols for saving, exporting and storing files 4.3 Establish appropriate file formats for output
5. Evaluate graphics work	5.1 Critique graphics from both a technical and aesthetic perspective in the context of the design objectives 5.2 Seek feedback from others as required, and make appropriate adjustments

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to liaise with others about work requirements

critical thinking and analytical skills to:

interpret and respond to a design brief

evaluate information from a wide range of sources to develop design ideas

initiative and enterprise skills to consider new and different ways of achieving required design outcomes

literacy skills to interpret technical information associated with using software programs at an advanced level

planning and organising skills to develop and monitor a logical workflow for the technical design process

problem-solving skills to identify and resolve technical and conceptual issues with graphics

numeracy skills to use numerical aspects of software programs

self-management skills to plan and coordinate own work

technology skills to:

use the advanced features of a range of industry-current software programs

manage files and file formats.

Required knowledge

ways that graphics are used within different types of communication, including corporate, editorial and promotional communication

sources of information for developing ideas about different graphics options

current range of software programs available to graphic designers and the opportunities and constraints of different technologies

different graphic file formats and how and why these are used in different contexts

technical requirements for the manipulation and formatting of varying visual components and file types, including:

bitmap images

charts

graphics

page layouts

text

vector graphics

file management protocols and procedures for a range of publications, both print and web-based

intellectual property issues to be considered in the context of graphic design work

OHS requirements as they apply to the use of computer and keyboard for periods of time.

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 ability to: create original graphics for at least two different graphic design projects use an extended range of tools and features of relevant software with a high level of technical proficiency integrate technical and creative processes to produce outcomes that meet design objectives.
Context of and specific resources for assessment	Assessment must ensure access to: industry-current graphic design software.
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 audience response to graphics produced by the candidate evaluation of processes used by the candidate to develop the work evaluation of technical aspects of the graphics 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 graphics created by the candidate 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, for example: CUVGRD505A Design and manipulate complex layouts.

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.

Communication objectives may be to:	challenge compare contrast entertain inform inspire motivate persuade.
Design briefs may be:	diagrammatic verbal visual written.
Relevant people may include:	clients employers end users mentors other artists and designers peers potential customers supervisors teachers technical experts.
Specifications may relate to:	cost delivery platform environmental sustainability material characteristics quantity technical requirements technology timeframe.
Other information may relate to:	client’s organisational background conflicting demands considerations, such as: contractual copyright ethical legal historical information product characteristics and statistics style considerations subject matter.
Sources may include:	art and design texts corporate information films images internet exhibitions own experience previous iterations technical data.
Opportunities and constraints may relate to:	audience capacity or skills cost own level of technical expertise potential for innovative approaches technical feasibility time.
Fundamental 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 or complexity subordination texture unity.
Technical experimentation may involve:	challenging established ways of doing things combining different approaches using new features and tools.
Visual representations may be:	computer-aided drawing mock-ups models presentations sketching technical drawings.
Tools and features may include:	adjusting strokes and fills alignment tools applying envelopes blending clipping compound objects cutting, extending and closing paths duplicating filters and special effects gradients and mesh joining paths modifying paths moving in increments other object manipulation tools and features reshaping scaling, rotating, skewing and distorting slicing and cutting specialty fills and swatches stroke and outline adjustments transforming transparency trim, merge and outline warping.
Safe work practices may relate to:	ergonomics use of consumables.
Technical requirements may relate to:	bleed colour compression export options formats layering linking metadata tags resolution spread and choke traps.
File formats may include:	encapsulated postscript (EPS) graphic interchange format (GIF) joint photographic experts group (JPEG) native format other suitable formats portable document format (PDF) portable network graphics (PNG) tagged image file format (TIFF).

Unit Sector(s)

Visual communication – graphic design

Custom Content Section

Not applicable.

CUVGRD505A Design and manipulate complex layouts

Modification History

Version	Comments
CUVGRD505A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to design complex publication layouts by combining creative design skills with technical software proficiency.

Application of the Unit

Graphic designers work in many different industry contexts. They may be employed in graphic design studios, commercial printing companies, advertising agencies, book and magazine publishers, television stations or in the marketing division of any business. Graphic designers also frequently offer their services on a freelance basis.

A complex layout is one that requires the application of technical and design skills to achieve its communication objective. This may involve challenges such as large amounts of information, incorporation of many different visual elements, or particular restrictions on format or size.

At this level, the designer is responsible for the overall layout design and works independently. Mentoring and guidance are available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Analyse design needs	1.1 Confirm communication objectives for the publication based on the design brief and consultation with relevant people as required 1.2 Evaluate particular specifications of the design brief 1.3 Source and evaluate other information pertinent to the project
2. Develop and refine layout ideas	2.1 Identify relevant sources and conduct research to inform layout ideas 2.2 Consider the opportunities and constraints offered by different techniques and technologies 2.3 Assess the different elements that need to be incorporated into the overall layout 2.4 Create and refine ideas and options by working with the fundamental elements and principles of design 2.5 Refine ideas through use of ongoing technical experimentation 2.6 Evaluate and select approaches based on their potential to meet the communication need 2.7 Produce and present visual representations of design ideas and communicate with others to confirm as required
3. Create and manipulate layouts	3.1 Set up the document using the capabilities of appropriate software 3.2 Manipulate and enhance the layout through use of an extended range of tools and features 3.3 Support communication objectives with effective integration of text and visuals 3.4 Identify and resolve technical problems based on developing expertise 3.5 Achieve desired outcomes through application of design skills and technical expertise 3.6 Enhance outcomes by allowing the creative and technical processes to work together 3.7 Establish and follow safe work practices in the work process
4. Evaluate design work	4.1 Critique the layout from both a functional and aesthetic perspective in the context of the design objective 4.2 Seek feedback from others as required, and make appropriate adjustments 4.3 Make assessment of own work and identify key learnings to inform future work
5. Finalise technical aspects	5.1 Edit and refine layouts to meet technical requirements 5.2 Follow correct protocols for saving, exporting and storing files 5.3 Establish appropriate file formats for output and appropriate colour management profiles

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to liaise with others about work requirements

critical thinking and analytical skills to:

interpret and respond to a design brief

evaluate information from a wide range of sources to develop design ideas

initiative and enterprise skills to consider new and different ways of achieving required design outcomes

literacy skills to interpret technical information associated with using software programs at an advanced level

planning and organising skills to develop and monitor a logical workflow for the technical design process

problem-solving skills to identify and resolve technical and conceptual issues with layouts

numeracy skills to use numerical aspects of software programs

self-management skills to plan and coordinate own work

technology skills to:

use the advanced features of a range of industry-current software programs

manage files and file formats.

Required knowledge

common features and formats of different types of publications

sources of information for developing ideas about different layout options

interrelationships between different visual design components within a complex layout

current range of software programs available to graphic designers and the opportunities and constraints of different technologies

different graphic file formats and how and why these are used in different contexts

technical requirements for the manipulation and formatting of varying visual components and file types, including:

bitmap images

charts

graphics

page layouts

text

vector graphics

file management protocols and procedures for a range of publications, both print and web-based

intellectual property issues and legislation to be considered in the context of graphic design work

OHS requirements as they apply to the use of computer and keyboard for periods of time.

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 ability to: create original designs for the layout of at least two publications use an extended range of tools and features of relevant software with a high level of technical proficiency integrate technical and creative processes to produce outcomes that meet design objectives.
Context of and specific resources for assessment	Assessment must ensure access to: industry-current graphic design software.
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 audience response to layouts produced by the candidate evaluation of processes used by the candidate to develop the work evaluation of technical aspects of the layouts 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 layouts created by the candidate 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, for example: CUVGRD504A Create and manipulate graphics.

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.

Communication objectives may be to:	challenge compare contrast entertain inform inspire motivate persuade.
Publications may be:	annual reports brochures business reports complex forms magazines newsletters style manuals technical reports web interfaces.
Design brief may be:	diagrammatic verbal visual written.
Relevant people may include:	clients employers end users mentors other artists and designers peers potential customers supervisors teachers technical experts.
Specifications may relate to:	cost delivery platform environmental sustainability material characteristics quantity technical requirements technology timeframe.
Other information may relate to:	client’s organisational background conflicting demands considerations, such as: contractual copyright ethical legal historical information product characteristics and statistics style considerations subject matter.
Sources may include:	art and design texts examples of similar publications films images internet exhibitions own experience previous iterations.
Opportunities and constraints may relate to:	audience capacity or skills cost own level of technical expertise potential for innovative approaches technical feasibility time.
Elements may relate to:	captions colour headlines quotes sidebars visual elements, such as graphics and photo images.
Fundamental 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 or complexity subordination texture unity.
Technical experimentation may involve:	challenging established ways of doing things combining different approaches using new features and tools.
Visual representations may be:	electronic drawing mock-ups models presentations sketching technical drawings.
Capabilities may relate to:	colour palettes columns heading hierarchies master pages navigational aspects templates style sheets.
Tools and features may include:	adjusting strokes and fills alignment tools applying envelopes blending clipping compound objects cutting, extending and closing paths duplicating filters and special effects gradients and mesh joining paths modifying paths moving in increments other object manipulation tools and features reshaping scaling, rotating, skewing and distorting slicing and cutting specialty fills and swatches stroke and outline adjustments transforming transparency trim, merge and outline warping.
Safe work practices may relate to:	ergonomics use of consumables.
Technical requirements may relate to:	banding bleeding choke colour cut and fold marks file formatting font use imposition schemes packaging resolution separations size spread trapping.
File formats may include:	encapsulated postscript (EPS) graphic interchange format (GIF) joint photographic experts group (JPEG) native format other suitable formats portable document format (PDF) portable network graphics (PNG) tagged image file format (TIFF).

Unit Sector(s)

Visual communication – graphic design

Custom Content Section

Not applicable.

CUVGRD506A Develop graphic design practice to meet industry needs

Modification History

Version	Comments
CUVGRD506A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop an industry focus for graphic design practice and to adapt that practice to meet both current and emerging industry opportunities.

Application of the Unit

Emerging graphic designers apply the skills and knowledge in this unit as they focus their practice on different industry needs and explore the new and emerging opportunities of the sector.

At this level, the designer is working independently with some guidance and mentoring as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop an industry focus for design practice	1.1 Establish the current and potential range of professional opportunities for graphic design practice 1.2 Determine key professional relationships for graphic designers 1.3 Evaluate ways that graphic designers do business and the business practices they use 1.4 Engage with industry networks and sources as part of a developing professional practice
2. Address key legal and safety requirements for graphic design practice	2.1 Evaluate key legal considerations for graphic design practice 2.2 Build safe work practices into all graphic design work according to relevant legislation and standards 2.3 Practise work in ways that take account of intellectual property issues in graphic design practice
3. Research and evaluate graphic design trends	3.1 Source information on local and global graphic design trends using formal and informal research strategies 3.2 Assess the ways in which industry practice may change in response to different trends 3.3 Evaluate emerging convergence and connections between graphic design and other professions and industries
4. Develop skills to meet trends	4.1 Analyse the impact of current and emerging trends on the skills needed by graphic designers 4.2 Interrogate trends in terms of their impact on fundamental skills and professional tools 4.3 Take action to address the need for own skills development
5. Develop own response to changing trends and technologies	5.1 Assess the implications and consequences of graphic design trends on own work 5.2 Use critical analysis to identify creative or commercial opportunities presented by emerging trends 5.3 Develop systems and habits to identify and respond to industry trends 5.4 Refine approaches to work in the context of current and emerging trends

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to participate in industry networks

critical thinking and analytical skills to:

evaluate information and its impact on own work

distil and synthesise information from varied sources

develop own responses to changing industry trends

initiative and enterprise skills to proactively identify commercial and creative opportunities from research into graphic design practice

learning and self-management skills to reflect on own practice and professional development needs

literacy skills to research complex, varied and potentially unfamiliar information sources

planning and organising skills to undertake the research process

technology skills to investigate new technologies used in graphic design practice.

Required knowledge

current and emerging place of graphic design in the broader design context and in the wider cross-industry context

graphic design industry networks and professional development opportunities – local, national and international

ways that graphic design business is currently undertaken, including ways work is accessed, costing of work, and key relationships

broad global design trends that apply to all design disciplines

business implications and consequences of emerging graphic design technologies

implications of increasing convergence between graphic design and other disciplines

sources of information about graphic design

specific current and emerging graphic design technologies and trends at a global level

intellectual property issues associated with professional graphic design practice

sustainability considerations for graphic design practice

safety considerations for professional graphic design practice.

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 ability to: use a range of professional graphic design business practices in a work project undertake coherent and relevant research into current and emerging graphic design practice develop an informed response to current and emerging graphic design trends in the context of own professional practice apply knowledge of the graphic design industry, its key relationships and ways of doing business.
Context of and specific resources for assessment	Assessment must ensure access to: a range of graphic design information sources.
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 the ways in which the candidate integrates industry focus into work projects evaluation of presentation prepared by the candidate about own research into graphic design practice questioning and discussion about candidate’s industry knowledge 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.

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.

Professional opportunities may be found in:	advertising agencies graphic design studios large organisations across all sectors that employ in-house graphic designers media organisations: electronic print printing businesses sole practice.
Professional relationships may be with:	artists illustrators other designers paper manufacturers printers.
Business practices may relate to:	advertising of work communication protocols documentation formats roles and responsibilities in projects typical contractual issues ways of estimating and costing work.
Industry networks and sources may include:	design associations enterprises mentors peers.
Graphic design trends may relate to:	changing social mores convergence with other professions and industries economic climate habits of different age groups or genders impact of technology lifestyle trends political environment.
Formal and informal research strategies may include:	analysing and comparing information discussion with others note taking observing the work of others reflecting on own experience.
Fundamental skills may include:	capacity to learn critical thinking design expertise visual literacy.
Professional tools may include:	drawing expertise industry networking proficiency with software.
Critical analysis may include:	comparing considering merit contrasting critiquing discussion and debate reflecting.
Systems and habits may include:	attending industry events ensuring regular receipt of industry information networking with peers participating in industry projects undertaking program of professional development.

Unit Sector(s)

Visual communication – graphic design

Custom Content Section

Not applicable.

CUVGRD601A Engage in the business of graphic design

Modification History

Version	Comments
CUVGRD601A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to adopt a professional, commercial approach to the business of graphic design.

Application of the Unit

Graphic designers work across a diverse range of industry and community contexts. They could be employed by others in small or large organisations, operate as freelancers or set up their own studios. Regardless of the business model, graphic designers engage with the professional, commercial and legal aspects of practice to sustain their livelihoods as designers.

This activity is self-directed.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Adopt professional work practices	1.1 Develop and maintain a professional work ethic to support graphic design practice 1.2 Collaborate, communicate and share ideas with other professionals about creative and commercial aspects of graphic design 1.3 Evaluate the skills and knowledge needed to operate as a 3professional graphic designer 1.4 Evaluate own current skills and abilities and the need for further professional development 1.5 Evaluate all aspects of own practice on an ongoing basis, as a key component of professional and personal growth
2. Develop commercial skills for graphic design	2.1 Assess the key commercial relationships that operate in the graphic design sector, and how they are affected by changing trends 2.2 Investigate ways in which graphic design work is costed and charged in different industry contexts 2.3 Assess the opportunities and avenues used by graphic designers to promote their services 2.4 Analyse the client perspective in graphic design practice and its impact on professional practice 2.5 Develop an individual approach to the commercial aspects of own practice based on evaluation of relevant information
3. Analyse the rights and obligations of graphic designers	3.1 Evaluate the legal and moral rights and obligations of graphic designers 3.2 Practise work and business in ways that meet legal and moral obligations 3.3 Pursue own rights as a graphic designer consistent with own professional and ethical standards
4. Pursue professional graphic design opportunities	4.1 Evaluate new work opportunities for graphic designers at a local and global level 4.2 Identify and evaluate opportunities offered by current and emerging trends in graphic design

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

collaborate with others on practice development issues

interact with other professionals on management and development issues

critical thinking and analytical skills to:

research and evaluate information and ideas from a wide range of sources

reflect on complex issues and make judgements and decisions about those issues

initiative and enterprise skills to identify and pursue professional work opportunities

learning and self-management skills to engage in and commit to an ongoing process of professional development and lifelong learning

literacy skills to interpret varied information dealing with complex issues from a range of sources

planning and organising skills to integrate a range of complex and varied information into a cohesive approach to developing own professional practice

problem-solving skills to assess potentially competing and conflicting issues and develop solutions for own practice

numeracy skills to manage the financial aspects of a professional practice

technology skills to use the internet as a research tool.

Required knowledge

factors that influence the client perspective on graphic design practice

legal rights and obligations of graphic designer, particularly in relation to intellectual property

professional development opportunities in graphic design

range of local and global work opportunities open to graphic designers across the spectrum of community and business activity

range of professional practice skills needed by graphic designers

sustainability considerations for graphic design practice

trends in graphic design and the impacts of this on professional practice

types of behaviour and practice that constitute a professional way of working

typical ways that business is done in graphic design practice, including key commercial relationships

ways that graphic design work is costed and priced in different practice contexts.

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 ability to: research and evaluate a broad range of professional and commercial information about graphic design develop cohesive approaches and strategies for own practice that are grounded in research and reflection articulate the wide range of professional opportunities for graphic design at a local and global level apply a professional understanding of the graphic design industry, including new and emerging trends in work practice.
Context of and specific resources for assessment	Assessment must ensure access to: industry networks and information general business information.
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 presentation or documentation prepared by the candidate detailing professional practice ideas and strategies questioning and discussion with the candidate and others about professional plans and practice 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.

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.

Professional work ethic may refer to:	building sustainable professional relationships commitment to ongoing learning and development ethical behaviours honouring professional commitments industry codes of practice meeting timelines work / life balance.
Skills and knowledge may be:	creative financial interpersonal practical promotional.
Professional development may include:	attendance at events further study industry engagement mentoring professional memberships research.
Commercial relationships may be:	internal relationships in: advertising agencies design studios client businesses relationships between organisations in the supply chain: artists creative directors illustrators marketers printers researchers software developers.
Ways in which graphic design work is costed may relate to:	commissions quoting for time, including hourly and daily rates quoting for materials standard rates whole project quotations.
Client perspective may be influenced by:	assumptions costs expectations familiarity or lack of familiarity with the design process preconceptions technological know-how time.
Individual approach may be one that considers:	experiences of others local work opportunities own: financial situation preferences risk profile skills.
Rights and obligations may relate to:	copyright and intellectual property (IP) duty of care moral rights safety of self and others taxation responsibilities.
Current and emerging trends may relate to:	changing social mores economic climate habits of different age groups or genders impact of technology lifestyle trends political environment.

Unit Sector(s)

Visual communication – graphic design

Custom Content Section

Not applicable.

CUVGRD602A Originate graphic designs for complex briefs

Modification History

Version	Comments
CUVGRD602A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to independently conceive, plan and realise professional graphic design work to meet the demands of complex communication challenges and graphic design briefs.

Application of the Unit

Graphic designers work in many different industry contexts. They may be employed in graphic design studios, commercial printing companies, advertising agencies, book and magazine publishers, television stations or in the marketing division of any business. Graphic designers also frequently offer their services on a freelance basis.

Graphic designers at this level have highly developed technical skills as well as a capacity for independent thought and self-direction that allows them to plan, analyse and create visual solutions to complex communication challenges in a process that is usually not linear.

Complex communication challenges and complex briefs are those that may include some or all of the following:

multiple delivery platforms

large amounts of information

potentially hostile audiences

cross-cultural communication

involvement of a multidisciplinary team

involvement in the process of creating and negotiating the brief.

In practice, this unit supports and is supported by other units describing the design process. For example, BSBDES502A Establish, negotiate and refine a design brief and BSBDES601A Manage design realisation.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Negotiate graphic design briefs	1.1 Evaluate the overall objectives and parameters of complex graphic design projects 1.2 Develop and share ideas about projects with relevant people as part of a collaborative design process 1.3 Re-evaluate and refine options based on own analysis and input from others 1.4 Establish and agree on final nature and scope of design briefs
2. Develop and refine graphic design concepts	2.1 Develop design concepts based on a sound understanding of the communication need and the range of options available to the professional designer 2.2 Identify the potential for individualised or specialised research to meet different design briefs 2.3 Adapt and use relevant ideas and approaches from research with consideration of intellectual property requirements 2.4 Evolve personal ideas through reflection on own practice to date 2.5 Inform designs through consideration of the potential of new and emerging technologies 2.6 Develop concepts that take account of both creative and technical requirements 2.7 Integrate individual research, personal ideas and professional realities to hone and confirm concepts 2.8 Create concept presentations that suit the nature of the work
3. Plan and monitor graphic design projects	3.1 Develop sustainable project management plans for graphic design work 3.2 Engage specialist expertise where appropriate 3.3 Administer and monitor work against the project plan 3.4 Communicate and collaborate with relevant people at key stages 3.5 Develop and finalise project documentation at appropriate times during the project 3.6 Bring together the disparate challenges of the project to complete work on time
4. Realise graphic design solutions	4.1 Integrate command of design techniques and tools to realise graphic designs 4.2 Work with the fundamental elements and principles of design with confidence and skill 4.3 Apply critical and creative thinking ability to challenge, adapt and refine graphic design solutions 4.4 Engage in an ongoing process of creative collaboration and refinement during the design process
5. Evaluate design outcomes	5.1 Evaluate completed designs in terms of success in meeting objectives 5.2 Assess the work against other creative, technical and business considerations 5.3 Analyse and evaluate feedback from client and others 5.4 Develop strategies for possible adjustments to future work and potential for further development of own skills

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

articulate and share ideas about the technical and creative aspects of professional graphic design work

collaborate with others as part of the design process

critical thinking and analytical skills to:

evaluate ideas, information and key messages to develop creative responses to graphic design challenges

evaluate own work in terms of its coherence and success in meeting key objectives

initiative and enterprise skills to recognise and act on opportunities for refinement and enhancement

literacy skills to interpret information dealing with complex or abstract ideas

numeracy skills to develop realistic costings for graphic design work

problem-solving skills to:

proactively identify and develop effective solutions to complex challenges of a varied and unpredictable nature

resolve conceptual and technical issues that arise within professional graphic design work

self-management and planning skills to plan and coordinate the design project from initial concept to realisation

technical skills to apply and adapt specialised graphic design skills in working typography, layout and visuals

technology skills to show command of current software programs used by graphic designers.

Required knowledge

different types of graphic design projects across a broad spectrum of industry practice

roles and responsibilities of key people involved in the graphic design process and the typical communication protocols between those people

types of research that might be relevant to different types of project or design challenges

ways in which designers use research and existing personal ideas to develop design solutions

features of current and emerging technologies used in graphic design practice and the options they present for effective graphic design solutions

impact of professional realities and constraints on the graphic design process

project management systems, procedures and protocols

types of documentation that support graphic design projects

presentation options for communicating design concepts

types of specialist expertise available to the graphic designer

critical and creative thinking techniques that can be used as part of the design process

methods of communication used in graphic design, including simple, direct, complex, indirect, metaphoric, subliminal, sensual, emotional and humorous

intellectual property issues and legislation that impact on professional graphic design practice

sustainability considerations for graphic design practice

OHS requirements for graphic design work.

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 ability to: independently conceive, plan and realise graphic design solutions that meet the requirements of a range of complex briefs apply creative and technical skills to the graphic design process manage all aspects of the design process effectively, including project planning, monitoring and communication collaborate effectively on technical and creative issues.
Context of and specific resources for assessment	Assessment must ensure: collaboration with others as part of the design process current graphic design technologies.
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: professional evaluation by industry professionals of graphic design solutions developed by the candidate evaluation of presentations made by the candidate about work developed evaluation of processes used by the candidate to conceive, plan and realise the work evaluation of the effectiveness of project management evidenced through completion of work on time and on budget evaluation of a candidate’s visual diary or other forms of documentation showing the development of the designs 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.

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.

Overall objectives and parameters may relate to:	audience characteristics broader marketing strategies business performance measures cost conflicting demands creative criteria community participation or response competition criteria ethical considerations legal or contractual considerations technical requirements, including delivery platform technologies timeframe triple bottom line (people, planet, profit).
Complex graphic design projects may involve:	complex messages cultural complexities multiple delivery platforms multidisciplinary teams negotiation or creation of the brief potentially hostile audiences.
Relevant people may include:	art directors clients creative directors employers editors end users mentors other artists and designers peers potential customers supervisors technical experts teachers.
Individualised or specialised research may relate to:	in-depth focus on a particular: idea material media process technique research of particular relevance to the design challenge: economic industrial political social.
Personal ideas may relate to use of:	colour humour imagery interactivity social referencing technology.
New and emerging technologies may include:	new options on the market technologies not used before.
Concept presentations may include:	computer-aided drawing mock-ups models presentations sketching technical drawing.
Sustainable project management plans are those that include:	professional project management plans that include: contingency planning internal and external resources objectives and scope risk management timelines monitoring and adjustment of the plan to complete work on time and within budget.
Specialist expertise may include:	artists illustrators interactive media experts marketing experts researchers writers.
Project documentation may include:	creative rationale instructions for printers production specifications technical data update reports to client.
Design technique and tools may include:	creating storyboards illustration traditional or digital drawing typography using software for: raster image manipulation (e.g. Photoshop) vector image production (e.g. Illustrator or FreeHand) web interactivity and animation (e.g. Macromedia Suite) page layout (e.g. InDesign or Quark).
Fundamental elements and principles of design 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 or complexity subordination texture unity.
Critical and creative thinking ability may involve:	analysis of complex and abstract ideas and theories working effectively with concepts, such as: adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories debating and discussing developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions judging making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences nuance, subtlety and distinction questioning reading and listening critically reflecting.
Creative collaboration and refinement may involve:	client consultation informal conversations with peers technical discussions workshopping of ideas.
Success may be measured by:	audience response client feedback cost effectiveness customer comments sales achieved.

Unit Sector(s)

Visual communication – graphic design

Custom Content Section

Not applicable.

CUVGRD603A Extend typographic design expertise

Modification History

Version	Comments
CUVGRD603A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to exploit the potential of typography to solve complex design challenges through research and exploration of advanced and specialised applications.

Application of the Unit

Graphic designers work in many different industry contexts. They may be employed in graphic design studios, commercial printing companies, advertising agencies, book and magazine publishers, television stations or in the marketing division of any business. Graphic designers also frequently offer their services on a freelance basis.

Graphic designers with a highly developed conceptual and technical understanding of type apply the skills and knowledge in this unit. They work with two-dimensional (2-D), three-dimensional (3-D) and virtual applications.

At this level, the designer is working independently, though is usually a member of a collaborative creative team.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research type to develop design solutions	1.1 Assess the ways in which type impacts on visual communication through historical and contemporary research 1.2 Research and evaluate the range of detailed factors that impact on the successful use of typography 1.3 Explore relationships between typographic form and related imagery across electronic and traditional formats 1.4 Analyse own approach to typography in the context of research
2. Explore creative and complex applications of type	2.1 Explore and extend the potential of typography in own design practice 2.2 Investigate the ways that typography influences meaning at a detailed level 2.3 Analyse the interactions between text and other visual components in complex bodies of information 2.4 Experiment with the expressive potential of type 2.5 Evaluate typography in the context of current and emerging technologies in design practice
3. Evolve typography expertise in professional practice	3.1 Apply a highly developed command of typography to the needs of complex design projects 3.2 Work effectively with complex, varied and large amounts of type 3.3 Control typography hierarchy and systems within complex applications 3.4 Create specialised type to meet particular design needs, including dynamic and sculptural type 3.5 Develop typography for 2-D, 3-D and virtual applications 3.6 Participate knowledgeably and critically in discussions with industry peers and professionals about typographic design

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage in professional discussions about typographic design

critical thinking and analytical skills to:

research and evaluate information from a wide range of sources

develop professional opportunities from research

initiative and enterprise skills to:

evolve professional practice based on typography expertise

consider new and different ways of achieving required design outcomes through typography

literacy skills to interpret technical information about typography

planning and organising skills to develop and monitor a logical workflow for the technical design process

problem-solving skills to identify and resolve complex technical and conceptual issues in typographic design

self-management and planning skills to manage the research process

technology skills to use the advanced features of a range of industry-current software programs and emerging digital technologies.

Required knowledge

history, theory and practice of typography at a detailed level

commercial and creative potential for graphic designers with specialised typography expertise

expressive potential of type

features of specialised typography and how they are developed and used, including:

interactive type

animated type

sculptural type

historical and contemporary trends in typography, and their impact on graphic design practice

intellectual property issues and legislation to be considered in the context of typographic work.

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 ability to: apply knowledge of typography to professional design practice develop specialised typography for a range of 2-D, 3-D and virtual applications.
Context of and specific resources for assessment	Assessment must ensure access to: current and emerging technologies used in graphic design.
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: professional review of specialised typographic work produced by the candidate evaluation of audience response to typography produced by the candidate evaluation of processes used by the candidate to develop the work evaluation of technical aspects of the designs 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 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.

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.

Potential of typography may relate to:	application across range of media commercial opportunities creative opportunities relevance to particular clients and contexts typography on the web.
Expressive potential of type may relate to:	cultural meaning relationship between sight and sound (e.g. musical qualities of type) special effects, such as 3-D effects.
Specialised type may be:	one-off creation for special purpose interactive motion type sculptural type type fusion type design.

Unit Sector(s)

Visual communication – graphic design

Custom Content Section

Not applicable.

CUVGRD604A Develop and execute advertising concepts

Modification History

Version	Comments
CUVGRD604A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to independently create effective advertising by combining creative and technical graphic design expertise with an understanding of advertising and consumer behaviour.

Application of the Unit

Graphic designers work in many different industry contexts. They may be employed in graphic design studios, commercial printing companies, advertising agencies, book and magazine publishers, television stations or in the marketing division of any business. Graphic designers also frequently offer their services on a freelance basis.

In this unit graphic designers create advertisements for use in a range of different media. The designer creates the visual concepts for advertisements and depending on the work context, may or may not be responsible for integrating other content such as text, sound or interactivity to produce completed advertisements.

Although designers at this level work with a high degree of autonomy, they are still likely to be members of a collaborative creative team.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Interpret creative briefs	1.1 Analyse creative briefs in terms of the key communication objectives 1.2 Develop an understanding of the broader context for the advertising media 1.3 Develop shared understandings of advertising requirements with relevant people 1.4 Negotiate and confirm practical considerations, including schedule and budgetary requirements
2. Evaluate the context for advertising work	2.1 Consider current and emerging trends and thinking about advertising 2.2 Take account of relevant consumer behaviour and the influences on buying decisions 2.3 Identify and evaluate sustainability issues for advertising projects 2.4 Assess and respond to legal and ethical constraints
3. Generate and assess advertising ideas	3.1 Identify and source references to inform visual concepts for advertising 3.2 Explore different visual devices to communicate key messages 3.3 Maximise contributions of others through collaboration on ideas as required 3.4 Reflect on ideas for technical, creative and budgetary implications 3.5 Refine and select approaches that best balance the overall needs of the brief
4. Develop designs for advertising	4.1 Develop designs from initial ideas ensuring that all production and design factors are taken into account 4.2 Realise designs from initial ideas by working confidently with the elements and principles of design and taking account of production factors 4.3 Combine conceptual and technical expertise to manipulate visual design components to communicate key messages 4.4 Engage in an ongoing process of testing, creative collaboration and refinement during the design process 4.5 Engage with other experts on relevant legal, ethical and business requirements
5. Finalise advertising designs	5.1 Negotiate and agree to modifications and amend designs as required 5.2 Develop accurate and comprehensive documentation to support the production process 5.3 Present final designs and documentation to relevant personnel and confirm
6. Evaluate effectiveness of advertisements	6.1 Evaluate completed designs in terms of success in meeting objectives 6.2 Assess the work against other creative, technical and business considerations 6.3 Analyse and evaluate feedback from client and others 6.4 Reflect on own role in design process and note areas for future improvement 6.5 Develop strategies for further development of own skills

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

interpret and clarify written proposals and creative briefs

work collaboratively with others

present ideas for discussion and feedback

produce accurate and detailed design and production documentation for advertisements

critical thinking and analytical skills to:

evaluate communication needs and develop sophisticated design solutions

distil key ideas and approaches from complex and varying information and ideas

initiative and enterprise skills to see opportunities for new and creative approaches to advertising design challenges

literacy skills to engage with potentially complex information at an advanced level

self-management and organisational skills to:

take responsibility for the design challenge

meet responsibilities within a collaborative project

problem-solving skills to take ownership of complex technical and conceptual challenges and develop creative solutions in response

numeracy skills to interpret and work within project budgets

technology skills to:

use the advanced features of current graphic design software programs

use the internet as a research tool.

Required knowledge

current and emerging trends and ideas in the area of advertising design

key people involved in advertising, and their typical roles, responsibilities and interrelationships – particularly in relation to the graphic designer

principles and purposes of advertising

principles of consumer behaviour and influences on buyer behaviour

production factors for different types of advertising and how they impact on the design process

sources of ideas for visual concepts for advertising

formal principles and elements of design in the context of advertising design

collaborative processes used in graphic design

critical and creative thinking techniques that can be used as part of the design process

intellectual property issues and legislation in relation to advertising

legal and ethical requirements relating to the advertising industry

sustainability considerations related to messages in advertising and materials used in advertising, and how they impact on graphic design.

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 ability to: independently conceive and create advertisements for use in a range of media, both print and electronic work confidently with the elements and principles of design across multiple advertising contexts collaborate effectively on creative, technical and organisational issues apply knowledge of advertising practice and consumer behaviour.
Context of and specific resources for assessment	Assessment must ensure: access to industry-current graphic design technologies collaboration with others to reflect the design process.
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 by industry professionals of advertising design solutions developed by the candidate evaluation of presentations made by the candidate about work developed evaluation of processes used by the candidate to conceive, plan and realise the work evaluation of the effectiveness of project management evidenced through completion of work on time and on budget evaluation of a candidate’s visual diary or other forms of documentation showing the development of the designs 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.

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.

Communication objectives may be to:	challenge compare contrast entertain inform inspire motivate persuade.
Broader context may relate to:	client preferences and perceptions community attitudes corporate identity existing advertising industry trends key relationships for the project marketing objectives.
Advertising media may be:	cinema direct mail information boards magazines newspapers point of sale posters television.
Relevant people may include:	art directors clients copywriters creative directors employers end users other artists and designers supervisors technical experts.
Current and emerging trends and thinking may relate to:	appropriate standards cultural considerations cultural norms stretching boundaries.
Sustainability issues may relate to:	cost of production environmental friendliness of materials messages in advertising social acceptance of particular ideas or concepts.
References may include:	digital images earlier iterations film and video internet marketing data material from the sponsoring organisation own experience photographs previous work product information reference books, journals and texts scripts technical data work of other designers writings.
Visual devices may include:	animation association caricature exaggeration fantasy photography special effects.
Key messages may relate to:	brand or image factors competitive advantages features of the product or service where the product or service may be obtained.
Elements and principles of design 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 or complexity subordination texture unity.
Visual design components may include:	animation graphics motion photographs text.
Creative collaboration and refinement may involve:	client consultation informal conversations with peers modelling piloting technical discussions workshopping of ideas.
Other experts may be:	artists copywriters digital media designers illustrators market researchers.
Relevant legal, ethical and business requirements may relate to:	intellectual property codes of practice such as those issued by: Advertising Federation of Australia Australian Communications and Media Authority Australian Competition and Consumer Commission Australian Performing Right Association Commercial Radio Australia Free TV Australia cultural expectations and influences ethical principles legislation, including OHS legislation, policies and guidelines social responsibilities, such as protection of children societal expectations.
Documentation may include:	creative rationale finished artwork instructions for printers production specifications.
Success may be measured by:	audience response client feedback cost effectiveness customer comments sales achieved.

Unit Sector(s)

Visual communication – graphic design

Custom Content Section

Not applicable.

CUVGRD605A Develop graphic designs for the built environment

Modification History

Version	Comments
CUVGRD605A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to combine creative and technical design expertise with a sound understanding of the particular factors that apply to signage and other built environment designs.

Application of the Unit

Graphic designers working on built environment projects may create logos and signs on building interiors and exteriors, directional signage in streets, transport terminals and retail outlets, or promotional signage in any of these contexts. There are links between this role, architecture, building design and urban design. However, this unit does not include the skills and knowledge required in those professional areas.

Although designers at this level work with a high degree of autonomy, they are still likely to be members of a collaborative creative team.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Interpret creative briefs	1.1 Analyse creative briefs in terms of key communication objectives for the built environment project 1.2 Develop an understanding of the broader context for the design work 1.3 Develop shared understandings of design requirements with relevant people 1.4 Negotiate and confirm practical considerations, including schedule and budgetary requirements
2. Evaluate the context for design work in the built environment	2.1 Consider current and emerging trends and thinking across key areas of design for the built environment 2.2 Assess the ways that audiences engage with signage of different types 2.3 Evaluate locations for design work in terms of current aesthetic and functionality 2.4 Obtain and analyse relevant technical data that inform design 2.5 Evaluate key sustainability issues for incorporation into design 2.6 Assess and respond to regulatory requirements that affect design in the built environment
3. Generate and assess ideas	3.1 Identify and source references that inform design in the built environment 3.2 Explore ideas for designs that enhance the overall visual amenity of the environment 3.3 Evaluate opportunities offered by both current and emerging technologies for signage 3.4 Acknowledge and integrate relationships between signage and broader organisational identity 3.5 Maximise contributions of others through collaboration on ideas as required 3.6 Reflect on ideas for technical, creative and budgetary implications 3.7 Refine and select approaches that best balance the overall needs of the brief
4. Develop designs for the built environment	4.1 Develop designs from initial concepts ensuring that all production and design factors are taken into account 4.2 Realise designs from initial ideas by working confidently with the elements and principles of design 4.3 Combine conceptual and technical expertise to develop workable solutions 4.4 Engage in an ongoing process of testing, creative collaboration and refinement during the design process 4.5 Engage with other experts on relevant technical, legal and business requirements
5. Finalise designs for the built environment	5.1 Negotiate and agree to modifications and amend designs as required 5.2 Develop accurate and comprehensive documentation to support the production process 5.3 Present final designs and documentation to relevant personnel and confirm
6. Evaluate design work and process	6.1 Evaluate completed designs in terms of success in meeting objectives 6.2 Assess the work against other creative, technical and business considerations 6.3 Analyse and evaluate feedback from client and others 6.4 Reflect on own role in design process and note areas for future improvement 6.5 Develop strategies for further development of own skills

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

interpret and clarify written proposals and creative briefs

work collaboratively on complex ideas and projects

present ideas for discussion and feedback

produce accurate and detailed design and construction documentation for signage and other built environment designs

critical thinking and analytical skills to:

evaluate communication needs and develop sophisticated design solutions

distil key ideas and approaches from complex and varying information and ideas

initiative and enterprise skills to see opportunities for new and creative approaches to design challenges in the built environment

literacy skills to engage with potentially complex information at an advanced level

self-management and organisational skills to:

take responsibility for the design challenge

meet responsibilities within a collaborative project

problem-solving skills to take ownership of complex technical and conceptual challenges and develop creative solutions in response

numeracy skills to interpret and work within project budgets

technology skills to:

use the advanced features of current graphic design software programs

use the internet as a research tool.

Required knowledge

current and emerging trends and ideas in the area of design for the built environment

key people involved in built environment projects, and their typical roles, responsibilities and interrelationships – particularly in relation to the graphic designer

different types of signage and built environment projects and the particular considerations that apply

ways in which consumers respond to signage

production factors for different types of signage and how they impact on the design process

legislative and regulatory issues that affect design in the built environment, including particular council requirements and duty of care

sources of ideas for built environment designs

formal principles and elements of design in the context of design in the built environment

collaborative processes used in graphic design

critical and creative thinking techniques that can be used as part of the design process

intellectual property issues and legislation in relation to designs for the built environment

sustainability issues for signage and how they impact on graphic design.

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 ability to: independently conceive and realise graphic design solutions for a range of built environment projects work confidently with the elements and principles of design in a built environment context collaborate effectively on creative, technical and organisational issues apply knowledge of the specific contextual issues that apply to graphic design for the built environment.
Context of and specific resources for assessment	Assessment must ensure: access to industry-current graphic design technologies collaboration with others to reflect the design process.
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 by industry professionals of design solutions developed by the candidate for use in the built environment evaluation of presentations made by the candidate about work developed evaluation of processes used by the candidate to conceive, plan and realise the work evaluation of the effectiveness of project management evidenced through completion of work on time and on budget evaluation of a candidate’s visual diary or other forms of documentation showing the development of the designs 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.

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.

Communication objectives may be to:	challenge compare contrast direct inform inspire motivate persuade.
Built environment project may relate to:	information booths: interactive stations printed boards logos signage: directional and wayfinding exterior in precincts informational inside buildings on buildings on footpaths on roads promotional.
Broader context may relate to:	building costs client preferences and perceptions community attitudes existing signage industry trends key relationships for the project marketing objectives.
Relevant people may include:	architects art directors builders building managers clients council employees creative directors distributors employers end users manufacturers other artists and designers precinct managers shopfitters signmakers supervisors technical experts.
Current and emerging trends and thinking may relate to:	accessibility cultural considerations for signage integration of signage with broader identity interactivity in design production technologies signage for particular market groups use of different materials for signage use of signs and symbols use of sustainable materials ways in which people navigate space.
Technical data may relate to:	approval requirements dimensions of space engineering requirements physical properties of location for design.
Sustainability issues may relate to:	availability of materials cost of production environmental friendliness of materials social acceptance of particular ideas and concepts.
Regulatory requirements may relate to:	intellectual property council requirements: application and approval processes heritage or conservation requirements placement of signage use of particular colours or materials government planning regulations.
References may include:	architectural texts digital images earlier iterations film and video internet marketing data own experience product information photographs previous work reference books, journals and texts scripts technical data work of other designers writings.
Elements and principles of design 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.
Creative collaboration and refinement may involve:	client consultation informal conversations with peers modelling piloting technical discussions workshopping of ideas.
Other experts may be:	architects artists builders planners tradespeople.
Documentation may include:	creative rationale instructions for: builders manufacturers printers signmakers production specifications technical drawings.
Success may be measured by:	audience response client feedback cost effectiveness customer comments sales achieved.

Unit Sector(s)

Visual communication – graphic design

Custom Content Section

Not applicable.

CUVGRD606A Develop graphic designs for packaging

Modification History

Version	Comments
CUVGRD606A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to create graphic designs for packaging by combining creative and technical design expertise with a sound understanding of the particular factors that apply to packaging.

Application of the Unit

Graphic designers who work in the area of packaging design apply the skills and knowledge described in this unit. The designer’s role is integral to defining the overall look of product packaging and the messages that this imparts about the product itself.

Although designers at this level work with a high degree of autonomy, they are still likely to be members of a collaborative creative team.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Interpret creative briefs	1.1 Analyse creative briefs in terms of key communication objectives 1.2 Develop an understanding of the broader context for the packaging design work 1.3 Develop shared understandings of packaging design requirements with relevant people 1.4 Negotiate and confirm practical considerations of the brief, including schedule and budgetary requirements 1.5 Identify and obtain all specific information required to support the design process
2. Evaluate packaging design considerations and constraints	2.1 Consider current and emerging packaging trends and ideas and their impact on the project 2.2 Consider the ways that customers engage with packaging in the relevant context 2.3 Examine the nature of the customer, the product, and how the product will be displayed and distributed 2.4 Identify the particular production factors that impact on the creation of graphic designs for packaging 2.5 Evaluate key sustainability issues for incorporation into design 2.6 Assess and respond to regulatory requirements that affect packaging design, including OHS issues
3. Generate and assess ideas	3.1 Identify and source references to support the design process 3.2 Explore different three-dimensional design ideas and processes to inform work using a range of materials 3.3 Generate design ideas for packaging that show clear conceptual links between the product and the package 3.4 Maximise contributions of others through collaboration on ideas as required 3.5 Reflect on ideas for technical, creative and budgetary implications 3.6 Refine and select approaches that best balance the overall needs of the brief
4. Create packaging designs	4.1 Develop designs from initial ideas ensuring that all production and design factors are taken into account 4.2 Realise designs from initial ideas by working confidently with the elements and principles of design and taking account of production factors 4.3 Combine conceptual and technical expertise 4.4 Engage in an ongoing process of testing, creative collaboration and refinement during the design process 4.5 Engage with other experts on relevant technical, legal and business requirements
5. Finalise designs for packaging	5.1 Negotiate and agree to modifications and amend designs as required 5.2 Develop accurate and comprehensive documentation to support the production process 5.3 Present final designs and documentation to relevant personnel and confirm
6. Evaluate design work and process	6.1 Evaluate completed design in terms of its success in meeting objectives 6.2 Assess the work against other creative, technical and business considerations 6.3 Analyse and evaluate feedback from client and others 6.4 Reflect on own role in design process and note areas for future improvement 6.5 Develop strategies for further development of own skills

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

interpret and clarify written proposals and creative briefs

work collaboratively in a team environment on complex ideas and projects

present ideas for discussion and feedback

produce accurate and detailed packaging design and construction documentation

critical thinking and analytical skills to:

evaluate communication needs and develop sophisticated design solutions

distil key ideas and approaches from complex and varying information and ideas

initiative and enterprise skills to see opportunities for new and creative approaches to packaging design challenges

literacy skills to engage with potentially complex information at an advanced level

self-management and organisational skills to:

take responsibility for the design challenge

meet responsibilities within a collaborative project

problem-solving skills to take ownership of complex technical and conceptual challenges and develop creative solutions in response

numeracy skills to interpret and work within project budgets

technology skills to:

use the advanced features of current graphic design software programs

use the internet as a research tool.

Required knowledge

current and emerging trends and ideas in the area of product packaging

key people involved in the packaging design process, and their typical roles, responsibilities and interrelationships – particularly in relation to the graphic designer

different types of packaging design projects and the particular considerations that apply

ways in which consumers respond to packaging

production factors for different types of packaging and how they impact on the design process

other legislative and regulatory issues that affect design for packaging

sources of ideas for packaging designs

formal principles and elements of design in the context of packaging design

collaborative processes used in graphic design

critical and creative thinking techniques that can be used as part of the design process

intellectual property issues and legislation in relation to designs for packaging

sustainability issues for product packaging and how they impact on graphic design

OHS legislation as it impacts on design for packaging.

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 ability to: independently conceive and realise graphic design solutions for product packaging work confidently with the elements and principles of design across multiple packaging design projects collaborate effectively on creative, technical and organisational issues.
Context of and specific resources for assessment	Assessment must ensure: access to: industry-current graphic design technologies materials commonly used in packaging design collaboration with others to reflect the design process.
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 by industry professionals of packaging design solutions developed by the candidate evaluation of presentations made by the candidate about work developed evaluation of processes used by the candidate to conceive, plan and realise the work evaluation of the effectiveness of project management evidenced through completion of work on time and on budget direct observation of work in progress evaluation of a candidate’s visual diary or other forms of documentation showing the development of the designs 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.

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.

Communication objectives may be to:	challenge compare contrast inform inspire motivate persuade.
Broader context may relate to:	client preferences and perceptions community attitudes industry trends key relationships for the project marketing objectives overall direction of the organisation where the product sits within a broader product range.
Packaging design requirements may relate to:	crafted objects exhibition needs label design point of sale specialised packaging requirements specialised product design standard container design technical solutions transportation needs visibility on the shelf.
Relevant people may include:	art directors clients creative directors distributors employers end users manufacturers mentors other artists and designers potential customers supervisors technical experts.
Packaging trends and ideas may relate to:	convenience packaging environmental sustainability packaging for particular market groups packaging technologies role of packaging type of packaging use of different materials: cardboard glass metal paper plastics.
Customer engagement with packaging may relate to:	typical customer responses to: colour shape size text.
Production factors may relate to:	type of packaging materials and their interactions with different printing processes number to be produced.
Sustainability issues may relate to:	availability of materials cost of production environmental friendliness of materials social acceptance of particular ideas and concepts.
Regulatory requirements may relate to:	intellectual property consumer protection dangerous goods food safety labelling manufacturing standards security.
OHS issues may relate to:	environmental factors, such as exposure to light, heat and cold materials used security of content.
References may include:	digital images earlier iterations film and video internet marketing data models own experience photographs previous work product information reference books, journals and texts scripts technical data work of other designers writings.
Materials may include:	a range of papers, including bleed proof papers bark or wood boards cardboard ceramics fiber boards finishes and stains form boards found materials glass glues and fixatives metal plastics textiles.
Elements and principles of design 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 or complexity subordination texture unity.
Creative collaboration and refinement may involve:	client consultation informal conversations with peers modelling technical discussions workshopping of ideas.
Other experts may be:	market researchers packaging manufacturers product designers product manufacturers.
Documentation may include:	creative rationale finished art instructions for printers production specifications technical data.
Success may be measured by:	audience response client feedback cost effectiveness customer comments sales achieved.

Unit Sector(s)

Visual communication – graphic design

Custom Content Section

Not applicable.

CUVGRD607A Develop graphic designs for branding and identify

Modification History

Version	Comments
CUVGRD607A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to create graphic designs for branding and identity by combining creative and technical design expertise with a sound understanding of the particular factors that apply.

Application of the Unit

Graphic designers work in many different industry contexts. They may be employed in graphic design studios, commercial printing companies, advertising agencies, book and magazine publishers, television stations or in the marketing division of any business. Graphic designers also frequently offer their services on a freelance basis.

Designers often work with organisations to develop corporate or brand identity. These designs impart key messages about organisations or brands and their underpinning philosophies.

Although designers at this level work with a high degree of autonomy, they are still likely to be members of a collaborative creative team.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Interpret creative briefs	1.1 Analyse creative briefs in terms of branding or identity objectives 1.2 Develop an understanding of the broader context for the design work 1.3 Develop shared understandings of the scope and nature of branding or identity work with relevant people 1.4 Negotiate and confirm practical considerations, including schedule and budgetary requirements
2. Evaluate potential approaches to branding and identity	2.1 Consider current and emerging trends and ideas about branding and identity and their impact on the project 2.2 Analyse the client’s current approach to identity and brand strategy in the context of the work project 2.3 Identify the particular production factors that impact on branding and identity work 2.4 Assess and respond to legal considerations for branding and identity design
3. Generate and assess ideas	3.1 Identify and source references for branding and identity work 3.2 Explore the key questions that underpin branding and identity design 3.3 Experiment with different techniques and media as an integral part of ideas generation 3.4 Generate design ideas that support key client objectives 3.5 Maximise contributions of others through collaboration on ideas as required 3.6 Reflect on ideas for technical, creative and budgetary implications 3.7 Refine and select approaches that best balance the overall needs of the brief
4. Develop designs to support branding and identity	4.1 Develop designs from initial concepts ensuring that all production and design factors are taken into account 4.2 Realise designs from initial ideas by working confidently with the elements and principles of design and taking account of production factors 4.3 Combine conceptual and technical expertise in creation of design solutions 4.4 Engage in an ongoing process of testing, creative collaboration and refinement during the design process 4.5 Engage with other experts on relevant technical, legal and business requirements
5. Finalise designs	5.1 Negotiate and agree to modifications and amend designs as required 5.2 Develop accurate and comprehensive documentation to support the production process 5.3 Present final designs and documentation to relevant personnel and confirm
6. Evaluate design work and process	6.1 Evaluate completed design in terms of its success in meeting objectives 6.2 Assess the work against other creative, technical and business considerations 6.3 Analyse and evaluate feedback from client and others 6.4 Reflect on own role in design process and note areas for future improvement 6.5 Develop strategies for further development of own skills

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

interpret and clarify written proposals and creative briefs

work collaboratively on complex ideas and projects

present ideas for discussion and feedback

produce accurate and detailed design documentation

critical thinking and analytical skills to:

evaluate branding and identity needs and develop sophisticated design solutions

distil key ideas and approaches from complex and varying information and ideas

initiative and enterprise skills to see opportunities for new and creative approaches to design challenges

literacy skills to engage with potentially complex information at an advanced level

self-management and organisational skills to:

take responsibility for the design challenge

meet responsibilities within a collaborative project

problem-solving skills to take ownership of complex technical and conceptual challenges and develop creative solutions in response

numeracy skills to interpret and work within project budgets

technology skills to:

use the advanced features of current graphic design software programs

use the internet as a research tool.

Required knowledge

current and emerging trends and ideas in the area of branding and identity

key people involved in branding and identity design work, and their typical roles, responsibilities and interrelationships – particularly in relation to the graphic designer

different types of branding and identity design projects and the particular considerations that apply

ways in which consumers respond to branding and identity for different types of products and services

production factors for different types of designs across the broad range of print and digital media

sources of ideas about branding and identity design

formal principles and elements of design

collaborative processes used in graphic design

critical and creative thinking techniques that can be used as part of the design process

intellectual property issues and legislation in relation to designs for branding and identity

sustainability considerations for branding and identity design.

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 ability to: independently conceive and create professional graphic design solutions for branding and identity work confidently with the elements and principles of design across multiple branding and identity projects collaborate effectively on creative, technical and organisational issues.
Context of and specific resources for assessment	Assessment must ensure: access to industry-current graphic design technologies collaboration with others to reflect the design process.
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 by industry professionals of design solutions developed by the candidate evaluation of presentations made by the candidate about work developed evaluation of processes used by the candidate to conceive, plan and realise the work evaluation of the effectiveness of project management evidenced through completion of work on time and on budget evaluation of a candidate’s visual diary or other forms of documentation showing the development of the designs 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.

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.

Branding or identity objectives may relate to:	corporate identity corporate branding product branding.
Broader context may relate to:	broader marketing objectives client preferences and perceptions cost constraints current approaches to corporate branding and identity within the organisation current place of the product or organisation in the marketplace industry trends key relationships for the project overall direction or philosophy of the organisation where the role of the designer begins and ends.
Scope and nature of branding or identity work may include:	design of corporate materials, such as: branding and identity standards and manuals stationery digital design: intranet mobile phone personal digital assistant (PDA) web games design logo design signage design specific product branding.
Relevant people may include:	art directors clients creative directors employers image experts IT experts marketers mentors other artists and designers potential customers public relations advisors supervisors.
Trends and ideas about branding and identity may relate to:	changing consumer behaviour changing social mores consumer sophistication demographic patterns impact of technology (e.g. viral branding) relationships between brand, identity and other aspects of business types of imagery.
Brand strategy may relate to:	brand: architecture community culture equity essence extension co-branding corporate brand versus product brand viral branding.
Production factors may relate to:	printing requirements use of work in multiple media.
Legal considerations may relate to:	competitor activity intellectual property moral rights.
References may include:	digital images film and video internet models marketing data own experience product information photographs previous work reference books, journals and texts scripts technical data work of other designers writings.
Questions may include:	how can the design reflect the organisation’s values and philosophy? how can the design show what the organisation is interested in? how can the design stand out from the crowd? what is the client really trying to achieve? what practical considerations do I need to think about? what relationships is the design seeking to build? who is the design talking to and how does that group interact with images and words?
Elements and principles of design 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 or complexity subordination texture unity.
Creative collaboration and refinement may involve:	client consultation informal conversations with peers modelling technical discussions workshopping of ideas.
Other experts may be professionals in the areas of:	advertising image information technology marketing public relations research writing.
Documentation may include:	creative rationale finished art instructions for printers production specifications technical data.
Success may be measured by:	client feedback cost effectiveness customer comments sales achieved.

Unit Sector(s)

Visual communication – graphic design

Custom Content Section

Not applicable.

CUVILL401A Research and apply techniques for illustrative work

Modification History

Version	Comments
CUVILL401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and apply techniques for application to any type of illustrative work.

Application of the Unit

Illustrators still developing a full repertoire of professional skills apply the skills and knowledge in this unit. They could be employed in graphic design studios, architectural practices, book and magazine publishers or the media. Illustrators frequently offer their services on a freelance basis from a home-based business. Illustrations could appear in print publications, on storyboards for screen productions, on promotional banners or online.

At this level research, experimentation and ongoing refinement are required to produce a range of illustrative work where an individual is beginning the process of finding an individual style. Work is carried out independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Interpret briefs for illustrative work	1.1 Interpret the specifications of illustration briefs 1.2 Take user or client requirements into account when making decisions about illustrative work 1.3 Clarify issues about specifications, parameters and constraints with relevant people as required 1.4 Source and evaluate information pertinent to briefs
2. Organise resources	2.1 Identify resources required for the development of illustrative work, including work space, materials, tools and equipment 2.2 Prepare and care for resources according to requirements 2.3 Follow storage and inventory procedures
3. Test design approaches for illustrative work	3.1 Produce preliminary visual representations 3.2 Identify possible illustrative approaches and establish criteria for selecting final approach 3.3 Select appropriate materials, tools and equipment and test approaches and techniques 3.4 Evaluate testing processes against criteria and select the approach that best meets the requirements of briefs 3.5 Critique own work and seek feedback as required 3.6 Refine and accurately document the illustrative approach based on testing processes
4. Produce illustrative work	4.1 Create illustrations using the selected approach 4.2 Respond positively to feedback and refine illustrative work as required 4.3 Present finished work within agreed work parameters

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about illustrative work

initiative and enterprise skills to experiment with illustration techniques to produce different effects

learning skills to refine and improve a range of techniques

literacy skills to interpret illustration briefs and research information about illustration

numeracy skills to deal with technical illustration concepts

self-management and planning skills to plan work tasks

technical skills to evaluate, adapt and integrate a range of illustration techniques

technology skills to use industry-standard illustration software.

Required knowledge

role of experimentation in developing and refining illustrative work

techniques, materials, tools and equipment and their application to illustrative work

types of briefs for illustrative work

formal elements and principles of design and their application to illustrative work

ideas, techniques and work of other illustrators

history and theory of design in relation to illustrative work

elements and principles of design and how they may be used, adapted and challenged in the creation of illustrations

intellectual property issues and legislation and their relevance to illustrative work

OHS requirements for illustrative work.

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 ability to: produce multiple examples of illustrative work that meet the requirements of briefs demonstrate a command of selected illustration techniques.
Context of and specific resources for assessment	The assessment context must provide for: briefs on which to base illustrative work equipment and tools used to produce illustrative 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: direct observation of illustrative work in progress, including exploration of, and experimentation with, techniques evaluation of illustrative work 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.

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.

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.
Illustrative work may be for:	advertisements architectural illustration books caricature cartoon children’s book development of techniques experimentation and exploration illustrations for urban planning layout design logos magazines mock-ups posters story boards for animation storybooks technical, anatomical and botanical illustration wordmarks web design.
Parameters and constraints may refer to:	client’s organisational background cost finished art requirements considerations, such as: contractual copyright ethical health and safety legal material characteristics product characteristics and statistics subject matter 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 canvas charcoal crayons fabrics found surfaces glues graphite inks marker pens pastels pencils range of papers of different weights and textures vellum water-based and oil-based paints and mediums wood.
Tools and equipment may include:	computer and software applications for illustration digital camera photocopier (black and white and colour) printer range of brushes, including air brushes scanner scrapers handmade pen from bamboo or feather spatulas sponges spray cans steel nibs in pen holders sticks.
Preliminary visual representations may involve:	computer-aided exploration sketching.
Approaches may encompass:	aesthetic considerations choice of medium and materials parameters of the brief solutions in terms of illustration.
Criteria may relate to:	access to materials, tools and equipment required for the production of illustrative work access to specialist support services consistency with illustration briefs ease of application 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:	calligraphy cartooning collage digital imaging drawing for animation lettering line drawing mixed media stencilling tonal drawing types of painting: watercolour, gouache and oil painting.
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 sketches material samples photographs written rationale or description.

Unit Sector(s)

Visual communication – illustration

CUVILL501A Develop professional illustrations

Modification History

Version	Comments
CUVILL501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to create professional illustrations for a range of purposes in both print and digital formats.

Application of the Unit

Illustrators apply the skills and knowledge in this unit. They typically create pictures for books, magazines, and other publications and for commercial products, such as textiles, wrapping paper, stationery, greeting cards and calendars. Increasingly, illustrators work in digital format, preparing work directly on a computer and producing designs and illustrations for games, mobile phones and the web.

At this level, the illustrator uses a range of advanced techniques within work that conveys strong conceptual and theoretical development and engagement with the creative brief.

This work is carried out independently with some mentoring and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Interpret the illustration brief	1.1 Analyse the illustration brief in terms of key communication objectives 1.2 Develop an understanding of the broader context for the illustrative work 1.3 Develop shared understandings of illustration requirements with relevant people
2. Generate and assess ideas for illustrations	2.1 Evaluate the specific context and proposed media for the illustrative work 2.2 Identify and source references that inform illustration in the relevant context 2.3 Consider current and emerging trends and thinking about illustration 2.4 Explore and experiment with different approaches and techniques for communication of key messages 2.5 Create appropriate relationships between different visual components 2.6 Maximise contributions of others through collaboration on ideas, including other experts as required 2.7 Reflect on ideas for technical, creative and budgetary implications 2.8 Refine and select approaches that best balance the overall needs of the brief
3. Create illustrations	3.1 Create impactful illustrations through effective engagement with the elements and principles of design 3.2 Use advanced compositional skills to establish strong spatial relationships in illustrations 3.3 Create appropriate mood and feeling in illustrations 3.4 Develop and reflect evolving personal style in illustrative work 3.5 Engage in an ongoing process of testing, creative collaboration and refinement during the process
4. Finalise illustrations	4.1 Negotiate and agree to modifications and amend as required 4.2 Develop accurate and comprehensive documentation to support the production process 4.3 Present final illustrations and documentation to relevant people and confirm
5. Evaluate effectiveness of illustrations	5.1 Evaluate completed illustrations in terms of success in achieving objectives 5.2 Assess work against other creative, technical and business considerations 5.3 Analyse and evaluate feedback from client and others 5.4 Reflect on own role in design process and note areas for future improvement

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

interpret and clarify written proposals and creative briefs

present ideas for work

produce accurate and detailed production documentation for illustrations

critical thinking and analytical skills to:

evaluate communication needs and develop appropriate illustrations

distil key ideas and approaches from complex and varying information and ideas

initiative and enterprise skills to see opportunities for new and creative approaches to illustrative work

literacy skills to engage with potentially complex information at an advanced level

self-management and organisational skills to:

take responsibility for the illustration challenge

meet responsibilities within a collaborative project

problem-solving skills to take ownership of complex technical and conceptual challenges and develop creative solutions in response

numeracy skills to interpret and work within project budgets

technology skills to:

use the advanced features of current illustration digital technologies

use the internet as a research tool.

Required knowledge

properties and capabilities of the range of illustration materials and techniques, including:

digital and traditional techniques

image manipulation

layout and typography

current and emerging trends and ideas in illustration

typical roles and responsibilities of key people involved in illustration projects

principles and purposes of illustration in different contexts

production factors that impact on illustration in both print and digital contexts

other legal and ethical requirements that impact on illustration

critical and creative thinking techniques that can be used as part of the design process

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation for professional illustration practice

sustainability considerations for professional illustration practice

OHS requirements for illustration practice.

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 ability to: create a body of illustrative work for use in a range of media, both print and electronic work confidently with the elements and principles of design across multiple illustration contexts apply knowledge of illustration techniques.
Context of and specific resources for assessment	Assessment must ensure access to: industry-current illustration technologies.
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: professional evaluation by industry professionals of illustrations developed by the candidate evaluation of presentations made by the candidate about work developed evaluation of processes used by the candidate to conceive, plan and realise the work direct observation of work in progress evaluation of a candidate’s visual diary or other forms of documentation showing the development of the illustrations 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, for example: CUVPRP501A Realise a body of creative work.

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.

Communication objectives may be to:	challenge compare contrast entertain inform inspire motivate persuade sell.
Broader context may relate to:	client preferences and perceptions community attitudes corporate objectives cultural expectations and influences ethical considerations key relationships for the project industry trends legal considerations policies and guidelines social responsibilities sustainability societal expectations.
Relevant people may include:	art directors authors clients copywriters creative directors employers end users graphic designers other illustrators supervisors technical experts.
Specific contexts for illustration may be:	advertisements architectural illustrations book covers children’s books editorial illustrations fashion illustrations illustrations for urban planning portraits posters story boards for animation storybooks technical, anatomical and botanical illustration.
Media may be:	digital: desktop presentation film pixel-based television vector-based web print: books direct mail information boards magazines newspapers point of sale posters.
References may include:	digital images film and video internet marketing data material from the sponsoring organisation own experience photographs previous work product information reference books, journals and texts scripts technical data work of other designers writings.
Current and emerging trends and thinking may relate to:	appropriate standards cultural considerations cultural norms stretching boundaries stylistic developments.
Techniques may include:	animation association caricature cartooning distortion exaggeration fantasy special effects.
Other experts may be:	artists copywriters digital media designers graphic designers.
Elements and principles of design 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 or complexity subordination texture unity.
Creative collaboration and refinement may involve:	client consultation informal conversations with peers modelling piloting technical discussions workshopping of ideas.
Documentation may include:	creative rationale finished artwork instructions for printers production specifications.
Success may be measured by:	audience response clarity of the message client feedback cost effectiveness customer comments sales achieved.
Creative, technical and business considerations may relate to:	codes of practice copyright and intellectual property cultural expectations and influences ethical principles legislation, including OHS legislation, policies and guidelines social responsibilities, such as protection of children societal expectations.

Unit Sector(s)

Visual communication – illustration

Custom Content Section

Not applicable.

CUVILL502A Refine illustration techniques

Modification History

Version	Comments
CUVILL502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to refine technique and to develop own illustrative style in a coherent body of creative work. This occurs through a process of research, refinement and evaluation.

Application of the Unit

Illustrators apply the skills and knowledge in this unit. They typically create pictures for books, magazines, and other publications and for commercial products such as textiles, wrapping paper, stationery, greeting cards and calendars. Increasingly, illustrators work in digital format, preparing work directly on a computer and producing design and illustrations for games, mobile phones and the web.

At this level, the illustrator uses a range of advanced techniques in work that conveys strong conceptual and theoretical development and engagement with the creative brief.

Technique refinement at this level is a largely independent activity with mentoring and guidance as required. It would normally include work with several different techniques as part of the process of developing an individual style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work, or other design units.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research illustration ideas and techniques	1.1 Support professional practice by expanding own knowledge of historical and contemporary illustration practice 1.2 Research ways that other artists have used different illustration techniques 1.3 Investigate how particular illustration techniques work to achieve different technical effects 1.4 Evaluate the relationships between illustration techniques and ideas 1.5 Adapt and use relevant ideas and approaches with consideration of intellectual property requirements
2. Select illustration techniques for refinement	2.1 Consider the opportunities offered by different illustration techniques 2.2 Determine limitations and constraints of particular techniques 2.3 Select illustration techniques for refinement
3. Consolidate illustration technique to professional level	3.1 Establish and follow safe work practices for selected techniques 3.2 Develop increasing confidence and skill through practice and experimentation 3.3 Proactively identify and resolve technical problems in illustration projects based on developing expertise 3.4 Challenge and test ideas, and allow new and unpredictable ideas to emerge 3.5 Evolve ideas and other professional skills through ongoing experimentation with technique 3.6 Develop own ways of working with techniques to create individual style 3.7 Create a coherent body of illustration work that shows command of selected illustration techniques
4. Evaluate own illustration technique	4.1 Evaluate development of own technique with others and seek feedback 4.2 Seek and participate in conversations that challenge and explore different concepts and approaches 4.3 Reflect on the particular ways that experimentation with different techniques has informed own artwork 4.4 Identify ways in which technique may be further developed as part of a professional practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about the technical and conceptual aspects of illustration

critical thinking and analytical skills to:

evaluate and make judgements about relationships between illustration technique, effects and ideas

make critical evaluations of own illustration technique

make critical evaluations of research findings

initiative and enterprise skills to identify and act on opportunities for own practice presented by research

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse complex and varied information about illustration technique, including the technique of other artists

problem-solving skills to identify and resolve technical problems in illustration work

self-management and planning skills to create a coherent body of illustration work

technical skills to show command of chosen illustration techniques at a professional level

technology skills to use the internet as a research tool.

Required knowledge

relationship between illustration technique, particular effects and ideas – in the work of other illustrators and in the context of own practice

extended range of information sources that support research into illustration practice

cultural, sociological, philosophical, aesthetic, political and commercial influences on illustration, in historical and contemporary contexts

professional development opportunities for artists seeking to develop an illustration practice

intellectual property issues and legislation associated with illustration as a professional practice

sustainability issues for the professional operation of a illustration practice

OHS requirements for the set-up and operation of a professional work space for illustrative work.

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 ability to: evolve and refine illustration technique through a demonstrated process of experimentation develop individual style in own work produce a coherent body of professional illustration work research illustration in the broader context of other artwork and artists use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce drawing 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 illustration technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine technique evaluation of the work documentation direct observation of illustration in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP501A Realise a body of creative work.

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.

Illustration techniques may include:	animation association caricature cartooning distortion exaggeration fantasy special effects.
Technical effects may include:	atmosphere chiaroscuro illusion mood movement perspective trompe l’oeil.
Intellectual property requirements may relate to:	copyright design licensing regulations form of acknowledgement or credit moral rights protocols for the adaptation of work by others trademarks.
Opportunities may relate to:	communication of ideas personal affinity with particular techniques potential for combining techniques potential for interactions between technique and media themes in work.
Limitations and constraints may relate to:	availability of materials capacity of technique to deliver required effect own interaction with technique resources time.
Refinement relates to:	ability to use selected techniques with confidence ongoing demonstration of development of technique use of selected techniques in a body of professional work.
Safe work practices may include:	completing material safety data sheets (MSDS) correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Technical problems may include:	implications of scale and size limitations of digital technology limitations of materials.
Coherent body of illustration work is:	conceptually resolved documented in terms of its development subject to critical feedback by others technically resolved thematically connected.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – illustration

Custom Content Section

Not applicable.

CUVIND401A Communicate effectively with arts professionals

Modification History

Version	Comments
CUVIND401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to communicate effectively with a range of arts professionals about cultural and business activities.

Application of the Unit

Practitioners, administrators or managers who work with a broad range of arts professionals apply the skills and knowledge in this unit. They could be working in the public or private sector and they could be interacting with arts professionals in contexts such as community projects, exhibitions, events or festivals.

This work is carried out under limited supervision.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Determine communication requirements	1.1 In consultation with relevant personnel, identify arts professionals with whom communication is needed 1.2 Clarify the type of information needed from the perspective of both parties 1.3 Gather information to support the communication process
2. Exchange information with arts professionals	2.1 Organise mutually convenient interactions with arts professionals 2.2 Communicate purpose and expected outcomes of interactions with arts professionals 2.3 Present information in formats appropriate to contexts and within required timeframes 2.4 Seek information from arts professionals to meet identified needs within required timeframes 2.5 Establish rapport with arts professionals using verbal and non-verbal communication processes 2.6 Identify and act on potential barriers to effective communication with arts professionals
3. Establish and maintain professional relationships	3.1 Establish relationships in a manner that promotes goodwill and trust between own organisation and arts professionals 3.2 Build trust and respect in business relationships through use of effective communication skills and techniques 3.3 Identify and take up opportunities to maintain regular contact with arts professionals 3.4 Proactively seek and act on information needed to maintain sound business relationships 3.5 Honour agreements within the scope of individual responsibility 3.6 Nurture relationships through regular contact and use of effective interpersonal and communication styles

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss and negotiate issues with arts professionals in a mutually beneficial way

relate to people from diverse backgrounds and people with diverse abilities

work collaboratively with others to establish rapport and build relationships with arts professionals

initiative and enterprise skills to view issues from the perspective of others and to anticipate reactions accordingly

planning and organising skills to:

gather information required for interaction with arts professionals in a logical way

organise interactions with others in a timely fashion

self-management skills to develop and manage own professional relationships.

Required knowledge

different roles of arts professionals and how they relate to a range of arts organisations

different contexts in which arts professionals operate

typical communication requirements between arts organisations and arts professionals

principles and techniques for effective communication and networking

sources of information about arts organisations and arts professionals.

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 ability to: develop and engage in informed and appropriate arts industry communication for arts industry projects apply effective interpersonal and communication skills apply knowledge of types of professional communications required in the arts industry.
Context of and specific resources for assessment	Assessment must ensure: access to information relating to arts organisations and arts professionals interaction with others to reflect the communication aspects of the unit.
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 approaches taken by the candidate for specific projects oral or written questioning to assess knowledge of a specific arts context review of reports prepared by the candidate about communication approach taken for a specific project 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: BSBCRT402A Collaborate in a creative process.

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:	CEOs clients colleagues industry practitioners managers personnel associated with: funding bodies government departments or agencies local councils media outlets other arts organisations sponsors.
Arts professionals may be associated with:	collectives and cooperatives community-based and Indigenous organisations festivals galleries government departments museums not-for-profit and/or government-funded arts organisations performance spaces studio and media-based practices theatres.
Information may relate to:	audience demographics competitions conceptual vision of the organisation and its impact on service provision context of the arts organisation events, such as lectures and talks funding applications and allocations loaning or borrowing of work marketing strategies organisational and administrative practices publications record and document requirements, such as: consignment notes financial statements space usage specific arts professionals: historical contexts their practices techniques, methods and practices timetabling and schedules.
Interactions may be written or verbal, formal or informal, and may include:	appointments meetings visits to: museums galleries theatres studios institutions rescheduling or moving to a more convenient space.
Outcomes may relate to:	arrangements for acquisition of work and associated documentation contracts decision not to proceed decision to proceed at a later date decision to proceed with that arts professional’s work financial accountability financial arrangements and payments identification of other arts professionals to approach identification of other networking opportunities invitation to meet again at a future time, when closer match between arts professional and arts organisation may be possible marketing promotion public relations referral of arts professional elsewhere.
Verbal communication processes may include:	articulation clarity of speech feedback language listening skills open questions questioning skills voice modulation voice projection.
Non-verbal communication processes may include:	active listening body language, including body orientation and gestures, and posture clothing colour distance facial expression grooming music sound touching voice.
Barriers to effective communication may include:	acting on false assumptions and stereotypes cultural differences not being addressed educational differences not being addressed failure to prominently display contact details in all communications provided to the client inappropriate word choice ineffective non-verbal communication lack of 'contact us' forms or pages on websites lack of distribution of reply paid cards or envelopes in mail-outs lack of voice modulation and articulation limited opening hours of call centres or offices not listening actively organisational factors physical, personal, gender and age differences not being addressed.
Ways to establish relationships may involve:	approaching selected arts professionals organising interviews, meetings or other gatherings responding to unsolicited approaches telephone, newsletters and the internet attending networking events.
Opportunities may include:	attendance at industry events meetings regular face-to-face or other communication seminars.

Unit Sector(s)

Industry capability – industry context

CUVIND501B Maintain and apply creative arts industry knowledge

Modification History

Version	Comments
CUVIND501B	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to maintain industry knowledge and manage own professional practice within the creative arts industry.

Application of the Unit

This unit addresses the research, analysis, application and maintenance of information relevant to work roles within the creative arts industry. It involves industry structures and operations, employment obligations and opportunities, industry trends and emerging technologies, and industry laws and regulations. The unit also addresses effective monitoring and participation in industry networks.

This unit underpins effective performance within the creative arts industry sectors and requires an advanced application of creative arts industry knowledge. Basic and intermediate applications of creative arts industry knowledge are addressed in the unit CUFIND201A Develop and apply creative arts industry knowledge

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research and apply industry information	1.1 Research the structure and operation of the creative arts industries using appropriate sources 1.2 Research employment obligations and opportunities within the creative arts industries using appropriate sources 1.3 Monitor trends and emerging technologies within the creative arts industries using appropriate sources 1.4 Research laws and regulations affecting the creative arts industries using appropriate sources 1.5 Analyse, critique and share industry information with relevant personnel to assist own decision making and contingency planning 1.5 Evaluate currency and credibility of information sources and ensure research scope is sufficiently broad 1.6 Maintain accurate and comprehensive details of information sources
2. Maintain effective industry networks	2.1 Participate in networks and associations to maintain high standards of professional practice 2.2 Use network strategies to establish and maintain relationships that enhance own professional practice 2.3 Maintain dialogue with networks to maximise industry contacts and ensure currency and credibility of industry knowledge 2.4 Communicate benefits of network participation to relevant personnel
3. Enhance professional practice	3.1 Seek feedback from relevant personnel to identify professional development opportunities 3.2 Participate in professional development activities to improve work performance and ensure currency of industry knowledge 3.3 Use industry affiliations and strategic alliances to support and maintain professional practice

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

obtain and interpret information to ensure currency of work practice

share industry information with colleagues and peers

work effectively in a team and acknowledge cultural protocols

learning skills to:

identify opportunities to maintain and enhance industry knowledge

identify own knowledge and information needs

seek feedback and integrate constructive advice into own professional practice

literacy skills to read and understand industry information and terminology

numeracy skills to interpret relevant technical data

planning and organising skills to monitor own work and introduce strategies to improve performance

technology skills to access and download industry information.

Required knowledge

the following areas and how they apply to day-to-day work activities, in relation to the particular creative arts industry sector in which knowledge is being assessed:

industry structure and operation

employment obligations and opportunities

laws and regulations

trends and emerging technologies

key creative arts industry terminology

copyright, moral rights, intellectual property and legislation and their impact on the creative arts industry

protocols and ethics as they apply to the creative arts industry

impact of technological convergence in the creative arts industry

nature, role and functions of unions and employer associations, including rights and responsibilities of employers and employees

OHS requirements relevant to particular work contexts

sources of information on the creative arts industry and ways of maintaining current industry knowledge.

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 ability to: research, analyse, critique and apply industry information maintain effective industry networks enhance professional practice.
Context of and specific resources for assessment	Assessment must ensure: access to: a range of relevant and current creative arts industry information materials an appropriate environment to enhance professional practice appropriate technology to research and apply creative arts industry information relevant creative arts industry networks, including opportunity for collaboration appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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: case studies to assess candidate’s ability to research industry information and apply knowledge to different contexts and situations direct observation of candidate analysing, critiquing and sharing industry information problem-solving activities to assess candidate’s critical thinking skills review of third-party reports from experienced practitioners oral or written questioning to assess knowledge of technical or context issues that impact on professional practice in a given industry context. 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. It should be noted that this unit underpins effective performance in all creative arts industry work practices, and as such could be assessed in conjunction with other operational and technical units at an equivalent level.

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.

Structure and operation may include:	economic, historical and social significance of the creative arts industry creative arts industry sectors and their products, services, revenue flow and interrelationships local, regional, national and international creative arts enterprises major industry bodies and associations markets and distribution channels for products and services prominent creative arts practitioners and practices relationship with other industries working arrangements within the industry.
Creative arts industries may include:	entertainment film, television, radio and interactive digital media museums and library services music visual arts, craft and design.
Appropriate sources may include:	attending creative arts industry events, such as community activities, conferences, conventions, exhibitions, expositions, festivals, functions, performances and trade fairs electronic and print media, including articles, journals, magazines, news, reviews and subscriptions government publications, including legislation, policy and procedures manuals industrial relations publications, including bulletins, letters, magazines and newsletters industry publications, including induction kits, information sheets, reference books and technical publications internet libraries and archives (text, film, video, sound and graphic) lifestyle and contemporary issues magazines museums, galleries and studios peak copyright organisations personal observations and experience professional competitions and awards professional development activities, such as conferences, master classes, seminars, symposiums, training programs and workshops retail or wholesale suppliers of products and services.
Employment obligations and opportunities may include:	career opportunities and career paths codes of conduct and codes of ethics employer bodies and professional associations employment conditions employment contracts and job descriptions industrial relations issues roles, responsibilities and employment rights of individuals and contracted freelance workers union membership.
Trends and emerging technologies may include:	advances in any type of equipment or technology used within the industry changing nature of the marketplace, including marketing and production of products and services cultural protocols funding policies government initiatives historical, emerging and predicted trends importing and exporting issues industrial relations industry contraction and expansion insurance issues likely effects of new technology on current work practices and structure of the industry sources of technical advice and support taxation issues ways of upgrading skills to allow for the use of new technology.
Laws and regulations may include:	anti-discrimination consumer protection contempt of court and parliament copyright, moral rights, intellectual property, licensing and royalty defamation duty of care environmental issues equal employment opportunity importing and exporting industrial relations laws and awards insurance libel obscenity OHS plagiarism privacy legislation racial vilification slander taxation.
Relevant personnel may include:	agents artist managers colleagues and peers community representatives copyright and legal representatives current industry practitioners employee association (union) representatives industry association representatives industry managers mentors professionals from allied areas speakers at conferences and seminars.
Networks and associations may include:	advisory committees chambers of commerce community organisations government agencies industry sector committees lobby groups local councils professional industry associations project-specific consultative and reference groups specific interest or support groups suppliers unions work teams.
Network strategies may include:	association and society membership attending seminars distributing materials individual marketing maintaining regular contact participating in conferences.

Unit Sector(s)

Industry capability – industry context

CUVINS601A Realise an installation work

Modification History

Version	Comments
CUVINS601A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to realise all aspects of an installation project, from initial brief or idea to the actual installation of the work.

Application of the Unit

Installation art describes an artistic genre of site-specific, three-dimensional works designed to transform the perception of a space.

Experienced artists usually create installation works. Work is both independent and collaborative, and at this level the artist is fully involved in all project processes – creative, technical and organisational.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

Not applicable.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Originate ideas for installation works	1.1 Use own creative impulse or brief supplied by others to develop ideas for work 1.2 Initiate specific research and planning processes, including site research 1.3 Research and explore relevant ideas and associations, including site, environment and history 1.4 Develop responses to accommodate practical requirements and constraints 1.5 Explore options for materials, technologies and processes to fulfil creative requirements 1.6 Collaborate with relevant people about project ideas as part of an ongoing process of ideas refinement
2. Articulate and present project ideas	2.1 Develop, critique and articulate creative responses to the objectives and contexts of the brief and the site 2.2 Apply guidelines for formal presentation of concept proposal and supporting documentation to the industry client, sponsor or selection panel 2.3 Present the design proposal with supporting documentation and practical planning data 2.4 Evaluate and re-work aspects of the presentation as required
3. Plan and document work in response to the site and the brief	3.1 Develop and plan construction with reference to the specific site and its contexts 3.2 Engage with key stakeholders in the project 3.3 Represent planning and preparatory work using presentation mechanisms suited to the project
4. Create the installation work	4.1 Integrate command of technique, materials and process to create installation work that meets creative and other needs 4.2 Apply critical and creative thinking ability to challenge, adapt and refine the installation 4.3 Interrogate aspects of work in progress and participate in critical inquiry and discussion 4.4 Apply health and safety principles and guidelines to the development of installation projects
5. Finalise the installation work	5.1 Liaise with relevant people on factors affecting the finalisation of the work 5.2 Bring together the disparate challenges of the installation project to complete work on time 5.3 Organise the installation of the work, engaging specialist expertise where necessary
6. Evaluate own work	6.1 Seek and apply constructive criticism from others to improve own work 6.2 Evaluate work against planned strategy for own creative practice and intentions for installation work 6.3 Consider place of own work in relation to other installation artists 6.4 Adjust work processes and practice to improve technical, conceptual and commercial outcomes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

collaborate with others as part of the creative process

engage with others involved in installation projects at a professional level

critical thinking and analytical skills to:

independently analyse and evaluate ideas to inform original work

evaluate own work in terms of its coherence and place in a professional practice

initiative and enterprise skills to independently generate new ideas and work opportunities

learning skills to evaluate own skills against professional practice strategy and requirements of installation projects

literacy skills to:

interpret information dealing with complex or abstract ideas

document work in ways that communicate processes and ideas

numeracy skills to work with budgets

problem-solving skills to:

challenge, adapt and refine work projects

creatively resolve conceptual and technical issues that arise within the work

embrace and respond to the range of practical challenges of installation projects

self-management and planning skills to plan and coordinate a project from initial concept to realisation

technical skills to apply and adapt specialised skills to works for public sites.

Required knowledge

range of potential sites used for installation works

techniques for exploring relationships between sites and artworks

key people involved in installation projects in different contexts and their roles and interrelationships

types of documentation typically used in installation projects

practical planning issues to be considered in installation projects

types of specialist technical expertise that may be needed for realising installation projects

typical requirements and constraints of installation projects

OHS considerations for installation projects relevant to the particular materials, techniques and equipment being used.

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 ability to: originate and realise an installation work suitable for the public domain articulate and present ideas about installation work in relevant contexts evaluate, explain and discuss work in a professional context.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate resources for the production of work, including work space, tools, equipment and materials studio and workshop facilities.
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 an installation project completed by the candidate evaluation of processes used by the candidate to independently conceive, plan and realise the work direct observation of work in progress evaluation of a candidate’s visual diary or other forms of documentation showing the development of the work, including research and ideas development group peer review of the 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, for example: CUVPRP601A Originate a body of independent creative work.

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.

Site may be:	business community cross-cultural multi-cultural recreational rural social urban.
Relevant people may include:	collaborating artists community Elders council staff mentors site custodians site owners technical experts.
Supporting documentation may include:	concept drawings maquettes research scale models site plans.
Practical planning data may relate to:	budget engineering environmental considerations fabrication health and safety insurance technical specifications vandalism precaution.
Presentation mechanism may be:	oral musical visual.
Critical and creative thinking ability involves:	analysis of complex and abstract ideas and theories working effectively with concepts, such as: adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories debating and discussing developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions judging making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences nuance, subtlety and distinction questioning reading and listening critically reflecting.
Specialist expertise may include:	builders engineers planners plumbers transport providers.
Constructive criticism may involve criticism in terms of:	aesthetics philosophical foundations technique social context.

Unit Sector(s)

Visual communication – installation

CUVJWL201A Develop jewellery-making skills

Modification History

Version	Comments
CUVJWL201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic jewellery-making techniques to produce creative work.

Application of the Unit

People with little or no jewellery-making experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design, drawing or craft skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce jewellery pieces from simple design concepts. Supervision and guidance would usually be provided.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare jewellery-making resources	1.1 Identify and obtain jewellery-making tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test jewellery-making techniques	2.1 View a range of jewellery in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce jewellery items 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on jewellery work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss the process for producing jewellery with others

understand and follow instructions

learning skills to:

improve techniques for producing jewellery through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for jewellery making

major styles of jewellery and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of jewellery

cleaning and maintenance techniques for tools and equipment used in jewellery making

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of jewellery-making tools, equipment and materials

OHS procedures that apply to jewellery making.

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 ability to: produce multiple pieces of jewellery where the techniques and materials support the ideas for the work apply knowledge of jewellery-making tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used to produce jewellery.
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 observation of jewellery making in progress questioning and discussion of the candidate’s intentions and work 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	guillotine hand drill and drill bits hand tools, including: brushes burr centre punch clamps files hammers knives mallets piercing saw and range of blades pliers scissors scriber snips tongs tweezers jewellery bench measuring devices measuring tools modelling tools and sets needles power tools protective clothing specialised items for: embossing engraving gluing piercing.
Materials may include:	fabricated materials: das fabrics fibres fimo metal objects papier-mâché plastic twine found objects gem stones metals: brass copper guilding metal pewter silver natural objects: bones clay feathers palm fronds seeds shells twigs vines wood.
Workplace procedures may relate to such things as:	cost control process-specific procedures recycling reporting safety use of materials.
Key people may include:	arts practitioners mentors supervisors teachers.
Jewellery may include:	objects, such as: containers sculptural forms wearable pieces, such as: anklets brooches earrings neck and head pieces rings.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques.
Techniques would generally be quite limited in nature and may include:	binding clasps colour work drilling and assembling finishing techniques jump-rings knotting links simple casting techniques surface decoration threading weaving.

Unit Sector(s)

Visual communication – jewellery

CUVJWL301A Produce jewellery

Modification History

Version	Comments
CUVJWL301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce jewellery through the exploration and application of a range of techniques, tools, equipment and materials.

Application of the Unit

People still developing their jewellery expertise apply the skills and knowledge in this unit. They produce finished items building on and combining a range of techniques to support the ideas of the work.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Plan jewellery work through exploration	1.1 Explore jewellery ideas and techniques in consultation with key people as required 1.2 Review historical and contemporary jewellery-making practice as a potential source of ideas 1.3 Clarify ideas for jewellery making, based on exploration and discussion 1.4 Assess the capabilities of jewellery-making techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work
2. Prepare, maintain and store jewellery-making resources	2.1 Select and organise jewellery-making tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources 2.4 Store resources according to the needs of different items
3. Create finished jewellery	3.1 Safely use and adapt jewellery-making techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas for jewellery with others

learning skills to:

improve techniques to produce jewellery through practice and some experimentation

respond constructively to feedback

literacy skills to interpret information about historical and contemporary jewellery practice

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce jewellery

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in jewellery

physical properties and capabilities of a range of materials, tools and equipment used in jewellery making

work space requirements for jewellery making, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for jewellery-making tools, equipment and materials

historical and theoretical contexts for jewellery making

elements and principles of design and their particular application to jewellery work

intellectual property considerations for any person making creative work

sustainability considerations associated with the use of jewellery-making tools, equipment and materials

OHS procedures that apply to jewellery-making work.

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 ability to: produce multiple jewellery items or a single major piece that show some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt the capabilities of jewellery-making techniques and resources.
Context of and specific resources for assessment	Assessment must ensure access to: tools, equipment and materials used to produce jewellery.
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 technical execution of work pieces produced by the candidate direct observation of jewellery making in progress questioning and discussion of the candidate’s intentions and finished work 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: CUVPRP301A Produce creative work.

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.

Jewellery may include:	objects, such as: containers sculptural forms wearable pieces, such as: anklets brooches earrings neck and head pieces rings.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Techniques may include:	binding casting clasps colour work drilling and assembling enamelling jump-rings knotting links polishing and finishing techniques pressing and forming surface decoration threading weaving.
Key people may include:	mentors other artists peers supervisors teachers.
Assessing the capabilities of techniques may involve:	producing test pieces or samples systematically testing a range of processes.
Tools and equipment may include:	guillotine hand drill and drill bits hand tools: brushes burr centre punch clamps files hammers knives mallets piercing saw and range of blades pliers scissors scriber snips tongs tweezers jewellery bench measuring devices measuring tools modelling tools and sets needles power tools protective clothing specialised items for: embossing engraving gluing piercing silversmithing soldering welding.
Materials may include:	fabricated materials: das fabrics fibres fimo metal objects papier-mâché plastic twine found objects gem stones metals: brass copper guilding metal pewter silver natural objects: bones clay feathers palm fronds seeds shells twigs vines wood.
Needs of the work may relate to:	availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability.

Unit Sector(s)

Visual communication – jewellery

CUVJWL401A Experiment with techniques to produce jewellery

Modification History

Version	Comments
CUVJWL401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to proactively experiment and innovate with various jewellery-making techniques and ideas to develop an individual style or voice.

Application of the Unit

People with a command of jewellery-making techniques apply the skills and knowledge in this unit. They often produce work at a pre-professional level for sale in a range of outlets, such as markets and fairs.

At this level, work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop proficiency with a range of jewellery-making techniques and media	1.1. Evaluate the potential for new approaches to jewellery making based on capabilities of techniques already used 1.2. Adapt or introduce new tools, equipment and materials to achieve different effects 1.3. Extend the capabilities of jewellery-making techniques through experimentation 1.4. Take account of the safety and sustainability considerations for different techniques and media
2. Develop ideas for jewellery	2.1. Articulate creative and other goals for jewellery work 2.2. Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3. Apply knowledge of different jewellery-making techniques to inform ideas 2.4. Allow techniques and ideas to work together to inform each other 2.5. Consider the professional potential and other criteria for work when developing ideas 2.6. Refine and confirm ideas based on experimentation, research and collaboration with others
3. Organise jewellery-making resources	3.1. Assess specific resource requirements for the chosen work 3.2. Research and access potential sources of supply for jewellery-making resources 3.3. Evaluate cost and other constraints that impact on the development of work 3.4. Evaluate and respond to presentation considerations for finished jewellery 3.5. Set up or coordinate resource requirements according to safety and other workplace requirements
4. Create finished jewellery	4.1. Create jewellery, using techniques and media selected from research and experimentation 4.2. Review and refine ideas and approaches based on ongoing experience with the production of work 4.3. Use safe and sustainable work practices throughout the production of jewellery 4.4. Document and record the development of the work and the research and ideas that inform it
5. Evaluate own jewellery work	5.1. Reflect on own work in terms of conceptual development and technical execution 5.2. Identify areas for future improvement especially in terms of own skill development 5.3. Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss ideas and techniques in own work

create a record of the jewellery work

initiative and enterprise skills to:

experiment with techniques to enhance final jewellery

apply critical thinking and analytical skills when developing ideas for jewellery

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of other jewellery makers and other arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources

problem-solving skills to identify and resolve technical and conceptual issues in jewellery-making work

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining ideas for jewellery making and how this relates to the development of an individual style or voice

ways to adapt, extend and combine the capabilities of a wide range of jewellery-making materials and techniques

physical properties and capabilities of an extended range of materials and tools used in jewellery making

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

formal elements and principles of design and how they may be used, adapted and challenged in jewellery-making work

research methodologies used by artists

historical and theoretical contexts for jewellery making and how they may be used to inform individual practice

sources of raw, part-processed and processed jewellery-making materials

sources of other resources needed in a professional jewellery-making practice

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a jewellery-making practice

OHS requirements for the set-up and operation of jewellery-making work space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce multiple finished jewellery items or a single major work that demonstrate a command of techniques apply knowledge of jewellery-making techniques, equipment and materials and the ways they may be adapted and combined use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce jewellery.
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 technical execution of work pieces produced by the candidate direct observation of jewellery making in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP401A Realise a creative project.

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.

Techniques may include:	anodising binding casting champlevé cloisonné embossing enamelling engraving etching fabrication forging fusion granulation grinding lathe work mould making patination plique-a-jour polishing and finishing pressing and forming reticulation soldering stone setting a combination of techniques.
Tools and equipment may include:	guillotine hand drill and drill bits hand tools: brushes burr centre punch clamps files hammers knives mallets piercing saw and range of blades pliers scissors scriber snips tongs tweezers jewellery bench measuring devices measuring tools modelling tools and sets needles power tools, such as sander protective clothing specialised items for: embossing engraving gluing piercing silversmithing soldering welding.
Materials may include:	fabricated materials: das fabrics fibres fimo metal objects papier-mâché plastic twine found objects gem stones metals: brass copper guilding metal pewter silver natural objects: bones clay feathers palm fronds seeds shells twigs vines wood.
Extending capabilities through experimentation involve:	exploring the full potential of the art form innovation.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests seeking out information in books, journals, newspapers searching the internet visiting exhibitions and museums.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Intellectual property requirements may relate to:	extent to which the work may be used form of acknowledgement or credit procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Professional potential may relate to:	cost of production existence of an established market how to promote or sell the work market trends professional development.
Criteria may relate to:	client and user expectations duration environment in which textile work will be viewed materials quality of final product techniques timelines tools.
Process followed to refine ideas may include:	adjustment to take account of elements and principles of design adjustment to subject matter or theme adjustment to use extended capabilities of the technique.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials and tools budgeting sponsorship timeframe.
Presentation considerations may include:	availability of space cost practical considerations presentation context timeframe.

Unit Sector(s)

Visual communication – jewellery

CUVOPA201A Identify and assess opal

Modification History

Version	Comments
CUVOPA201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to identify opal from various sources, describe the type of opal and apply the principles of valuation to different types of opal, based on sound understanding of how opal is formed, where it is found and the characteristics of the gemstones.

Application of the Unit

This unit requires the application of knowledge and skills in a range of environments from cutting and polishing to retailing, wholesaling, selling on the internet or mining.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop knowledge of opal geology	1.1 Identify the geological conditions suitable for the formation of opal and apply the theories of opal formation 1.2 Determine sources of opal worldwide and locations of opal fields
2. Apply the principles of grading and quality assessment to opal	2.1 Identify the principles used for valuing opals in terms of base and background colours, predominant colours and patterns, and other factors that influence an opal’s value 2.2 Apply principles of valuing to determine the potential value of opals
3. Distinguish natural opal from man-made varieties	3.1 Determine the gemmological characteristics of opal based on knowledge of varieties of opal found worldwide 3.2 Select gemmological instruments to authenticate natural opal 3.3 Use the selected instruments to authenticate opal 3.4 Identify substances used to simulate opal and synthetic opal-like substances and compare their characteristics to natural opal
4. Identify and describe the different types of opal	4.1 Identify opals of various types and describe them using correct terminology 4.2 Develop a general awareness of types of opal treatments and determine which are acceptable in the industry

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to describe and document opal identification information

literacy skills to interpret information about opals

planning and organising skills to organise basic work practices

numeracy skills to apply valuation principles

technical skills to use gemmological instruments

technology skills to find information on opals.

Required knowledge

sources of information on the opal industry

valuation systems for opal

functions of various opal industry sectors, including mining dealing and manufacturing jewellery

accepted terminology for describing opal

safety issues associated with the use of gemmological instruments.

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 ability to: identify and describe the characteristics of the different types of opal using correct terminology and equipment apply principles of valuation and determine the authenticity of opal materials.
Context of and specific resources for assessment	Assessment must ensure access to: opals from various sources.
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: observation of processes and procedures oral and/or written questioning on underpinning knowledge and skills evaluation of the final product review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Formation of opal may include:	opal combining with other minerals opal formed in: sedimentary deposit volcanic deposit (igneous) erratic boulders replacement cavities (nobbies, glauberite) seams volcanic and erosion sediments opal replacing: fossils wood.
Sources of opal worldwide may include:	Australia Brazil Hawaii Indonesia Mexico Slovakia USA.
Locations of opal fields may include:	New South Wales – Lightning Ridge and White Cliffs Queensland – various places including Winton, Quilpie, Jundah and Yowah South Australia – Coober Pedy, Mintabie and Andamooka.
Base and background colours may include:	black boulder – ironstone dark light.
Predominant colours and patterns may include:	colours, such as: blue green orange red violet yellow patterns, such as: broad Chinese writing flagstone harlequin peacock tail pin fire rolling flash sheen straw.
Other factors that influence an opal’s value may include:	availability of supply economic climate mining restrictions origin political situation rarity weight whether the sale is wholesale or retail.
Principles of valuing may include:	body colour brilliance inclusion and imperfections pattern play of colour predominant colour quality of cut (shape/proportions) shape, size and weight thickness of colour bar type.
Gemmological characteristics may include:	chemical composition colour fracture hardness phosphorescence refractive index specific gravity.
Gemmological instruments may include:	microscope refractometer S.G. scales standard 10X loupe ultraviolet lamps.
Natural opal is classified as:	common opal and potch precious opal.
Substances used to simulate opal and synthetic opal-like substances may include:	simulants – Gilson opal synthetics – for example plastics and slocum stone.
Opals of various types may include:	composite natural opal – doublets, triplets, mosaic and chip opals natural opal type 1 – opal in one piece in its natural state apart from cutting and polishing natural opal type 2 – opal naturally attached to the host rock – boulder opal natural opal type 3 – opal intimately diffused as infilling in pores or between the grains of the host rock – matrix opal varieties of opal: (N1 to N9 represents gradation from black to white in approximately 10% intervals) black – opal which shows a play of colour within or on a black or very dark body tone (N1, N2, N3, N4) dark – opal which shows a play of colour within or on a dark body tone (N5, N6) light – opal which shows a play of colour within or on a light body tone (N7, N8, N9).
Opal treatments:	may include treatments applied to improve appearance, structure or durability any treatment other than cutting and polishing must be disclosed.

Unit Sector(s)

Opal cutting and polishing

CUVOPA202A Handle and store rough and cut opal

Modification History

Version	Comments
CUVOPA202A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to handle and store rough and cut opal in a manner that minimises damage and loss.

Application of the Unit

This unit requires the application of analytical and manual skills needed in handling rough and cut opal, documenting all details of the opal and putting in place appropriate procedures to control stock and prevent accidental loss, theft or damage to the gems. It may be applied in a range of environments from cutting and polishing to retailing, wholesaling, selling on the internet or mining.

Where appropriate the outcomes of this unit could be contextualised to apply to other gemstones.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Work with opal	1.1 Document source, origin and types of rough opal 1.2 Identify appropriate storage conditions and locations for various types and classes of opal 1.3 Identify ways in which damage might occur to rough and cut opal and take preventative measures 1.4 Grade opals if required 1.5 Weigh and bag opals and store appropriately
2. Use processes that minimise loss and theft	2.1 Identify areas of risk and evaluate process employed for handling and processing gems 2.2 Determine strategies for minimising risk and safeguarding opals 2.3 Implement risk minimisation strategy 2.4 Document all facts about the opals and all procedures thoroughly
3. Control stock	3.1 Identify an appropriate stock control system 3.2 Follow stock control procedures to monitor and manage stock 3.3 Maintain records of stock

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to document key information

critical thinking and analytical skills to assess areas of risk

literacy skills to document operational information

planning and organising skills to organise storage and stock control

problem-solving skills to monitor situations and adjust actions accordingly

numeracy skills to use stock control systems and make basic calculations

technical skills to use appropriate handling and storage.

Required knowledge

origin of the types and forms of opal

types of cutting styles

procedures for handling and storing opal

areas of risk of theft.

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 ability to: identify, explain and apply safe and appropriate procedures for the handling and storage of rough or cut and polished opal evaluate the areas where there is risk of loss and theft and follow risk minimising procedures.
Context of and specific resources for assessment	Assessment must ensure access to: various samples of rough and cut opal bags recording materials scales storage locations.
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: observation of processes and procedures oral and/or written questioning of underpinning knowledge and skills evaluation of the final product review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Types of rough opal may include:	composite natural opal – doublets, triplets, mosaic and chip opals natural opal type 1 – opal in one piece in its natural state apart from cutting and polishing natural opal type 2 – opal naturally attached to the host rock – boulder opal natural opal type 3 – opal intimately diffused as infilling in pores or between the grains of the host rock; matrix opal varieties of opal: (N1 to N9 represents gradation form black to white in approximately 10% intervals) black – opal which shows a play of colour within or on a black or very dark body tone (N1, N2, N3, N4) dark – opal which shows a play of colour within or on a dark body tone (N5, N6) light – opal which shows a play of colour within or on a light body tone (N7, N8, N9).
Appropriate storage conditions and locations may include:	depending on the value: in safe or in designated locked cupboard display boxes and pockets display cases individually bagged humidified atmosphere safes and deposit boxes.
Ways in which damage might occur may include:	dehydration exposure to halogen lights extremes of temperature general wear and tear immersion in water rough handling surface damage and scratching.
Preventative measures may include:	humidifying atmosphere keeping in bags.
Areas of risk may include:	lack of documentation misplacement theft.
Strategies for minimising risk and safeguarding opal may include:	alarm systems banks (deposit boxes) display cases insurance lighting photographing safes scanning security locks systematic approach to storage and handling thorough recording and documenting use of standard procedures for handling, storage and documentation.
Stock control system may be:	manual or electronic very simple in the case of small businesses.
Stock may be:	cutting and polishing consumables equipment for production cutting rough or cut opal.

Unit Sector(s)

Opal cutting and polishing

CUVOPA203A Complete pre-cutting processes for solid opals

Modification History

Version	Comments
CUVOPA203A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to determine market needs for solid opals as a basis for decision making, to plan the stones to be cut and complete the pre-cutting processes. It includes documenting and recording all aspects of the procurement and cutting process.

This unit requires the application of research skills to determine market preferences for buying cut and polished opal so that decisions can be made on how to cut the opal to gain the best yield and show of colour. It also covers the ability to carry out all the pre-cutting planning, cleaning and pre-forming of the gemstone while working safely with materials and equipment

Application of the Unit

Advanced processes needed for pre-cutting black and boulder opals are covered in CUVOPA407A Apply advanced pre-cutting processes to complex opals.

Where appropriate the outcomes of this unit could be contextualised to apply to other gemstones

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Survey market requirements as a basis for making a decision on opal cutting strategy	1.1 Establish current client cut and polished opal-buying preferences in the retail and wholesale markets 1.2 Determine the internet buying preferences for cut and polished opal 1.3 Document client buying preferences for cut and polished opal
2. Weigh opal and record information	2.1 Weigh opal before cleaning as a basis for determining yield 2.2 Record relevant information
3. Clean and orient opal to determine yields and shape	3.1 Make an assessment of the stone and consult with supervisor, colleagues, client or other appropriate persons 3.2 Rub down to expose the colour face using appropriate equipment 3.3 Determine best orientation for gemstone 3.4 Establish the top and bottom of the stone 3.5 Remove unwanted material 3.6 Check for internal flaws with powerful light source 3.7 Cut stone to maximise value, taking yield and colour play into consideration
4. Process opal to pre-form state	4.1 Remove unwanted material from the planned gemstone using appropriate equipment 4.2 Grind to the desired shape 4.3 Check for internal flaws and correct if necessary 4.4 Follow general OHS principles and safe operating procedures when using tools, equipment and materials

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

document buying preferences and technical data

consult with others about opal assessments

critical thinking and analytical skills to assess stones

literacy skills to interpret information about buying preferences

problem-solving skills to identify flaws and maximise yields

numeracy skills to make basic calculations and use numerical features of machinery

technology skills to source information from the internet and use cutting machinery.

Required knowledge

characteristics of opal gemstone structure

importance of achieving yield when cutting a gemstone

market trends and industry requirements for opal products

safety issues associated with opal-cutting machinery.

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 ability to: apply knowledge of current retail, wholesale and internet buying trends make decisions on what the final product should be and how to cut the stone to achieve the desired outcome, maximising the yield and colour play from each stone safely complete cleaning, shaping and pre-forming.
Context of and specific resources for assessment	Assessment must ensure access to: a computer an opal-cutting workshop with stones and equipment.
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: observation of processes and procedures oral and/or written questioning on underpinning knowledge and skills evaluation of the final product review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Determining opal-buying preferences may involve:	accessing internet auction sites accessing internet opal-specific sites making contact with opal dealers making contact with opal cutters phoning jewellery wholesalers and other jewellers talking with local jewellery store owners targeting specialist opal stores.
Relevant information to be recorded may include:	date of purchase description of stone description of area where mined mining lease number number of classes purchase price vendor weight.
Appropriate equipment may include:	cleaning equipment diamond grinder diamond saw free-hand saw silicon carbide grinder slab saw trim saw.
Unwanted material may include:	cracked material iron stone materials with inclusions or stains matrix poor colour potch sandstone.
General OHS principles and safe operating procedures may include:	complying with safe operating procedures for each machine good housekeeping, in particular avoiding contaminants using personal protective equipment (PPE) where required.

Unit Sector(s)

Opal cutting and polishing

CUVOPA204A Cut and polish solid opals

Modification History

Version	Comments
CUVOPA204A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to cut and polish a solid opal to make a finished cabochon or other shape from a pre-formed stone.

Application of the Unit

The skills and knowledge covered by this unit are applied in a workshop environment and include all phases of the process for cutting a variety of opal shapes to accepted industry standards and using equipment safely.

Where appropriate the outcomes of this unit could be contextualised to apply to other gemstones.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare to cut an opal solid	1.1 Identify and obtain consumables required for cutting an opal solid 1.2 Select tools and equipment to be used 1.3 Determine jewellers’ cutting angle requirements 1.4 Dop pre-form on appropriate dop stick using wax or adhesive as appropriate 1.5 Follow general OHS principles and safe operating procedures when using tools, equipment, machinery and consumables for opal cutting
2. Cut and polish top surface of opal	2.1 Fine grind shape and dome ensuring continuity of contour and maintaining jewellers’ setting angles 2.2 Sand opal to remove grinding marks using appropriate sanding papers or diamond wheel 2.3 Polish top surface of opal with polishing compound to a high lustre
3. Cut and polish back surface of opal	3.1 Remove stone from dop, turn over and replace on dop checking alignment 3.2 Grind the back of the stone to jewellers’ standards maintaining continuity of form and alignment 3.3 Sand to remove grinding marks and polish if required 3.4 Remove the stone from the dop and clean the stone
4. Treat opal specimen	4.1 Select opal specimen for treatment and check to ensure it will benefit from treatment 4.2 Grind, sand and polish selected area 4.3 Treat the selected area 4.4 Clean or neutralise as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

planning and organising skills to plan work logically

problem-solving skills to identify and address common cutting and polishing problems

numeracy skills to use numerical features of machinery

technical skills to cut and polish opals using correct technique.

Required knowledge

characteristics of opal gemstone structure

processes and consumables needed for cutting and polishing opals

safety issues associated with opal cutting and polishing machinery.

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 ability to: apply knowledge of the processes for cutting and polishing opals in a range of shapes achieve a high quality finish that satisfies the requirements of the jewellery industry.
Context of and specific resources for assessment	Assessment must ensure access to an opal-cutting workshop with stones and equipment.
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: observation of processes and procedures oral and/or written questioning on underpinning knowledge and skills evaluation of the final product review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Consumables may include:	cerium or tin oxide cleaning spirit diamond or silicon carbide wheels #220 or #360 diamond polishing compound #2400 to #100000 diamond polishing wheels #3000 to #50000 diamond sanding wheels #280 to #1200 felt or leather buffs silicon carbide sanding paper #180 to #600 wax or adhesives for dopping.
Equipment may involve:	appropriate ventilation grinding machinery personal protective equipment (PPE) polishing machinery sanding machinery saws.
Jewellers’ cutting angle requirements may include:	10º to 12º side angle (from setting edge to start of dome) 35º to 45º back setting edge (standard solid) all sharp edges or acute angles to be slightly rounded flat or domed back high overall polish and free of defects proportions of low, medium and high domes to be maintained sanded or polished back setting edge to be straight and parallel to back thickness of stone not to exceed 2/3 of width (standard solid) tolerance for standard millimetre sizes, 0.2mil. + or − when leaving potch or boulder on back of stone, maintain proportions in relation to stone size, i.e. approx. 2/3 of width.
General OHS principles and safe operating procedures may include:	complying with the safe operating procedures for each machine or process good housekeeping using PPE where required.
Shape and dome may include:	a variety of other shapes cabochon dome – high, medium and low free form rectangles shapes.
Treatment may include:	sugar and acid treatment sugar and heat treatment.

Unit Sector(s)

Opal cutting and polishing

CUVOPA205A Complete pre-cutting processes for opal doublets and triplets

Modification History

Version	Comments
CUVOPA205A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to select and prepare opal and backing materials for cutting as doublets or triplets and complete all pre-cutting processes.

Application of the Unit

The skills and knowledge covered by this unit are applied in a workshop environment and include completing pre-cutting processes for opal doublets and triplets.

Where appropriate the outcomes of this unit could be contextualised to apply to other gemstones.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Select opal for cutting as an opal doublet or triplet	1.1 Select suitable materials for cutting as a doublet or triplet based on market requirements and characteristics of the stone 1.2 Determine best play of colour and mark that side 1.3 Check for flaws with powerful light source and correct if necessary 1.4 Follow general OHS principles and safe operating procedures when using machinery for opal cutting
2. Flatten opal and base	2.1 Flatten opal on marked side until surface is free of potch and impurities and is completely down to the colour bar using appropriate equipment 2.2 Select backing materials and flatten 2.3 Lap opal and base until flat satin finish is obtained 2.4 Clean and dry opal and base
3. Cement components together	3.1 Blacken flattened surface with appropriate blacking agent 3.2 Mix adhesive in line with manufacturers’ instructions 3.3 Ensure stone is cemented with the best colour face down 3.4 Cement flattened surfaces together eliminating excess adhesive and air bubbles 3.5 Allow adhesive to harden following manufacturers’ instructions
4. Pre-form opal doublet	4.1 Grind stone to expose join between opal and backing 4.2 Grind stone to expose best colour 4.3 Grind to rough shape
5. Convert doublet to triplet	5.1 Manufacture a triplet working with a very thin opal layer 5.2 Lap the colour surface of the opal until a thin layer of opal remains on the backing 5.3 Clean and dry stone 5.4 Cement manufactured triplet top or preferred alternative to the opal surface, eliminating excess adhesive and air bubbles 5.5 After curing, grind the stone to expose both joins

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

planning and organising skills to select and prepare opal backing materials for cutting

problem-solving skills to identify and address common problems associated with pre-cutting processes

numeracy skills to use numerical features of machinery

technical skills to:

complete pre-cutting processes for opal doublets and triplets using correct technique and equipment

work safely with opal-cutting equipment and materials.

Required knowledge

characteristics of opal gemstone structure

processes, materials and consumables needed for making doublets and triplets

safety issues associated with opal cutting and polishing machinery.

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 ability to: select appropriate materials for making opal doublets and triplets complete pre-cutting processes using safe work practices.
Context of and specific resources for assessment	Assessment must ensure access to an opal-cutting workshop with stones and equipment.
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: observation of processes and procedures oral and/or written questioning on underpinning knowledge and skills evaluation of the final product and other methods as required review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Suitable materials may include:	multiple bars of colour with potch between off-cuts from solid production opal from unsuitable boulder iron stone opal prone to crack (triplet only) opalised shell skins thin bar of colour in potch thin seam opal weak colour on a clear base (jelly opal).
General OHS principles and safe operating procedures may include:	complying with the safe operating procedures for each machine good housekeeping using personal protective equipment (PPE) where required.
Appropriate equipment may include:	diamond grinder diamond saw free-hand saw silicon carbide grinder slab saw trim saw.
Backing materials may include:	black jade black potch boulder iron stone clear or transparent potch dark grey potch glass (triplet only) obsidian (black) vitrolite (triplet only).
Blacking agent may include:	black epoxy additives black permanent markers nigrosine.
Adhesive may include:	Loctite UV 358 or 363 (triplet top to opal) UHU Plus 24hr (opal to backing) other glues, such as: UHU Quickset Megapoxy 69 Epoxy 330 Tenax+ super glue Bond 527 Tite On.
Triplet top may include:	clear quartz commercial standards size triplet tops glass, plain or plate lead crystal glass synthetic spinel, corundum and topaz.

Unit Sector(s)

Opal cutting and polishing

CUVOPA206A Cut and polish opal doublets and triplets

Modification History

Version	Comments
CUVOPA206A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to cut and polish both opal doublets and triplets.

Application of the Unit

The skills and knowledge covered in this unit apply to a workshop environment and include all phases of the process required to make a finished doublet or triplet from pre-formed materials using various types of opal and trade-accepted backing mediums as well the safe use of the equipment.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare to cut an opal doublet or triplet	1.1 Identify and obtain consumables required for cutting and polishing an opal doublet or triplet 1.2 Select tools and equipment to be used 1.3 Determine jewellers’ cutting angle requirements 1.4 Dop pre-form on appropriate dop stick using wax or adhesive
2. Cut and polish an opal doublet or triplet	2.1 Grind to relevant shape using colour pattern and play as a guide 2.2 Grind to shape incorporating jewellers’ side angles, including backing into shape 2.3 Dome the top of doublet, leaving a minimum of 1mm above join at side angle 2.4 Sand and polish top and sides of opal doublet 2.5 Turn stone over and re-dop 2.6 Grind, sand and polish backing at jewellers’ angles 2.7 Remove stone from dop and clean
3. Cut and polish an opal triplet commercial top	3.1 Dop stone on top of triplet top 3.2 Grind backing thickness down to approximately 1mm 3.3 Grind edge of backing at approximately 30º until the edge of the triplet top is met 3.4 Sand and polish backing 3.5 Remove stone from dop and clean
4. Cut and polish an opal triplet non-commercial top	4.1 Dop pre-form with glass/quartz on top 4.2 Shape stone like high domed doublet on grinder 4.3 Transform opal colour optically into whole of dome 4.4 Sand and polish top and sides of stone 4.5 Turn stone over and re-dop on top surface 4.6 Grind backing thickness to 1mm 4.7 Grind setting edge angle at 30º, until 1mm into top, under- cutting backing 4.8 Sand and polish bottom and setting edge and remove any chipping that may occur around edge of top 4.9 Remove stone from dop and clean

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

planning and organising skills to prepare materials for cutting and polishing

problem-solving skills to identify and address common cutting and polishing problems

numeracy skills to use numerical features of machinery

technical skills to:

cut and polish opals using correct technique

work safely with opal-cutting equipment and materials.

Required knowledge

characteristics of opal that make it suitable for use as a doublet or triplet

general principles of OHS for working in an opal-cutting workshop, including:

complying with the safe operating procedures for each machine and materials

good housekeeping

using personal protective equipment (PPE) where required

materials used in doublets and triplets

processes to be used in making a doublet or triplet.

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 ability to: cut and polish doublets and triplets from a range of types of opal using appropriate consumables and equipment and using commercial and non-commercial triplet tops to accepted industry standards safely complete the cutting, polishing and cleaning processes, using equipment and consumables safely.
Context of and specific resources for assessment	Assessment must ensure access to an opal-cutting workshop.
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: observation of processes and procedures oral and/or written questioning on underpinning knowledge and skills evaluation of the final product and other methods as required review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Consumables may include:	cerium or tin oxide cleaning spirit diamond or silicon carbide wheels #220 or #360 diamond polishing compound #2400 to #100000 diamond polishing wheels #3000 to #50000 diamond sanding wheels #280 to #1200 felt or leather buffs silicon carbide sanding paper #180 to #600.
Equipment may include:	grinding machinery PPE polishing machinery sanding machinery saw.
Jewellers’ cutting angle requirements may include:	10º to 12º side angle all sharp edges or acute angles be slightly rounded flat or domed back high overall polish and free of defects sanded or polished back setting edge to be straight and parallel to back tolerance for standard millimetre sizes, 0.2mil. + or −.
Wax or adhesives for dopping may include:	any 5 minute adhesive, using aluminium dop sticks wood glue hot wax sticks (hot glue gun) super glues vacuum dopping wax (medium to low melting).
Shape may include:	a variety of other shapes cabochon dome – high, medium and low free form rectangles.
Triplet top materials may include:	clear quartz commercial standards size triplet tops glass, plain or plate lead crystal glass material of the triplet top should be disclosed synthetic spinel, corundum and topaz.

Unit Sector(s)

Opal cutting and polishing

CUVOPA401A Use opal carving tools

Modification History

Version	Comments
CUVOPA401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to carve opal, including all the processes from the selection of the piece of opal to the completed polished carving.

Application of the Unit

Those applying the skills and knowledge covered by this unit produce individual pieces that comply with commercial standards and demonstrate the ability to capitalise on the potential of the stone using carving techniques.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Select the stone and clarify the required outcome	1.1 Review available pieces of rough opal to determine the suitability or necessity for carving 1.2 Assess the potential of pieces of opal for carving depending on the shape, size, position of the colour, and other characteristics of the stone 1.3 Rub the stone, removing foreign materials and eliminating faults 1.4 Discuss the potential for enhancing stone with colleagues and client 1.5 Determine the approach to be taken to achieve the potential of the stone and maximise the value of the finished product
2. Select tools, equipment and materials	2.1 Select carving tools and equipment needed to achieve the desired result 2.2 Select consumables for sanding and polishing the carving 2.3 Determine OHS issues and comply with OHS procedures when using the equipment and consumables
3. Carve opal	3.1 Clean the stone, removing foreign materials and eliminating faults 3.2 Grind stone to desired shape using high speed fine grit burr and accommodating existing colour and patterns 3.3 Ensure opal is not heated 3.4 Sand carving with suitable sanding mediums, from coarse to extra fine
4. Polish the carving	4.1 Polish entire carving with polishing compound 4.2 Use magnification to check the finished carving for faults and if necessary rectify faults
5. Ensure that industry standards are satisfied	5.1 Check the carving to ensure that industry practice and expectations are satisfied 5.2 Correct any faults or defects if required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss potential for enhancing stone with colleagues and clients

critical thinking and analytical skills to assess the potential of pieces and choose the best approach

planning and organising skills to select appropriate tools, equipment and materials

numeracy skills to use numerical features of machinery

technical skills to:

choose appropriate stone for cutting

cut, sand and polish opals using correct technique

correct faults and defects.

Required knowledge

characteristics of opal gemstone structure

suitability of opal pieces for carving

opal carving process, including required equipment and consumables

safety issues associated with opal cutting and polishing machinery

industry standards for carving.

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 ability to: select opal pieces suitable for carving carve the opal using opal carving equipment to industry standard polish the carving according to industry standards.
Context of and specific resources for assessment	Assessment must ensure access to: carving and polishing equipment tools and consumables.
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: observation of processes and procedures oral and/or written questioning on underpinning knowledge and skills evaluation of finished pieces review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Carving tools may include:	assorted mandrels coarse, medium, fine and extra fine wheels diamond grinding burrs of assorted shapes diamond polishing wheels of assorted shapes diamond sanding wheels of assorted shapes felt polishing buffs sanding discs, assorted grit sizes and diameters silicon carbide grinding burrs of assorted shapes supporting equipment: drip feed watering system dust extraction system wooden polishing buffs.
Carving equipment may include:	air power tools centre point carvers flexible drive hobby carvers micro motor personal protective equipment (PPE).
OHS issues for carving may include:	contamination eye protection guarding keeping a clean work area minimising dust inhalation maintaining equipment unattended running machinery.
Sanding mediums may include:	coarse, medium, fine and extra fine wheels of assorted shapes diamond powders up to #1200 on felt/wooden wheels pumice powders on felt wheels sandpaper wheels and discs up to #1200, assorted sizes silicon carbide powders up to #1200 on felt/wooden wheels.
Polishing compounds may include:	cerium oxide on felt, leather or wooden wheels or discs diamond compounds from #1200 to #100,000 tin oxide.
Industry practice and expectations may relate to:	no sharp or protruding areas when shaping, keep the setting into jewellery in mind very high polish no grinding marks or sanding marks on surface no cracks or obvious inclusions that should have been removed with initial grinding avoiding making the carving too large considering how strength of colour may affect the need for detail.

Unit Sector(s)

Opal cutting and polishing

CUVOPA402A Production cut and polish opal

Modification History

Version	Comments
CUVOPA402A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to cut and polish opal to meet trade requirements so that the operation is completed in minimum time.

Those applying the skills and knowledge covered by this unit cut and polish opals on a continuous basis producing pieces that comply with trade requirements. The cutting must be done in such a way that the cutting business is viable and the stone meets trade requirements.

Application of the Unit

The skills and knowledge in this unit are applied in a workshop environment and include stock control and record keeping. A major application of this unit is in the manufacture of triplets.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Select the machinery and consumables for production cutting opal	1.1 Select the machinery, consumables and adhesives 1.2 Select the lighting equipment for UV-sensitive adhesives 1.3 Obtain material safety data sheets (MSDS) for materials used
2. Identify and coordinate resources	2.1 Determine sources and cost of rough opal and obtain supplies 2.2 Determine sources and cost of consumables, including backing material and triplet tops, and obtain supplies 2.3 Record information about suppliers and costs 2.4 Set up stock management system
3. Review the layout of the workshop and set up machinery and equipment for production cutting	3.1 Review workshop layout in relation to production cutting and make adjustments to facilitate workflow where required 3.2 Set up multi-blade saw, grinder, sander, polisher and lighting equipment to manufacturers’ specifications 3.3 Set up dopping rack and other racks and containers as needed
4. Cut and polish opal to industry requirements within the time constraints of the production process	4.1 Cut and polish opals to trade requirements within the predetermined time constraints 4.2 Use appropriate dopping techniques for production work 4.3 Ensure opals satisfy trade requirements for standard millimetre sizes for particular applications 4.4 Follow OHS requirements for machinery, equipment and consumables

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to work with suppliers

planning and organising skills to:

select appropriate tools, equipment and materials

set up a workshop environment

problem-solving skills to correct OHS issues

literacy skills to interpret technical documentation

numeracy skills to:

cost materials

use numerical features of machinery

technical skills to:

choose appropriate stone for cutting

cut, sand and polish opals using correct technique

correct faults and defects

source materials

follow the procedures for stock management

service and test equipment

technology skills to set up and use production equipment.

Required knowledge

characteristics of opal gemstone structure

suitability of opal pieces for carving

opal carving process, including required equipment and consumables

procedures and equipment used in production cutting

where to locate and cost materials for production cutting

stock management requirements

safety issues associated with opal cutting and polishing machinery.

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 ability to: cut opal in a production environment meeting industry and quality standards and working with commercial constraints select machinery and consumables organise the workshop for production cutting handle OHS issues appropriately.
Context of and specific resources for assessment	Assessment must ensure access to: production cutting and polishing equipment, tools and consumables.
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: observation of processes and procedures oral and/or written questioning on underpinning knowledge and skills review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Machinery may include:	cabochon cutting machine cabochon pre-former diamond sintered wheel grinder faceting unit pre-former high speed sanding unit multi-blade trim saw pumice pre-polishing unit soft diamond wheel sanding and polishing unit spongy wheel sanding unit triplet slicing machine UV light box vibro tumbler.
Consumables and adhesives may include:	#400 acid treated silicon carbide powder backing material blackening agent dopping wax or adhesive epoxy adhesive grinding wheels polishing powder (cerium oxide) polishing wheels (diamond or felt) red sealing wax rough opal sanding wheels (diamond or spongy) trim saw blades triplet slicing blades: 120, 140, 160 and 180 triplet tops UV adhesive water and electricity.
Backing materials may include:	black jade black potch (best) boulder iron stone clear or transparent potch dark grey potch glass (triplet only) obsidian (black) vitrolite (triplet only).
Stock management system may include:	avoiding cutting irregular sizes or shapes to minimise slow stock maintaining rough opal and consumable supplies regularly checking continuity of consumables with suppliers stocking popular sizes to meet new markets.
Dopping techniques may include:	5-minute epoxy glue aluminium or wooden dop sticks collapsible rack for holding dop sticks green or red sealing wax vacuum dopping wood glues.
Standard millimetre sizes may require:	consistent accurate sizes no grinding marks or sanding marks on surface.

Unit Sector(s)

Opal cutting and polishing.

CUVOPA403A Use a faceting machine

Modification History

Version	Comments
CUVOPA403A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use a faceting machine to facet opal, including selecting material, pre-forming, and cutting and polishing a selected stone. The machine may be used to produce a traditional faceted gemstone and also to complete a range of other tasks, such as making cubes from opal material.

Application of the Unit

Those applying the skills and knowledge in this unit produce individual pieces that comply with commercial standards in a workshop environment where there is access to faceting machines and consumables appropriate for use in faceting opals.

Where appropriate the outcomes of this unit could be contextualised to apply to other gemstones.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Set up faceting equipment	1.1 Set up faceting machines to manufacturers’ specifications identifying machine components and laps 1.2 Complete manufacturers’ maintenance checklist 1.3 Investigate index wheels for quill and identify main and critical angles for opal
2. Select, pre-shape and dop selected opal piece	2.1 Select piece of opal suitable for faceting 2.2 Pre-shape using faceting machine or bench grinder to establish crown and pavilion 2.3 Dop stone and work on pavilion first
3. Grind, sand and polish pavilion	3.1 Place dopped stone in quill and align to create girdle 3.2 Grind girdle to desired shape on medium to fine lap 3.3 Grind main facets at main angle on medium to fine lap 3.4 Grind girdle break facets at girdle break angle on fine lap 3.5 Grind culet facets at culet angle on fine or pre-polish lap 3.6 Fine lap, pre-polish and polish all pavilion facets including girdle
4. Transfer stone	4.1 Transfer stone to suitable dop 4.2 Remove crown dop and place new dop and stone in faceting quill
5. Grind, pre-polish and polish crown	5.1 Place girdle facet on lap at 90º, index setting 64 or 96 and lock quill 5.2 Grind girdle break facets at break angle establishing girdle thickness, on a medium to fine lap 5.3 Grind main facets at main angle on fine lap 5.4 Cut table facet on fine lap, to 40% of total width of stone 5.5 Pre-polish all crown facets 5.6 Grind star facets using pre-polish lap 5.7 Polish all facets 5.8 Remove stone from dop and clean

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

critical thinking and analytical skills to select appropriate opal pieces

problem-solving skills to deal with contingencies and OHS issues

numeracy skills to use numerical features of machinery

technical skills to:

facet, grind and polish stones and maintain equipment

set up equipment to manufacturer specifications.

Required knowledge

suitability of opal pieces for faceting

equipment and consumables required for opal faceting process

industry standards for faceting.

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 ability to: select opal pieces suitable for faceting use faceting equipment to produce and polish a faceted opal that conforms to industry standards follow all OHS requirements for machinery and equipment procedures.
Context of and specific resources for assessment	Assessment must ensure access to: a faceting machine appropriate consumables.
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: observation of processes and procedures oral and/or written questioning on underpinning knowledge and skills evaluation of the final product and other methods as required review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Faceting machines may include:	Facetron (USA) Gemmasta (Aus) Graves (USA) jamb peg Platform Poly-Metrics (USA) Post Raytech (USA) Ultra Tec (USA).
Machine components may include:	angle vernier (protractor) coarse and fine height adjuster coolant tank forward and reverse switch handpiece (quill) index wheel master lap radial vernier (cheater) sliding post variable speed control.
Laps’ diamond grit size may include:	coarse #80, #100, #120, #180 fine #800, #1000, #1200 medium #220, #320, #360, #400, #600 polish #14000, #50000, #10000 pre-polish #2400, #3000, #8000.
Maintenance checklist may include:	check electrics regularly for faults and water seepage cover machine when not in use keep all laps separate from each other keep whole machine clean oil and clean moving parts read manufacturer manual and keep near machine.
Opal suitable for faceting may include:	Australian clear jelly opal Australian electric blue opal contra-luz Mexican cherry opal Mexican fire opal any transparent opal.
Angles may include:	critical angle 43½º crown main 43º culet angle 44º girdle breaks, main angle plus 6º to 15º pavilion main 45º star facets, main angle minus 15º table facet 0º.

Unit Sector(s)

Opal cutting and polishing

CUVOPA404A Cut opal spheres and beads

Modification History

Version	Comments
CUVOPA404A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce opal spheres and beads, including the selection of the rough opal through to the drilling and final polishing.

Application of the Unit

Those applying the skills and knowledge in this unit produce spheres and beads to industry standards in a workshop environment and use and maintain machinery as required.

Where appropriate the outcomes of this unit could be contextualised to apply to other gemstones.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Set up machinery and equipment	1.1 Set up bead mill, sphere-making equipment and drills to manufacturers’ specifications 1.2 Identify the maintenance areas and complete the required maintenance routine 1.3 Investigate other methods of making spheres and beads if commercial equipment is not available
2. Select and pre-form material	2.1 Select materials suitable for making spheres or beads 2.2 Preform opal using saw or grinder to produce required shape 2.3 Grind shape corners to establish rounded form
3. Produce opal bead	3.1 Fill holder template with pre-formed beads (range of shapes) 3.2 Grind pre-formed beads in bead mill using #120 silicon carbide powder until they are rounded 3.3 Change the holder template to a small size if necessary 3.4 Remove faulty or broken opal from the bead mill 3.5 Remove beads from the bead mill and clean
4. Drill beads	4.1 Select beads for drilling 4.2 Place bead in bead vice, drill half way into the bead, turn over, check alignment and drill the other half ensuring a cut hole through the bead
5. Polish beads	5.1 Place cleaned beads in tumble polisher with increasingly fine grinding medium 5.2 Clean tumbler and beads at every change over 5.3 Clean beads thoroughly after the final grind, place in the tumbler with polishing medium and tumble to a high lustre 5.4 Clean finished beads thoroughly with water
6. Produce opal spheres	6.1 Select opals to make spheres and pre-form the spheres 6.2 Grind the spheres in a sphere maker with water and increasingly fine grinding medium 6.3 Clean spheres thoroughly at each change over 6.4 Polish cleaned sphere with polishing medium and water using leather sphere cups to desired polish

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

critical thinking and analytical skills to investigate other methods of making spheres and beads where commercial equipment isn’t available

planning and organising skills to organise required materials

problem-solving skills to deal with contingencies

numeracy skills to use numerical features of machinery

technical skills to:

use appropriate machinery and equipment

select appropriate material for beads and spheres.

Required knowledge

suitability of rough for production of beads and spheres, taking into account the level of wastage and cost

equipment and consumables needed for the process

industry standards for opal beads and spheres

OHS issues related to machinery.

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 ability to: identify and safely use machinery and equipment to cut and polish opal beads and spheres to meet the requirements of industry.
Context of and specific resources for assessment	Assessment must ensure access to: machinery, equipment and consumables required to produce opal beads and spheres.
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: observation of processes and procedures oral and/or written questioning on underpinning knowledge and skills evaluation of the finished product review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Bead mill, sphere making equipment and drills may include:	Arrowhead Gemcraft (USA) Sphere Machine E & J Adams Lapidary (USA) Sphere Machine home-made equipment Mahashi (Japan) Bead Mill Richardson’s (USA) Sphere Machine.
Maintenance areas may include:	bead mill: all bearings all electrics bead holders and wear factor bottom rotating disc and wear factor rubber pad on top rotating disc sphere makers: all electrics assorted sphere cups polishing pads reduction boxes.
Materials suitable for making spheres and beads may include:	any opal material, taking into account a yield factor or recovery rate of only 10% to 15% from a given ounce of rough opal beads of a variety of regular or free form shapes spheres cut from any opal material, with consideration of yield factor.
Grinding mediums may include:	diamond powder #80 through to #1200 silicon carbide grit #80 through to #1200.
Polishing mediums may include:	cerium or tin oxide diamond powder #3000 through to #100,000.

Unit Sector(s)

Opal cutting and polishing

CUVOPA405A Obtain opal

Modification History

Version	Comments
CUVOPA405A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to procure rough opal from a variety of sources.

Application of the Unit

Those required to investigate and obtain rough opal using appropriate standards and protocols apply the skills and knowledge in this unit. The unit involves identifying the various sources of rough opal to determine the most cost-effective source for obtaining opal for a particular market.

Where appropriate the outcomes of this unit could be contextualised to apply to other gemstones.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Investigate markets for opal products	1.1 Review the market for cut and polished opals 1.2 Identify the market segment for which the opal is to be obtained
2. Investigate sources of rough opal	2.1 Identify sources of rough opal and method of obtaining rough opal 2.2 Determine various sources of opal, and procedures and protocol to be followed 2.3 Investigate the benefits of buying parcels of classed opal (whole or part) or buying single rough opal stones
3. Source opal	3.1 Comply with accepted protocols and ethics when sourcing opal 3.2 Use negotiation to solve problems and finalise interaction

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

contact sellers and bargain for rough opal

effectively negotiate to obtain opal

show respect when communicating with people from diverse backgrounds

work with people from diverse backgrounds

critical thinking and analytical skills to:

investigate sources and markets for rough opal

assess the value of a parcel or individual stone

initiative and enterprise skills to negotiate for opals and comply with accepted protocols and ethics

problem-solving skills to handle contingencies and finalise interaction

numeracy skills to negotiate price in obtaining opals.

Required knowledge

sources of opal

industry protocol and ethics

potential markets.

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 ability to: identify sources and methods for obtaining opals, advantages and disadvantages of each, and the accepted procedures and protocols for obtaining rough opal obtain rough opal.
Context of and specific resources for assessment	Assessment must ensure access to: various samples of rough opal and suppliers of rough opal.
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: observation of processes and procedures oral and/or written questioning on underpinning knowledge and skills review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Market for cut and polished opals may include:	boutique jewellers craft stores or markets gemstone dealers hobby jewellers internet auction sites internet marketing retail and wholesale jewellers rock and gem shows souvenir markets.
Sources of rough opal may include:	gem and rock clubs internet lapidary supply shops mining operation noodling opal buyers opal miners opal-specific stores retail rock shops rock and gem shows trading newspapers trash and treasure meets wholesale opal dealers.
Buying parcels of classed opal may include:	considering whether the whole parcel is of use and determining whether to on-sell a segment of the parcel determining whether the price is appropriate negotiating the price paying extra for segment splitting the parcel understanding how the parcel price was established verifying the origin, who has seen the parcel, that the opal has been classed and how long it has been for sale.
Protocol and ethics may include:	binding nature of handshake deals complying with noodling requirements ensuring agreement of all parties keeping transactions between parties private making appointments before visiting not entering unattended claims or property respecting privacy and property.

Unit Sector(s)

Opal cutting and polishing

CUVOPA406A Identify the requirements for establishing an opal-cutting workshop

Modification History

Version	Comments
CUVOPA406A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to identify the requirements for establishing an opal-cutting workshop.

Application of the Unit

People who set up their own opal-cutting workshop apply the skills and knowledge in this unit.

Where appropriate the outcomes of this unit could be contextualised to apply to other gemstones.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Assess workshop requirements	1.1 Decide what the workshop is to be used for and how many people will be working there 1.2 Determine the consumables, fixtures and fittings needed for an opal-cutting workshop 1.3 Identify essential and desirable machinery needed for a cutting and polishing workshop 1.4 Assess the OHS issues for an opal-cutting and polishing workshop and determine control measures required 1.5 Determine the environmental protection requirements and plan compliance 1.6 Assess the specifications for the building needed for an opal-cutting workshop, including size, electrical fittings, and water and drainage requirements
2. Identify suppliers of machinery and consumables and establish set-up cost	2.1 Identify manufacturers and suppliers/agents for new and second-hand lapidary equipment 2.2 Compare prices and advantages and disadvantages of new and second-hand equipment, and the costs in obtaining machinery and equipment 2.3 List suppliers of consumables and compare prices 2.4 Obtain estimates of the cost of services required to set up the workshop
3. Investigate resources needed to set up the workshop	3.1 Develop a draft budget and cash flow for the first year of operation 3.2 Use appropriate research techniques to investigate sources of finance and repayment schedules
4. Document the information	4.1 Record the information gained 4.2 Organise the information so that it can be used as the basis for making a decision on whether to proceed with the option to set up an opal cutting and polishing business

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

source information from suppliers about costs and equipment requirements

obtain estimates from service providers and financial institutions

document and access information on opal-cutting equipment, manufacturers and the setting up of an opal-cutting workshop

initiative and enterprise skills to:

obtain estimates

develop draft budgets and cash flow

investigate sources of finance

planning and organising skills to record information and organise it in a way that can be used as a basis for decision making

problem-solving skills to identify contingencies, such as OHS issues and rectify them

numeracy skills to develop draft budgets, cash flow and price materials

self-management skills to deliver information on time to appropriate persons for review and decision making

basic research skills, including internet searching skills.

Required knowledge

opal-cutting workshop requirements

manufacturers and suppliers of opal-cutting equipment

basic cost analysis, business principles and business planning.

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 ability to: identify the requirements for setting up and financing an opal-cutting workshop organise the information in such a way that it can be used as a basis for decision making.
Context of and specific resources for assessment	Assessment must ensure access to: various reference materials internet lapidary magazines and catalogues.
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: observation of processes and procedures oral and/or written questioning on underpinning knowledge and skills review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Fixtures and fittings may include:	air conditioning benches chairs chemical cupboards cupboards floor coverings safes security requirements, such as door and window locks alarms shelving telephone windows and doors.
Machinery and equipment may include:	bench grinder 6″ or 8″ combination units for grind, sand and polish diamond grinding, sanding and polishing units drum or belt sanders dry sanding units free-hand saws grinding arbours with belt drive leather or felt polishing units multi-blade saws slab saws trim saws ventilation system and filters wet sanding units.
OHS issues may include:	appropriate clothing and footwear chemicals cleanliness of work areas dangers of using electricity and water in the same environment dust and fumes ergonomics fire extinguishers first aid kit guarding for machinery lighting naked flames noise safety glasses ventilation.
Electrical fittings may include:	cabling and machine wiring exhaust fans and dust extraction hardwired control and fuse box lighting primary and secondary switches and safety stops waterproof power outlets.
Water and drainage requirements may include:	hosing to machinery sludge traps splash guards taps water drainage and disposal water supply, mains or gravity fed water trays.
Manufacturers and suppliers/agents may include:	Ashworths Pty Ltd Contempo Lapidary Covington Des Liston Lapidary Diamond Pacific Embel Lapidary Gemmasta Gemtec Graves Lapcraft Raytech Robilt Shelleys Lapidary Supplies T. F. Lapidary Thompson’s Lapidary Western Lapidary Supplies.
Costs may include:	bank charges currency exchange duty or excise freight GST initial cost of machine insurance ongoing maintenance postage set-up costs.
Services may include:	electrician plumbing.
Sources of finance may include:	banks credit unions partnerships private loans.

Unit Sector(s)

Opal cutting and polishing

CUVOPA407A Apply advanced pre-cutting processes to complex opals

Modification History

Version	Comments
CUVOPA407A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to perform the pre-cutting processes for boulder and other special opals. It includes documenting and recording all aspects of the procurement and pre-cutting process.

Application of the Unit

Those responsible for pre-cutting processes for boulder and black opal and other types of difficult or particularly valuable opal apply the skills and knowledge in this unit.

The unit requires knowledge of the processes of opal formation and extensive experience in handling opal of various types as a basis for decision making on how to cut or carve the opal.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Identify type of opal rough	1.1 Undertake preliminary investigations before deciding how to proceed with cutting or carving the opal 1.2 Review current market requirements and consult with client to determine his/her preference for how opal could be cut 1.3 Based on knowledge of the geological formation of opal, field from which the opal came and past experience, determine the location of the colour within the rough opal 1.4 Discuss possible strategies for cutting with colleagues and client as required 1.5 Determine jewellers’ requirements for products being considered 1.6 Review the options for cutting and plan cut to achieve the best result
2. Block off the stone (boulder opal)	2.1 When working with boulder opal, use a series of cuts to block off stone to gain more information about position and quality of the opal present in the stone and determine best gem outcomes from that piece of boulder 2.2 Identify position of opal and minimise waste when making cuts 2.3 If appropriate, split block opal along fault lines
3. Expose the colour	3.1 Use appropriate equipment to expose the colour without removing gem material 3.2 Select the correct grinding wheels and grits for a given piece
4. Decide on whether to cut and/or carve the opal	4.1 Review the stone, determine the directionality and decide on the final outcome to be achieved 4.2 Remove unwanted material and prepare the stone for final processing 4.3 Select the way to cut the stone for the best artistic and commercial return

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss cutting strategies with clients and colleagues

planning and organising skills to:

choose appropriate equipment

select the way to cut the stone for best artistic and commercial return

problem-solving skills to deal with complications in the pre-cutting stage as well as OHS or safety issues

numeracy skills to use numerical features of machinery

technical skills to:

make sound decisions to achieve best colour and yield

determine the position of the colour in a boulder opal

use appropriate equipment

apply OHS principles and safe operating procedures.

Required knowledge

characteristics of opal gemstone structure and formation

importance of achieving yield when cutting a gemstone

market trends

jewellers’ and industry requirements

OHS principles and safe operating procedures for cutting machinery, including:

appropriate procedures for dealing with emissions

complying with the safe operating procedures for each machine

using personal protective equipment (PPE) where required.

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 ability to: make sound decisions about the final outcome to be achieved and complete all pre-cutting and pre-forming processes for boulder, black and especially valuable or difficult opals demonstrate knowledge of geological formation and structure of opal.
Context of and specific resources for assessment	Assessment of this unit requires access to an opal-cutting workshop.
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: observation of processes and procedures oral and/or written questioning on underpinning knowledge and skills evaluation of the final product review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Appropriate equipment may include:	Asahi wheel diamond grinder diamond sawing free-hand saw nova wheel silicon carbide grinder slab saw trim saw.
Unwanted material may include:	cotton and gypsum cracked material crockery iron stone materials with inclusions or stains matrix (in black opal as a unwanted inclusion) poor colour potch sandstone.

Unit Sector(s)

Opal cutting and polishing

CUVOPA408A Undertake routine operational maintenance of machinery

Modification History

Version	Comments
CUVOPA408A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcome, skills and knowledge required to perform routine maintenance and rectify minor faults in opal cutting and polishing machinery and equipment.

Application of the Unit

Those undertaking basic operational maintenance within routines, and following basic requirements for maintenance of mechanical equipment and the instructions included in the manufacturers’ specifications apply the skills and knowledge outlined in this unit. Where more complex repair and maintenance are required, specialist assistance would be sought.

Where appropriate the outcomes of this unit could be contextualised to apply to other gemstones.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Perform operational maintenance	1.1 Perform basic operational maintenance on the equipment and machinery according to manufacturers’ guidelines 1.2 Adjust, clean and store equipment consistent with manufacturers’ specifications
2. Rectify common mechanical faults	2.1 Diagnose mechanical faults and, where they do not require specialist attention, rectify according to manufacturers’ guidelines 2.2 Select tools appropriate to each task and follow safe work practices 2.3 Where complex faults are identified, seek assistance from manufacturer or technical experts
3. Maintain a clean and tidy workshop and document operational maintenance	3.1 Maintain the workshop as an environment that is clean and free from contaminants 3.2 Identify hazardous materials and remove according to manufacturers’ instructions 3.3 Document procedures and update machinery and equipment log books where required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

seek assistance and ask questions where required

document procedures and update log books

problem-solving skills to:

diagnose mechanical faults and, where they do not need special attention, rectify them according to manufacturer guidelines

identify hazards and remove them according to manufacturer guidelines

numeracy skills to use numerical features of machinery

self-management skills to perform operational maintenance regularly according to manufacturer guidelines

technical skills to:

perform scheduled maintenance

rectify common mechanical faults

maintain a workshop environment

use appropriate tools.

Required knowledge

servicing characteristics of machinery and equipment

fault finding techniques in mechanical devices

recording systems for machinery use.

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 ability to: perform operational maintenance and make routine adjustments to equipment and machinery following manufacturer guidelines diagnose and rectify minor faults using appropriate tools and working safely.
Context of and specific resources for assessment	Assessment must ensure access to a range of equipment and machinery.
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: observation of processes and procedures oral and/or written questioning on underpinning knowledge and skills review of portfolios of evidence review of third-party workplace reports of on-the-job performance by candidate. 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.

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.

Operational maintenance may include:	daily, weekly, monthly, quarterly and yearly servicing schedules.
Equipment and machinery may include:	bench grinder 6″ or 8″ combination units for grind, sand and polish diamond grinding, sanding and polishing units drum or belt sanders dry sanding units free-hand saws grinding arbours with belt drive leather or felt polishing units multi-blade saws slab saws trim saws wet sanding units.

Unit Sector(s)

Opal cutting and polishing

CUVPAI201A Develop painting skills

Modification History

Version	Comments
CUVPAI201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic painting techniques to produce creative work.

Application of the Unit

People with little or no painting experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design, drawing or painting skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce paintings from simple ideas. Supervision and guidance would usually be provided.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare painting resources	1.1 Identify and obtain painting tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test painting techniques	2.1 View a range of paintings in different genres and styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce paintings 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on painting work from key people 3.2 Respond positively to feedback and identify key areas for improvement with the assistance of others 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss the process for producing paintings with others

understand and follow instructions

learning skills to:

improve techniques for producing paintings through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for painting

major genres and styles of painting and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of paintings

cleaning and maintenance techniques for tools and equipment used in painting

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of painting tools, materials and equipment

OHS procedures that apply to painting work.

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 ability to: produce at least one painting where the techniques and materials support the idea for the work apply knowledge of painting tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: tools, equipment and materials used to produce paintings.
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 observation of paintings in progress questioning and discussion of the candidate’s intentions and work 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	brushes knives rags rollers scrapers spatulas sponges sticks.
Materials may include:	acrylic paints bark canvas cardboard fabric glues impasto natural ochres paper perspex tempera watercolour wood.
Workplace procedures may relate to such things as:	process-specific procedures recycling safety use of materials.
Key people may include:	artists mentors peers supervisors teachers.
Painting in different genres and styles may include:	genres: everyday scenes (genre painting) history landscape portraiture still life styles: encaustic fresco gouache ink and wash oil panel tempera watercolour.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	exploring techniques by making practice pieces making samples using nominated techniques testing techniques directly with work in progress.
Techniques would generally be quite limited in nature and may include:	basic use of: application of a particular colour range and linear work to produce expressive paintings linear marks of different intensity and character paint application to produce tactile surfaces use of a range of brushes to achieve different lines and strokes use of colour and tone to create illusion of forms in space use of positive and negative space variation in paint application.

Unit Sector(s)

Visual communication – painting

CUVPAI301A Produce paintings

Modification History

Version	Comments
CUVPAI301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce paintings through the exploration and application of a range of techniques, tools, equipment and materials.

Application of the Unit

People still developing their painting skills apply the skills and knowledge in this unit. They produce finished paintings, building on and combining a range of techniques to support the ideas of the work.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Plan painting work through exploration	1.1 Explore ideas and techniques for paintings in consultation with key people as required 1.2 Review historical and contemporary painting practice as a potential source of ideas 1.3 Clarify ideas for paintings based on exploration and discussion 1.4 Assess the capabilities of painting techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work
2. Prepare, maintain and store painting resources	2.1 Select and organise painting tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources 2.4 Store resources according to the needs of different items
3. Create finished paintings	3.1 Safely use and adapt painting techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas for paintings with others

learning skills to:

improve techniques to produce paintings through practice and some experimentation

respond constructively to feedback

literacy skills to read and interpret information about historical and contemporary painting practice

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce paintings

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in painting

physical properties and capabilities of a range of materials, tools and equipment used in painting

work space requirements for painting, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for painting tools, materials and equipment

historical and theoretical contexts for painting

elements and principles of design and their particular application to painting work

intellectual property considerations for any person making creative work

sustainability considerations associated with the use of painting tools, materials and equipment

OHS procedures that apply to painting work.

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 ability to: produce multiple paintings or a single major work that shows some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt the capabilities of painting techniques and resources.
Context of and specific resources for assessment	Assessment must ensure access to: tools, equipment and materials used to produce paintings.
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 technical execution of work pieces produced by the candidate direct observation of paintings in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP301A Produce creative work.

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.

Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Techniques may include:	building on or combining techniques, such as: application of a particular colour range and linear work to produce expressive paintings linear marks of different intensity and character paint application to produce tactile surfaces use of a range of brushes to achieve different lines and strokes use of colour and tone to create illusion of forms in space use of positive and negative space chiaroscuro graffito layering using resist monoprinting paint application to produce tactile surface stencilling and masking variation in paint application.
Paintings may be in different genres and styles including:	genres: everyday scenes (genre painting) history landscape portraiture still life styles: encaustic fresco gouache ink and wash oil panel tempera watercolour.
Key people may include:	mentors other artists peers supervisors teachers.
Strategies used to assess the capabilities of techniques may involve:	experimenting directly onto work in progress producing test pieces or samples systematically testing a range of processes.
Tools and equipment may include:	brushes knives rags rollers scrapers spatulas sponges spray painting equipment sticks.
Materials may include:	a range of glues acrylic paints bark binders and extenders boards canvas cardboard fabric gesso and impasto glass gouache metal oil paints paper perspex shellac tempera watercolour wood.
Needs of the work may relate to:	availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability.

Unit Sector(s)

Visual communication – painting

CUVPAI401A Experiment with techniques to produce paintings

Modification History

Version	Comments
CUVPAI401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to proactively experiment and innovate with various painting techniques and ideas to develop an individual style or voice.

Application of the Unit

People with a command of painting techniques apply the skills and knowledge in this unit. They may produce work at a preprofessional level for sale in a range of outlets, such as markets and fairs.

At this level, work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop proficiency with a range of painting techniques and media	1.1 Evaluate the potential for new approaches to painting based on capabilities of techniques already used 1.2 Adapt or introduce new tools, equipment and materials to achieve different effects 1.3 Extend the capabilities of painting techniques through experimentation 1.4 Take account of the safety and sustainability considerations for different techniques and media
2. Develop ideas for paintings	2.1 Articulate creative and other goals for painting work 2.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3 Apply knowledge of different painting techniques to inform ideas 2.4 Allow techniques and ideas to work together to inform each other 2.5 Consider the professional potential and other criteria for work when developing ideas 2.6 Refine and confirm ideas based on experimentation, research and collaboration with others
3. Organise painting resources	3.1 Assess specific resource requirements for the chosen work 3.2 Research and access potential sources of supply for painting resources 3.3 Evaluate cost and other constraints that impact on the development of work 3.4 Evaluate and respond to presentation considerations for finished paintings 3.5 Set up or coordinate resource requirements according to safety and other workplace requirements
4. Create finished paintings	4.1 Create paintings, using techniques and media selected from research and experimentation 4.2 Review and refine ideas and approaches based on ongoing experience with the production of work 4.3 Use safe and sustainable work practices throughout the production of paintings 4.4 Document and record the development of the work and the research and ideas that inform it
5. Evaluate own painting work	5.1 Reflect on own work in terms of conceptual development and technical execution 5.2 Identify areas for future improvement especially in terms of own skill development 5.3 Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss ideas and techniques in own work

create a record of the painting work

initiative and enterprise skills to:

experiment with painting techniques to enhance final paintings

apply critical thinking and analytical skills when developing ideas for paintings

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of other painters and other arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources

problem-solving skills to identify and resolve technical and conceptual issues in painting work

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining ideas for painting and how this relates to the development of an individual style or voice

ways to adapt, extend and combine the capabilities of a wide range of painting materials and techniques

physical properties and capabilities of an extended range of materials and tools used in painting

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

elements and principles of design and how they may be used, adapted and challenged in painting work

research methodologies used by artists

historical and theoretical contexts for painting and how they may be used to inform individual practice

sources of raw, part-processed and processed painting materials

sources of other resources needed in a professional painting practice

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a painting practice

OHS requirements for the set-up and operation of a painting work space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce multiple finished paintings or a single major work that demonstrate a command of techniques apply knowledge of painting techniques, equipment and materials and the ways they may be adapted and combined.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce paintings.
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 technical execution of work pieces produced by the candidate direct observation of painting in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP401A Realise a creative project.

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.

Painting may be in different genres and styles, including:	genres: everyday scenes (genre painting) history landscape portraiture still life styles: encaustic fresco gouache ink and wash oil panel tempera watercolour.
Techniques may include:	chiaroscuro experimenting with: application of a particular colour range and linear work to produce expressive paintings linear marks of different intensity and character paint application to produce tactile surface use of a range of brushes to achieve different lines and strokes use of colour and tone to create illusion of forms in space use of positive and negative space fugato graffito layering using resist monoprinting scumbling stencilling and masking trompe l’oeil variation in paint application.
Tools and equipment may include:	brushes cameras computer and software applications knives photocopiers printers rags rollers scrapers spatulas sponges spray painting equipment sticks.
Materials may include:	binders and extenders encaustic film gesso and impasto glues inks modelling paste oil-based paints tempera water-based paints: acrylics gouache watercolour.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests searching the internet seeking out information in books, journals, newspapers and catalogues visiting exhibitions and museums.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Intellectual property requirements may relate to:	copyright extent to which the work may be used form of acknowledgement or credit moral rights procedures for seeking permission to use the work of others protocols for the adaptation of work by others.
Professional potential may relate to:	cost of production existence of an established market how to promote or sell the work market trends professional development.
Other criteria may relate to:	client and user expectations duration environment in which paintings will be viewed materials quality of final product techniques timelines tools.
Process followed to refine ideas may include:	adjustment to subject matter or theme adjustment to take account of elements and principles of design adjustment to use extended capabilities of techniques.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials and tools budgeting sponsorship timeframe.
Presentation considerations may include:	availability of space cost practical considerations presentation context timeframe.

Unit Sector(s)

Visual communication – painting

CUVPAI501A Refine painting techniques

Modification History

Version	Comments
CUVPAI501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to refine painting technique and to develop an individual style in a body of creative work. This occurs through a process of research, refinement and evaluation.

Application of the Unit

Visual artists whose professional practice includes painting apply the skills and knowledge in this unit. Usually those paintings are works in their own right, but they may be components of works in other media.

At this level, the practitioner has a well-developed command of technical painting skills as well as the conceptual and creative skills to create a coherent body of work.

Technique refinement is a largely independent activity with mentoring and guidance as required. It would normally include work with several different techniques as part of the process of developing an individual style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research painting ideas and techniques	1.1 Support professional practice by expanding own knowledge of historical and contemporary painting genres 1.2 Research ways that other artists have used different painting techniques and styles 1.3 Investigate how particular painting techniques work to achieve different technical effects 1.4 Evaluate the relationships between painting techniques and ideas 1.5 Adapt and use relevant ideas and approaches with consideration of intellectual property requirements
2. Select painting techniques for refinement	2.1 Consider the opportunities offered by different painting techniques for own art practice 2.2 Determine limitations and constraints of particular techniques in terms of desired outcomes 2.3 Select painting techniques for refinement
3. Consolidate painting technique to professional level	3.1 Establish and follow safe work practices for selected techniques 3.2 Develop increasing confidence and skill through practice and experimentation 3.3 Proactively identify and resolve technical problems in painting projects based on developing expertise 3.4 Challenge and test ideas, and allow new and unpredictable ideas to emerge 3.5 Evolve ideas and other professional skills through ongoing experimentation with technique 3.6 Develop own ways of working with techniques to create individual style 3.7 Create a coherent body of painting work that shows command of selected painting techniques
4. Evaluate own painting technique	4.1 Discuss the development of own technique with others and seek feedback 4.2 Seek and participate in conversations that challenge and explore different concepts and approaches 4.3 Reflect on the particular ways that experimentation with different techniques has informed own artwork 4.4 Identify ways in which technique may be further developed as part of a professional practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about the technical and conceptual aspects of painting

critical thinking and analytical skills to:

evaluate and make judgements about relationships between painting technique, effects and ideas

make critical evaluations of own painting technique

make critical evaluations of research findings

initiative and enterprise skills to identify and act on opportunities for own practice presented by research and experimentation

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse complex and varied information about painting technique

problem-solving skills to identify and resolve technical problems in painting work

self-management and planning skills to create a coherent body of painting work

technical skills to show command of chosen painting techniques at a professional level

technology skills to use the internet as a research tool.

Required knowledge

relationship between painting technique, particular effects and ideas – in the work of other artists and in the context of own practice

extended range of information sources that support research in painting practice

cultural, sociological, philosophical, aesthetic, political and commercial influences on painting technique, in historical and contemporary contexts

professional development opportunities for artists seeking to develop a painting practice

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation associated with painting as a professional practice

sustainability issues for the professional operation of a painting practice

OHS requirements for the set-up and operation of a professional work space for painting work.

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 ability to: evolve and refine painting technique through a demonstrated process of experimentation develop individual style in own work produce a coherent body of professional artwork that includes the use of well-developed painting technique research painting technique in the broader context of other artwork and artists use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce painting 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 painting technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine painting technique evaluation of the work documentation direct observation of painting in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP501A Realise a body of creative work.

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.

Paintings genres may include:	everyday scenes (genre painting) history landscape portraiture still life.
Painting techniques and styles may include:	approaches to: application of a particular colour range and linear work to produce expressive paintings integration of text and painting linear marks of different intensity and character use of a range of brushes to achieve different lines and strokes use of colour and tone to create illusion of forms in space use of positive and negative space variation in paint application scaling scumbling tone painting under painting styles: abstract digital encaustic fresco gouache ink and wash oil panel tempera watercolour.
Technical effects may include:	atmosphere chiaroscuro illusion mood movement perspective trompe l’oeil.
Intellectual property requirements may relate to:	copyright design licensing regulations form of acknowledgement or credit moral rights protocols for the adaptation of work by others trademarks.
Opportunities may relate to:	communication of ideas natural affinity with particular techniques potential for combining techniques potential for interactions between technique and media themes in work.
Limitations and constraints may relate to:	availability of materials capacity of technique to deliver required effect own interaction with technique resources time.
Refinement relates to:	ability to use selected techniques with confidence ongoing demonstration of development of technique use of selected techniques in a body of professional work.
Safe work practices may include:	completing material safety data sheets (MSDS) correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Technical problems may include:	implications of scale and size limitations of materials limitations of processes or technology.
Coherent body of painting work is:	conceptually resolved documented in terms of its development subject to critical feedback by others technically resolved thematically connected.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – painting

Custom Content Section

Not applicable.

CUVPAI502A Investigate painting materials and processes

Modification History

Version	Comments
CUVPAI502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and explore selected painting materials and processes and integrate their use into creative practice.

Application of the Unit

Visual artists whose practice includes painting apply the skills and knowledge in this unit.

Material and process exploration at this level is a largely independent activity with mentoring and guidance as required. It would normally include investigation of a range of materials and processes to develop an individual professional style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research painting materials and processes	1.1 Research the detailed physical properties and capabilities of different painting materials 1.2 Investigate the safety issues associated with different materials and processes prior to use 1.3 Collate and store safety and technical data to meet safety requirements and inform future practice 1.4 Investigate the relationship between materials and painting processes 1.5 Determine cost and supply parameters of materials
2. Select painting materials and processes for exploration	2.1 Assess the creative and professional opportunities offered by different painting materials and processes for own art practice 2.2 Determine limitations and constraints of particular materials and processes 2.3 Select particular materials and processes that suit own practice
3. Integrate painting materials and processes into own work	3.1 Explore different ways of working with materials and processes to achieve desired outcomes 3.2 Challenge and stretch the capabilities and uses of different materials and processes through experimentation 3.3 Develop own ways of working with materials and processes 3.4 Engage in informed discussion with others about the characteristics and opportunities of particular painting materials and processes 3.5 Establish and follow safe work practices
4. Manage painting resources in professional practice	4.1 Establish a sustainable supply of painting resources 4.2 Develop ways of working with resources that minimise waste 4.3 Maintain the quality and life of painting resources through appropriate handling and storage

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage in informed discussion around materials, processes and their relationship with ideas

critical thinking and analytical skills to evaluate and make judgements about relationships between painting materials, techniques and processes

initiative and enterprise skills to:

develop individual ways of working with materials and processes

identify and act on opportunities for own practice presented by different materials and processes

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse varied and technical information about painting materials and processes

problem-solving skills to identify and resolve technical problems in painting work

numeracy skills to work with the budgetary aspect of managing supplies

self-management and planning skills to:

develop own ways of working with painting materials and processes

research and organise sustainable supply of materials and processes

technology skills to use the internet as a research tool.

Required knowledge

ways in which a wide range of painting materials and processes can be used, adapted, combined and challenged by the professional artist

physical properties and capabilities of the selected materials and processes

types of technical and other data that may need to be stored for safety and other reasons

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

cost and supply parameters for painting materials and tools in the context of professional practice

storage requirements and options for different materials

intellectual property issues and legislation associated with painting as a professional practice

sustainability issues for the professional operation of a painting practice

OHS requirements for the set-up and operation of a professional work space.

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 ability to: apply knowledge of painting materials and processes and how they may be adapted and extended at a professional level evolve and refine ways of working with materials and processes through a demonstrated process of experimentation integrate materials and processes in a way that supports coherence of the work demonstrate technical proficiency in the use of selected materials and processes use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce painting 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 the use of materials and processes in terms of the coherence of the body of work evaluation of processes used by the candidate to develop new ways of working with painting materials and processes evaluation of the work documentation 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, for example: CUVPRP501A Realise a body of creative work.

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.

Physical properties and capabilities may include:	dryness flexibility fluidity hardness opacity permanency softness transparency.
Painting materials may include:	a range of glues acrylic paints bark binders and extenders boards canvas cardboard encaustic fabric film gesso and impasto glass gouache graphite pencils inks metal modelling paste oil paints paper perspex shellac tempera watercolour.
Safety issues may relate to:	dust and airborne particles equipment used for painting fire fumes manual handling requirements noise sharp objects use and labelling of chemicals use of equipment with moving parts work posture.
Data may include:	material safety data sheets (MSDS) quantity calculations results of experimentation.
Painting processes may include:	chiaroscuro digital imaging and photographic techniques digital painting techniques fugato graffito integration of text and painting layering using resist monoprinting stencilling and masking trompe l’oeil.
Cost and supply parameters may relate to:	budgetary restrictions capacity to share costs with others continuity of supply delivery issues location of suppliers potential for use of found objects terms of payment use of freely available natural materials use of recycled materials.
Creative and professional opportunities may relate to:	creative potential: communication of ideas personal affinity with particular materials and processes potential for combining materials and processes potential for interactions of different materials and processes themes in work professional potential: collaboration emerging market trends professional development saleability.
Limitations and constraints may include:	availability of supplies financial expenditure safety aspects of process storage facilities studio space timeframe transportation.
Different ways of working with materials and processes may involve:	combining materials and processes in new ways making samples, prototypes and maquettes varying established approaches to achieve new effects working collaboratively with a particular material or process.
Own ways of working relate to:	approaches that reflect and support individual voice particular nuances and subtleties unique to the individual artist.
Safe work practices may include:	completing MSDS correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Sustainable supply is:	available when needed environmentally friendly of appropriate quality safe within budgetary requirements.
Appropriate handling and storage may relate to:	damage prevention insect proofing interactions between different materials light sensitivity temperature sensitivity mould prevention.

Unit Sector(s)

Visual communication – painting

Custom Content Section

Not applicable.

CUVPER401A Experiment with techniques to produce performance art

Modification History

Version	Comments
CUVPER401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to proactively experiment and innovate with various performance art techniques and ideas to find an individual style or voice.

Application of the Unit

People creating performance art apply the skills and knowledge in this unit.

At this level, work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop proficiency with a range of performance art techniques and media	1.1 Evaluate the potential for new approaches to performance art based on capabilities of techniques already used 1.2 Adapt or introduce new tools, equipment and materials to achieve different effects 1.3 Extend the capabilities of performance art techniques through experimentation 1.4 Take account of the safety and sustainability considerations for different techniques and media
2. Develop ideas for performance art	2.1 Discuss creative and other goals of proposed performance art with others 2.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3 Apply knowledge of different performance art techniques to inform ideas 2.4 Allow techniques and ideas to work together to inform each other 2.5 Consider the professional potential and other criteria of work when developing ideas 2.6 Refine and confirm ideas based on experimentation, research and collaboration with others
3. Organise performance art resources	3.1 Assess specific resource requirements for the chosen work 3.2 Research and access potential sources of supply for performance art resources 3.3 Evaluate cost and other constraints that impact on the development of work 3.4 Evaluate and respond to presentation considerations for finished performance art 3.5 Set up or coordinate resource requirements according to safety or other workplace requirements
4. Realise finished performance art	4.1 Create performance art using techniques and media selected from research and experimentation 4.2 Review and refine ideas and approaches based on ongoing experiences with the production of work 4.3 Use safe and sustainable work practices throughout the production of performance art 4.4 Document and record the development of the work and the research and ideas that inform it
5. Evaluate own performance artwork	5.1 Reflect on own work in terms of conceptual development and technical execution 5.2 Identify areas for future improvement especially in terms of own skill development 5.3 Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss creative work from a technical and conceptual perspective

create a record of the performance artwork

initiative and enterprise skills to experiment with techniques to enhance final performance art

learning skills to refine and improve a range of techniques

literacy skills to undertake research about the work of other performance artists

numeracy skills to evaluate resource costs

planning and organising skills to plan work tasks and resources

problem-solving skills to identify and resolve technical and conceptual issues in performance art

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining ideas for performance art and how this relates to the development of an individual style or voice

research methodologies used by artists

historical and theoretical contexts for performance art

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a performance art practice

OHS requirements for the set-up and operation of performance artwork space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce a performance artwork that demonstrates a command of techniques apply knowledge of performance art techniques, equipment and materials and the ways they may be adapted and combined.
Context of and specific resources for assessment	Assessment must ensure access to: a space in which to stage or exhibit performance art equipment used to produce performance art.
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 technical execution of work pieces produced by the candidate practical demonstration of skills using tools, equipment and materials required to produce performance art direct observation of performance art in progress, including exploration of, and experimentation with, techniques 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.

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.

Techniques for the production of a performance work may include:	the selection of a range of techniques from any medium or art form, or a combination of art forms, including: ceramics dance digital content dramatic art drawing textile art glass movement painting pantomime photography printing sculpture sound, including electronic, instrumental, natural and vocal.
Tools and equipment may include:	cameras, including: 35mm camera digital camera compressors computer cutters editing suite electrical cabling engravers enlargers and other wet darkroom equipment grinding and polishing equipment hammers looms microphones monitors moulds and deckles multiple screens pliers protective clothing scanner software programs sound recording and synthesising equipment and cabling speakers stage lighting and cabling vacuum table vats VHS and DVD.
Materials may include:	bolts darkroom chemicals and emulsions film glues make-up nails screws charcoal clay coloured pencils extenders and binders gesso glass inks latex metals natural and synthetic fibres pastels perspex plastics rubber sand tempera water and oil-based paints wood.
Safety and sustainable considerations may include:	audience safety federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests searching the internet seeking out information in books, journals and newspapers visiting exhibitions, museums and theatres.
Intellectual property requirements may relate to:	extent to which the work may be used form of acknowledgement or credit procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Professional potential may relate to:	cost of production existence of an established market how to promote or sell the work market trends professional development.
Criteria may relate to:	audience client and user expectations duration environment in which performance art will be viewed/performed materials quality of final product techniques timelines tools weather considerations.
Process followed to refine conceptual visions may include:	adjustment to subject matter or theme adjustment to take account of elements and principles of design adjustment to use extended capabilities of the technique.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials and tools availability of space budgeting requirements to seek approval sponsorship timeframe.
Presentation considerations may include:	availability of space cost practical considerations presentation context timeframe.

Unit Sector(s)

Visual communication – performance art

CUVPHI301A Develop and apply photo imaging industry knowledge

Modification History

Version	Comments
CUVPHI301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to source, apply and update a general knowledge of the photo imaging industry, including industry structure and operation, employment obligations and the impact of new technology.

Application of the Unit

The skills and knowledge outlined in this unit underpin effective performance in all work roles in the photo imaging industry. They apply to those who work in commercial contexts, such as photographic studios or photo printing/processing businesses, but could also be relevant to those who produce photographic works for exhibition.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Source and apply industry information	1.1 Seek information on the structure and operation of the photo imaging industry using appropriate sources 1.2 Apply information from appropriate sources to assist in effective work performance in the photo imaging industry 1.3 Seek information on new technology affecting the photo imaging industry using appropriate sources 1.4 Seek information on ethical and legal work practices 1.5 Seek information on business practices using appropriate sources 1.6 Comply with copyright requirements when accessing information 1.7 Apply information in day-to-day work activities to enhance quality of work performance
2. Update and maintain industry knowledge	2.1 Identify and use opportunities to update knowledge of the photo imaging industry 2.2 Monitor current issues of concern to the industry 2.3 Share updated knowledge with colleagues and peer group as appropriate, and incorporate into day-to-day work activities 2.4 Establish and maintain effective contacts in the photo imaging industry

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to share industry information with others

learning skills to develop and maintain knowledge of industry

literacy skills to interpret industry information and terminology

numeracy skills to interpret relevant technical data

planning and organising skills to identify and access relevant sources of industry information

technology skills to access and download industry information from the internet.

Required knowledge

different sectors of the photo imaging industry and their interrelationships

key work areas within the industry, how they interrelate and key roles and responsibilities

historical development of the industry

nature, role and functions of unions and employer associations

rights and responsibilities of employers and employees in the photo imaging industry

current and emerging technologies used in the photo imaging industry

business practices required by the photo imaging industry

key photo imaging industry terminology

protocols and ethics as they apply to key work areas within the industry

sources of information on the photo imaging industry and ways of maintaining current industry knowledge

sources of information relating to work opportunities and career planning.

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 ability to: source information on the photo imaging industry apply knowledge of the photo imaging industry to work activities to maximise effective performance maintain currency of knowledge.
Context of and specific resources for assessment	Assessment must ensure access to: sources of information on the photo imaging industry.
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: review of case studies to assess ability to apply knowledge to different industry contexts and situations written or oral questioning to test knowledge of the different aspects or distinguishing features of the photo imaging industry 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, for example: CUVPHI402A Research and apply information on the traditions that inform photo imaging practice.

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.

Structure and operation may include:	economic and social significance of the industry industry sectors and their products and services key contacts and support networks major industry bodies and associations prominent practitioners and practices relationship with allied industries: fashion film, television, radio and multimedia journalism music public relations retail scientific, technical and medical sport tourism visual arts, craft and design.
Photo imaging may include:	advertising destination and natural history editorials fashion illustrative work medical, scientific and technical photo/social documentary photo imaging in a graphics and multimedia context photo imaging in a visual arts context press and public relations retail and wholesale suppliers of goods and services for photo imaging wedding and portrait.
Appropriate sources may include:	discussions with industry practitioners and colleagues exhibitions and events industry associations and organisations industry journals internet media personal observations and experience, such as industry placement policy and procedures manuals reference manuals retail and wholesale suppliers of goods and services professional development opportunities, such as: conferences industry functions master classes seminars symposiums workshops unions and other sources of industrial relations information.
Information may relate to:	career opportunities codes of conduct employment conditions industrial relations issues professional associations roles, responsibilities and employment rights of contracted workers unions and employer bodies.
Information on new technology may relate to:	advances in technology and equipment likely effects of new technology on current work practices and the structure of the industry sources of technical advice and support ways of upgrading skills to allow for the use of new technology.
Ethical and legal work practices may relate to:	contracts copyright industry codes of practice legal requirements moral rights permits.
Information on business practices may include:	business name registration financial and taxation issues insurance requirements.
Issues of concern to the industry may be related to:	changing nature of: communication in society technology the marketplace government initiatives industry contraction or expansion labour issues.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI302A Capture photographic images

Modification History

Version	Comments
CUVPHI302A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to apply a range of techniques to capture images using a standard digital stills camera.

Application of the Unit

This unit describes many of the foundation skills needed by those planning a career in photo imaging, but also applies in contexts where photography may not be the primary job role or main focus of work activity. For example, in the creative sectors a visual artist uses these skills to document the progress of work. In the events industry, an event coordinator might need to take photographs of potential venues or site layouts. Image styles may be technical, photojournalistic or illustrative. Further skills needed by professional photographers are covered in the unit CUVPHI401A Capture images in response to a brief.

At this level, work would be undertaken independently but within established parameters. Supervision or guidance is available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare to capture digital images	1.1. Discuss photographic project with relevant people and select appropriate camera and accessories 1.2. Assess digital camera features to ensure that outcomes meet project requirements 1.3. Plan shots for the project taking into account digital camera features, lighting, photographic design elements and photographic techniques
2. Preview and experiment with image capture	2.1. Operate digital camera according to manufacturer specifications 2.2. Set digital camera preferences and use photographic techniques to achieve desired results 2.3. Adjust planned shots as required and experiment with different ways of achieving desired results
3. Review images	3.1. Download digital images or scan developed film images using appropriate digital imaging software where appropriate 3.2. Rotate, cull, sort and rename images to meet requirements 3.3. Apply metadata and key words to images as required 3.4. Back up and archive as required 3.5. Seek feedback from others on quality of original captures and note areas for future improvement
4. Enhance images	4.1. Enhance images using digital imaging software 4.2. Evaluate outcome against project requirements and confirm with relevant people as required 4.3. Seek feedback from others on quality of enhanced images and note areas for future improvement
5. Finalise image capture process	5.1. Catalogue as required, ensuring extraction and embedding of all necessary metadata as required 5.2. Complete workplace documentation as required 5.3. Clean and store equipment and accessories according to workplace procedures

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and literacy skills to:

interpret and clarify written and verbal instructions

follow instructions in equipment operation manuals

interpret technical charts or diagrams associated with standard cameras

critical thinking skills to evaluate a range of information in order to assess and respond to the requirements of a photo imaging project

problem-solving skills to:

resolve minor equipment set-up problems

identify and correct image issues when enhancing

self-management skills to:

work within requirements of a project

seek expert assistance when required

technical skills to proficiently use:

a digital camera to create well-composed photo images

software and other equipment to enhance photo images.

Required knowledge

basic photographic techniques

features of standard digital cameras

cleaning and maintenance techniques for cameras and accessories

key photo imaging industry terminology

pixel count (megapixels) and how this relates to resolution and output size of the final image

elements and principles of design for photo images

manuals, safety and other documentation relevant to image capture and storage requirements and locations

OHS procedures in relation to photo imaging work, cameras and computers.

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 ability to: capture photo images that meet the quality and look requirements for a range of projects use a wide range of features of a standard digital stills camera.
Context of and specific resources for assessment	Assessment must ensure access to: materials, resources and equipment needed to capture digital photographic images.
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 a camera to capture images for specific purposes evaluation of images captured by the candidate oral or written questioning to assess knowledge of camera techniques and features discussion and/or written report of the nominated techniques applied to selected subject matter 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.

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 people may include:	clients colleagues managers mentors other specialised creative staff people being photographed supervisors teachers.
Accessories may include:	batteries computer and monitor, including laptop computer computer cables and hub extension leads filters lens hoods light reflectors light absorbers monopod memory storage devices: flash drive external hard drive memory card range of lenses tripod.
Digital camera features may include:	aperture: minimum and maximum values battery: type, size, voltage and output power colour, target and working space compatibility of hardware with digital imaging software exposure compensation file format and compression/quality if relevant flash, such as: fill flash flash compensation on-off red-eye reduction second or rear curtain sync slow-sync focussing options: auto facial recognition focus points manual ISO: auto, manual, film speed and push/pull processing lens focal length: close-up/macro telephoto wide angle memory storage device: type, capacity and read/write speed menu functions metering options: centre weighted matrix spot operating modes: aperture priority automatic (green square) manual program shutter priority resolution: megapixels and compression/quality if relevant scene modes: backlight beach fireworks macro night snow sunset shutter speed: minimum and maximum values subject modes: portrait landscape sports macro viewfinder diopter adjustment values white balance: auto (AWB) Kelvin value sunlight shade tungsten zoom: range maximum aperture at extremities of focal length.
Lighting may be:	ambient axis lighting backlit daylight diffused direct directional-diffused front lit moonlight natural light on-camera flash open shade raking reflected or bounced rim light side lighting silhouetting top or overhead lighting under lighting window light.
Photographic design elements may relate to:	balance colour relationships: accent on neutral similar complementary monochromatic tetrad triad composition: rule of thirds golden mean fallow edges (margins) contrast: increased or decreased emphasis and de-emphasis, e.g. depth of field eye tracking framing: angle of view field of view point of view leading lines line, curve, shape and form positive and negative space perspective proportion repetition scale subject separation: by colour by focus by tone symmetry and asymmetry unity.
Photographic techniques may be:	activating auto focus setting depth of field: minimum and maximum hyperfocal points relationship formula between focal length, distance from subject and aperture metering for exposure: contrast evaluation grey card incident reflected spot using focus lock and prefocus controlling perspective with focal length: flattened normal steepened working with moving subjects and motion: freezing movement with high shutter speed freezing movement with flash implying movement with second or rear curtain flash sync panning a moving subject implying movement with slow shutter speeds capturing a time exposure sequence.
Digital imaging software may include:	wide range of programs, such as: Adobe Photoshop Adobe Photoshop Elements Adobe Photoshop Lightroom Apple Aperture Corel Paint Shop Pro Corel PhotoPaint GNU Image Manipulation Program (GIMP and GIMPshop).
Sort may include:	auto sort by metadata drag into an order flag group like images together label rate stack.
Metadata may include:	copyright notice copyright status creator date of capture/date created description international standards: EXIF IPTC PLUS headline or caption job or identifier number key words or tags geotagging and GPS coordinates rights usage and terms subject title version.
Enhance may include:	straightening: horizon or a known horizontal or vertical line correcting perspective, such as converging verticals cropping to discard surplus data setting most common resolution, without resampling specifying tonal range allocating contrast compensating for colour cast or tint boosting vibrance, saturation and chroma basic spotting: dust marks remove red eye.
Documentation may be:	digital: catalogue diagrams and plans database spreadsheets hard copy: visual diary data sheets with notes diagrams and plans sketches.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI303A Process photo images to work-print and file stage

Modification History

Version	Comments
CUVPHI303A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use chemical and electronic image processing techniques to make photo work-print images.

Application of the Unit

The skills and knowledge outlined in this unit are applied by people responsible for processing photo images using either chemical or digital processes. They could be working in photo centres, specialised photo processing laboratories or in photography studios.

At this level, work may be independent or supervised depending on the work context.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare for photo image processing	1.1 Confirm photo image processing requirements from work brief 1.2 Select work environment that meets requirements for image processing tasks 1.3 Set up equipment and materials required for processing work 1.4 Adhere to codes of practice and workplace safety procedures
2. Process images	2.1 Download digital files as required 2.2 Process film according to specifications as required 2.3 Organise negatives and/or files into appropriate folders 2.4 Ensure that work environment remains clean and safe during the production of work 2.5 Document work progress according to workplace procedures
3. Finalise the processing of photo images	3.1 Select appropriate source images 3.2 Apply techniques required to produce analog or digital proof sheets 3.3 Select images from proof sheets that match the concept or required outcome 3.4 Use enhancement and printing techniques to output work-prints or display, and save on screen 3.5 Finalise work within agreed work parameters
4. Restore work environment and equipment	4.1 Safely clean and restore work environment to its original state 4.2 Clean and maintain equipment according to manufacturer instructions 4.3 Report damage to equipment according to workplace procedures 4.4 Store equipment according to workplace procedures and ensure readiness for future use

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and literacy skills to:

read and interpret written instructions

read and interpret technical data, and material safety data sheets (MSDS)

identify and label source images and copies

numeracy skills to:

interpret technical charts and diagrams relating to photo imaging processing procedures and techniques

calculate and measure materials required for image processing

planning and organising skills to set up equipment in a logical sequence

self-management skills to plan work tasks

technical skills to use a range of software in the context of processing photo images.

Required knowledge

work space requirements for photo imaging

capabilities of digital and/or wet darkroom equipment and their applications

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

elements and principles of design and how they may be used and adapted for image processing

traditions that inform photo imaging practice and how they may be used to inform own practice

intellectual property issues and legislation associated with photo imaging work

environmental issues associated with the equipment and materials used in photo imaging work

organisational and legislative OHS procedures in relation to photo imaging work, including manual handling and chemicals.

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 ability to: produce multiple proof sheets, work prints and digital files that demonstrate the application of selected techniques consistent with concept or brief.
Context of and specific resources for assessment	Assessment must ensure access to: materials, resources and equipment needed to safely process, and enhance analog or digital photo images.
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 observation of the candidate’s skills in using equipment and materials required for the production of proof sheets, work prints and digital files evaluation of proof sheets, work prints and digital files produced by the candidate discussion and questioning about the candidate’s intention 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: CUVDIG301A Produce digital images.

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.

Work environment may be:	darkroom equipped with: appropriate lighting and plumbing enlargers film processing and developing requirements safely installed and managed electrical cabling digital work area equipped with: computer printer safely installed and managed electrical cabling scanner storage for software.
Equipment may include:	analog camera computer digital camera discs and digital media storage cards enlargers film and flatbed scanners imaging applications monitor output devices relevant wet darkroom equipment timers.
Materials may include:	a range of film types for: black and white photography colour photography colour transparencies a range of light-sensitive papers chemicals for wet darkroom film processing and developing storage folders.
Folders for storage may include:	desktop folders electronic media transfer and storage devices: CDs DVDs memory cards negative sleeves/enclosures.
Ways to document work progress may involve:	diagrams folder of data sheets with notes recording procedures visual diary.
Source images may include:	files created from scanned images files from digital cameras film negatives gelatine silver-based films from camera exposures prints or other subjects (flatbed scanned).
Techniques applied may relate to:	ease of realisation elements and principles of design personal affinity with techniques relationship of the work to traditions of photographic practice.
Enhancement techniques may involve:	burning contrast density digital adjusting of levels or curves digital correction of colour correction dodging spotting and basic retouching using digital toolbox functions using photo relevant menu.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI304A Process colour materials in a wet darkroom context

Modification History

Version	Comments
CUVPHI304A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to process colour materials in a wet darkroom environment to produce colour negatives and transparencies.

Application of the Unit

People responsible for colour film processing from negatives or transparencies apply the skills and knowledge outlined in this unit. They could be working in photo centres, specialised photo processing laboratories or in photography studios.

At this level, work may be independent or supervised depending on the work context.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare work space for colour processing	1.1 Determine appropriate colour process from supplied pre-exposed film in consultation with relevant personnel as required 1.2 Select work space that is appropriately equipped for colour processing tasks 1.3 Set up equipment and materials required for processing work 1.4 Adhere to codes of practice and workplace safety procedures in relation to the process selected
2. Prepare to make colour prints	2.1 Process film according to manufacturer specifications 2.2 Cut, sleeve or file negatives and/or transparencies 2.3 Make proof sheets or work prints as required 2.4 Evaluate and select options to manipulate and output photographic prints to meet required photographic concepts
3. Make colour prints	3.1 Apply manipulation and output options to selected negatives and/or transparencies 3.2 Test and review results of manipulation and output options 3.3 Seek feedback on work in progress from relevant personnel as required 3.4 Make adjustments and refine work until optimum result is achieved 3.5 Work collaboratively with others as required to meet timelines 3.6 Document work process according to workplace procedures 3.7 Safely store processed film for future use according to workplace procedures
4. Restore work environment and equipment	4.1 Safely clean and restore work environment to its original state 4.2 Clean and maintain equipment according to manufacturer instructions 4.3 Report damage to equipment according to workplace procedures 4.4 Store equipment according to workplace procedures and ensure readiness for future use

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

literacy skills to interpret written instructions, safety information and technical data

numeracy skills to:

interpret technical charts and diagrams

calculate and measure materials required for image processing

planning and organising skills to set up equipment in a logical sequence

self-management skills to comply with OHS requirements

technical skills to use colour processing equipment and materials.

Required knowledge

work space requirements for colour processing and printing techniques in a wet darkroom environment

physical properties and capabilities of materials and equipment used to process and print colour negatives and transparencies

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects in a wet darkroom context

how the elements and principles of design may be used and adapted for colour processing and printing

traditions that inform photo imaging practice and how they may be used to inform own practice for colour processing and printing

intellectual property issues and legislation associated with colour processing and printing

sustainability issues associated with materials and equipment used in colour processing and printing techniques

OHS procedures in relation to colour processing and printing work.

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 ability to: produce colour prints that demonstrate the correct application of a range of techniques for the processing of colour negatives and transparencies apply knowledge of wet darkroom equipment and techniques.
Context of and specific resources for assessment	Assessment must ensure access to: materials, resources and equipment needed for colour film processing and printing.
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 prints produced by the candidate direct observation of the candidate using colour processing and printing techniques questioning and discussion about candidate’s intention and work outcome written or oral questioning to test knowledge as listed in the required knowledge section of this unit 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: CUVPHI303A Process photo images to work-print and file stage.

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:	clients colleagues managers supervisors.
Features of an appropriately equipped work space may include:	benches electricity materials and equipment process-specific needs required darkroom layout safe lights storage facilities ventilation wet areas.
Equipment and materials may include:	current professional grade colour reversal and colour negative materials darkroom and equipment focusing magnifier photographic chemicals for processing colour film and papers photographic papers photographic thermometer.
Processes may include:	exposure and processing of colour print materials processing colour negative film processing colour reversal film.
Concepts may relate to:	client requirements as defined in briefs elements and principles of design relationship of the work to a theoretical and historical context subject matter or theme for photographic images.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI305A Use wet darkroom techniques to produce monochrome photographs

Modification History

Version	Comments
CUVPHI305A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to experiment with and apply a range of techniques to produce monochrome photographs.

Application of the Unit

People responsible for monochrome film processing from negatives or transparencies apply the skills and knowledge in this unit. They could be working in photo centres, specialised photo processing laboratories or in photography studios.

At this level, work may be independent or supervised depending on the work content.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare work space for monochrome processing	1.1 Determine appropriate process for pre-exposed film in consultation with relevant personnel as required 1.2 Select work space that is appropriately equipped for processing film and developing black and white photographs 1.3 Check that all aspects of work space comply with OHS requirements and workplace procedures 1.4 Organise materials and equipment required for printing proof sheets/test prints and photographs
2. Prepare to produce monochrome photographs	2.1 Clarify the concept for proposed photographs 2.2 Prepare materials and make proof sheets from black and white negatives 2.3 Evaluate proofs to identify images that match the concept 2.4 Select suitable techniques for enhancement or manipulation 2.5 Cut and file film
3. Produce final photographs	3.1 Experiment with ways of achieving the best outcome by using a range of techniques on a selection of negatives 3.2 Use and/or combine different techniques, equipment and materials to test, review and extend capabilities 3.3 Seek feedback on work in progress from relevant personnel as required 3.4 Produce photographs consistent with concepts and of a quality suitable for reproduction or display 3.5 Accurately document work progress according to workplace procedures
4. Restore work environment and resources	4.1 Clean and restore work environment to its original state 4.2 Clean and maintain equipment according to manufacturer instructions 4.3 Report damage to equipment according to workplace procedures 4.4 Store equipment according to workplace procedures and ensure readiness for future use

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and literacy skills to:

read and interpret written instructions

read and interpret technical data and material safety data sheets (MSDS)

learning skills to experiment with a range of monochrome processing techniques

numeracy skills to:

interpret technical charts and diagrams pertaining to monochrome processing procedures and techniques

calculate and measure materials required for image processing

planning and organising skills to set up equipment in a logical sequence

self-management skills to:

work to deadlines

comply with OHS requirements

technical skills to use equipment and materials to produce monochrome photographs.

Required knowledge

work space requirements for monochrome processing and printing techniques in a wet darkroom environment

physical properties and capabilities of the materials and equipment used in the processing and printing of monochrome photographs

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

elements and principles of design and how they may be used and adapted for monochrome photography processing and printing

traditions that inform photographic practice and how they may be used to inform own practice for processing and printing monochrome photographs

intellectual property issues and legislation associated with processing and printing monochrome photographs

environmental issues associated with the materials and equipment used in monochrome processing and printing techniques

organisational and legislative OHS procedures in relation to processing and printing monochrome work.

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 ability to: produce multiple monochrome photographs that: demonstrate the application of selected techniques consistent with concepts are suitable for display or reproduction.
Context of and specific resources for assessment	Assessment must ensure access to: materials, resources and equipment needed to produce monochrome photographs.
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 observation of the candidate using processing and printing techniques for monochrome photographs evaluation of photographs produced by the candidate verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of producing monochrome photographs 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: CUVPHI303A Process photo images to work-print and file stage.

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:	clients colleagues managers supervisors.
Features of an appropriately equipped work space may include:	benches electricity materials and equipment plumbing process-specific needs required darkroom layout safe lights storage facilities ventilation wet areas.
Materials may include:	chemicals for a range of emulsions data sheets for processing and developing different film types papers other than photographic papers surfaces for a range of emulsions: fabric glass perspex wood time/temperature charts.
Equipment may include:	a range of cameras of various formats contrast filters developing trays drying cabinet for negatives enlargers focus scope measuring jugs and stirrers negative carriers paintbrushes personal protective equipment (PPE) and clothing process tank safe lights scissors spirals sponges thermometer tongs.
Photographs may be:	a series or sequence prints on a range of photographic or other papers prints on: fabric glass metal wood unique state.
Concept may relate to:	design elements and principles: balance form line repetition tone scope of the photography: series unique state (e.g. photogram) subject matter or theme of photographs: caricature fauna flora issues: cultural political spiritual concerns landscape personal or imaginative narrative portraits still life the body.
Ways to prepare materials may involve:	consulting manufacturers’ sheets, data and charts consulting MSDS consulting time and temperature data preparing chemicals.
Techniques may include:	cyanotypes and/or other antique processes dodging and burning (selective exposure) emulsion transfer and liquid emulsions image modifications that are subject to specific regulations and standards image tone modification and toning making a pin hole camera and developing exposed film for this camera photograms and chemograms processing for archival permanence pseudo solarisation (sabattier effect) techniques for developing film from various formats techniques that manipulate the image: multiple exposure multiple printing using contrast control filters using a range of print developers: high contrast warm tone.
Ways to test capabilities may involve making:	proof sheets test strips work prints.
Ways to review techniques may involve:	adjustment to subject matter or theme adjustment to take account of principles of design for image making adjustment to use extended capabilities of techniques.
Ways to document work progress may involve:	diagrams discussion folder of data sheets and notes visual diary written reports.
Ways to clean and maintain equipment may involve:	ensuring all tools and equipment are dust free and lenses are clean removing reject prints replacing protective covers restoring equipment and settings.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI401A Capture images in response to a brief

Modification History

Version	Comments
CUVPHI401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to plan and set up a camera shoot using a range of image capture techniques with professional equipment.

This unit builds on the skills outlined in CUVPHI302A Capture photographic images.

Application of the Unit

People working as a photographer’s assistant apply the skills and knowledge in this unit. They could be employed in photography studios, media companies or corporations in any industry.

Photographs could be required for print and electronic media, and for a range of contexts such as weddings and special events, portraits, forensic photography, art photography, galleries, museums and specialist publications.

At this level experimentation and ongoing refinement are required to capture a wide range of images. Work is usually carried out independently, with supervision or guidance available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Interpret image capture briefs	1.1 Interpret the specifications of brief 1.2 Take user or client requirements into account when making design decisions 1.3 Identify and clarify any issues in relation to specifications, parameters and constraints in brief 1.4 Source and evaluate information pertinent to briefs
2. Prepare for camera shoots	2.1 Select camera systems and accessories and lighting consistent with the purpose for capturing images 2.2 Organise all other aspects of photo shoots according to brief 2.3 Plan shoots with due regard to safety procedures 2.4 Safely set up cameras, lighting, accessories and props to meet requirements
3. Capture images	3.1 Adjust/calibrate settings for camera exposure and subject lighting consistent with image capture requirements 3.2 Take into account the time-specific nature of action or movement of subjects when capturing images 3.3 Continuously review image capture process and techniques to ensure that requirements of brief are being met 3.4 Discuss work in progress where others are involved in the shoot and modify approach as required 3.5 Complete work progress documentation as required 3.6 Complete image capture work within agreed work parameters
4. Restore work area and equipment	4.1 Safely dismantle work area after use 4.2 Minimise and clean up waste according to safety requirements 4.3 Clean and maintain equipment according to manufacturer instructions 4.4 Report damage to equipment according to enterprise procedures 4.5 Store equipment according to workplace procedures and ensure readiness for future use

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to communicate ideas about, and approaches to, image capture

critical thinking skills to develop ideas and responses to photo imaging briefs

initiative and enterprise skills to experiment with image capture techniques to produce effects that enhance the final product

literacy skills to interpret photo imaging briefs, and safety and technical information

numeracy skills to:

interpret technical charts and diagrams

work within budget constraints

self-management skills to plan work tasks

technical skills to evaluate, adapt and integrate a range of image capture techniques

technology skills to use a range of digital and 35mm SLR cameras.

Required knowledge

image capture techniques for different purposes

physical properties and capabilities of the range of camera exposure systems

styles and types of photographs or images that are required in different industry sectors

how elements and principles of design may be used in photo imaging work

work space requirements for image capture work, including selection and set-up of work space for particular types of image capture

issues and challenges that arise in the context of photographic shoots

theoretical and historical contexts for photo imaging and how they may be used to inform own photo imaging practice, including other photographers, their work, ideas and techniques

intellectual property issues and legislation associated with image capture work

sustainability considerations related to photo imaging equipment and materials

OHS requirements for photo imaging shoots.

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 ability to: interpret briefs for image capture work demonstrate a well-developed command of image capture techniques use digital and 35mm SLR cameras and accessories to capture images according to the requirements of a brief.
Context of and specific resources for assessment	Assessment must ensure access to: materials, resources and equipment needed for image capture.
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 observation of the candidate undertaking image capture evaluation of images produced by the candidate questioning and discussion of image capture techniques and their use 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 and 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: CUVPHI403A Apply photo imaging lighting techniques.

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.

Specifications may refer to:	audience medium purpose style.
Briefs are usually prepared by a commissioning body or organisation and:	describe and specify work to be completed may be: diagrammatic verbal visual written.
Parameters and constraints may refer to:	considerations such as: contractual copyright ethical legal stylistic limitations on use of images production budget production requirements: camera format equipment and materials lighting location models or subjects number of photographs to be produced props suitability of image for different audiences timeframe.
Information pertinent to briefs may be about:	capabilities of equipment characteristics of materials and chemicals design standards health and safety industry standards technology.
Camera systems and accessories may include:	4 x 5 cameras associated electrical cabling cable releases equipment cases, bags and trunks exposure meters filters gaffer tape instant imaging film backs lighting equipment consistent with purpose of briefs macro and close-up systems motor drives portable generator range of lenses tools for assembling props tripods.
Camera systems and accessories must include:	120mm camera formats 35mm SLR cameras appropriate accessories for the above digital cameras.
Purpose of images may be:	close-up corporate editorial forensic illustrative landscape natural history photo-documentary portraiture press and public relations scientific sport still life technical to photograph the built environment work of art.
Aspects may include:	first aid kit gaffer tape light-sensitive media location models props subjects transport arrangements.
Exposure settings relate to exposure meter techniques, such as:	contrast evaluation incident reflected spot.
Time-specific nature of action may involve consideration of:	conjunction of elements decisive moment expression juxtaposition of elements/subjects with images meteorological information peak action.
Review of image capture process may involve:	checking that adjustments to cameras are correct and consistent with purpose for image capture reviewing digital images on camera or computer screens using instant film to review images.
Techniques may relate to:	activating auto focus setting depth of field: minimum and maximum hyperfocal points relationship formula between focal length, distance from subject, and aperture metering for exposure: contrast evaluation grey card incident reflected spot using focus lock and prefocus controlling perspective with focal length: flattened normal steepened working with moving subjects and motion: freezing movement with high shutter speed freezing movement with flash implying movement with second or rear curtain flash sync panning a moving subject implying movement with slow shutter speeds capturing a time exposure sequence.
Documentation may involve:	diagrams exposure calculations lighting schema monitoring planned costs against actual noting the amount of film used (planned against actual) storyboards time taken to complete tasks.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI402A Research and apply information on the traditions that inform photo imaging practice

Modification History

Version	Comments
CUVPHI402A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to collect, analyse and apply information on the broad traditions that inform photo imaging practice.

Application of the Unit

People working in all areas of photo imaging apply the skills and knowledge described in this unit. The focus of work may be commercial or artistic.

At this level, work would be undertaken independently with supervision or guidance available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research photo imaging traditions	1.1 Identify relevant sources of information on traditions to inform photo imaging practice 1.2 Identify and explore potential new and alternative sources that are relevant to own practice 1.3 Use formal and informal research techniques appropriately to access information 1.4 Organise research materials and findings for current and future use
2. Link research to photo imaging practice	2.1 Critically evaluate information in the context of own photo imaging practice and the work of others 2.2 Assess ways in which different aspects of the traditions of photo imaging practice may be used, adapted and challenged in own photo imaging practice 2.3 Develop positions in relation to the traditions of photo imaging practice to inform own current practice
3. Update and maintain knowledge of trends within own areas of photo imaging practice	3.1 Identify and use opportunities to update and expand knowledge of the traditions that inform photo imaging practice 3.2 Discuss application of knowledge of photo imaging traditions with appropriate people and incorporate feedback and ideas as required 3.3 Incorporate and integrate knowledge into own photo imaging practice

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas with others

critical thinking skills to make connections between own photo imaging practice and information gathered on photo imaging traditions

literacy skills to evaluate relevant sources of information on history and theory

planning and organising skills to source and evaluate information

self-management skills to:

work to personal goals

integrate knowledge of industry trends into own photo imaging practice

technology skills to access and download information from the internet.

Required knowledge

sources of information on the traditions that inform photo imaging practice

formal and informal research techniques to access information

evolution of the photographic image

current trends in photo imaging

intellectual property issues and legislation associated with sourcing, evaluating and applying research to own photo imaging practice.

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 ability to: review a range of information on photo imaging traditions and evaluate its relevance to own practice apply knowledge of photo imaging traditions to own practice.
Context of and specific resources for assessment	Assessment must ensure access to: materials, resources and equipment needed to source, identify and collect information.
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: review of case studies to assess ability to review information for application to different work contexts questioning and discussing candidate’s intentions and the work outcome slides or multimedia presentations 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 which interrupted schooling).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

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.

Sources may include:	film historical texts images internet journal articles objects oral histories scientific texts secondary texts stories technical or medium-specific information writings of cultural theorists and philosophers.
Information may relate to:	aesthetics criticism cultural issues gender and identity issues histories of: art crafts design photo imaging world land and place light linguistics new technologies philosophy politics signs and symbols spiritual concerns.
Exploring potential new and alternative sources involves accessing information in a culturally appropriate way and may also involve:	interviews with innovative photo imaging practitioners visits to: galleries laboratories manufacturers of specific photo imaging equipment and materials special events trade fairs.
Research techniques may include:	analysing and comparing information critical discourse discussion judgement note taking observation summarising.
Ways to organise research materials and findings may involve:	charts database diagrams files indices mind maps sketches.
Techniques employed to evaluate information may include:	comparing considering merit contrasting critiquing discussion and debate reflecting.
Developing positions involves examination of viewpoints within:	age in relation to human life culture ecology ethnicity gender philosophy politics race science spirituality.
Ways to update and expand knowledge may involve:	discussions with innovative practitioners in relevant areas of photo imaging practice participating in: conferences mentoring schemes seminars workshops using the internet visits to: events exhibitions laboratories manufacturers studios.
Appropriate people may include:	clients content experts copyright representatives current industry practitioners employers industry association representatives information professionals, such as librarians and museum staff managers mentors supervisors teachers.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI403A Apply photo imaging lighting techniques

Modification History

Version	Comments
CUVPHI403A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to select and apply lighting to a range of subjects in different work spaces.

Testing and tagging of electrical equipment must be carried out by a person with the relevant certificate of competency according to the performance specifications of Australian Standard 3760: 2000 In-service safety inspection and testing of electrical equipment and Australian Standard 3002: 1985 Electrical installations – shows and carnivals.

Application of the Unit

Photographers apply the skills and knowledge described in this unit. On large photo shoots, this role could be assigned to a photographer’s assistant. Photo shoots could be for the fashion industry, marketing and promotional activities, live entertainment events, as well as for film and television productions. Artists who use photography as a medium also apply these skills and knowledge.

At this level, work may be independent or supervised depending on the work context.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Set up lighting for photo shoot	1.1. Confirm lighting characteristics required for subjects in consultation with relevant personnel as required 1.2. Select lighting equipment and accessories that best fit the purpose of images 1.3. Determine work environment needs 1.4. Select appropriate camera system and accessories 1.5. Correctly assemble camera and lighting systems according to work requirements 1.6. Undertake work with due regard to safety considerations 1.7. Use equipment and materials in a manner that minimises waste
2. Light subjects	2.1. Position models and props as required 2.2. Test lighting techniques to determine their fitness for purpose 2.3. Adjust, modify and calibrate camera settings to meet lighting requirements 2.4. Work collaboratively with others when required to meet timelines associated with photo shoots
3. Complete and review shoot	3.1. Capture images using appropriate camera features 3.2. Review images against work requirements and adjust lighting as required 3.3. Document work process as required
4. Complete post-shoot activities	4.1. Safely clean and restore work environment to its original state 4.2. Clean and maintain equipment according to manufacturer instructions 4.3. Report damage to equipment according to organisational procedures 4.4. Safely transport and store equipment and materials and ensure readiness for future use

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

literacy skills to interpret written instructions, safety labels and procedures

numeracy skills to interpret technical charts and diagrams about lighting

planning and organising skills to assemble and test lighting equipment in a logical sequence

self-management skills to comply with OHS requirements and work to project parameters

technical skills to:

assemble and disassemble lighting equipment for photo shoots

use different types of light-measuring devices.

Required knowledge

electromagnetic spectrum as it impacts on photo imaging practice

colour temperature and colour synthesis in photo imaging practice

ways in which light-sensitive materials, including films and digital sensors, respond to light

effect of light on exposure of light-sensitive media

physical properties and capabilities of camera systems and lighting equipment used in the exposure of photographic film and digital sensors

elements and principles of design and their application to photographic lighting

theoretical and historical contexts of lighting for photo imaging and a range of other art forms

work, ideas and techniques of other photographers, especially with regard to lighting

issues and challenges that arise in the context of lighting photo shoots

sustainability considerations for photo imaging practice

OHS issues and procedures associated with lighting.

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 ability to: select appropriate camera and lighting equipment and accessories for range of different subjects in different physical environments apply appropriate lighting techniques to a range of different subjects in different physical environments.
Context of and specific resources for assessment	Assessment must ensure access to: materials, resources and equipment needed to select, set up, adjust and apply camera and lighting systems.
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 observation of the candidate setting up lighting equipment for a photo shoot and applying lighting techniques evaluation of lighting in images where the candidate was responsible for lighting review of case studies to assess knowledge of how to apply lighting techniques in a range of situations written or oral questioning to test knowledge as listed in the required knowledge section of this unit 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: CUVPHI401A Capture images in response to a brief.

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.

Subjects may include people or objects photographed for purposes, such as:	photo-documentary: the built environment the natural environment portraiture: formal candid scientific medical technical still life.
Relevant personnel may include:	supervisor manager client art director designer: set designer costume designer production designer director production manager make-up and hair personnel model.
Lighting equipment and accessories may include:	fibre optics floor pack electronic flash systems French flags and gobos light-modifying devices: scrims umbrellas honeycombs and grids soft boxes reflectors light absorbers portable (monobloc type) systems portable electronic flash portable photoflood and tungsten light systems exposure: grey card readings incident/reflective readings lighting ratio and brightness range readings off the film (OTF) and through the lens (TTL) plane metering spot meter readings light-sensitive materials: different types of film and electronic sensors response of light-sensitive material to different colours of light source light sources: candle flame and other ambient low light sources fluorescent lighting incandescent, tungsten and photoflood metallogenic and discharge lamps ultraviolet and infra-red.
Work environment needs may include:	chairs stools posing equipment and tables dust free environment electricity lighting: natural/available studio portable equipment and materials: ground sheets backgrounds portable generator ventilation and air conditioning work tables storage areas and facilities.
Camera systems and accessories may include:	120 camera 4 x 5 camera 35mm SLR camera cable release digital cameras and backs exposure meters film and media filters range of lenses tripods batteries camera stands.
Safety considerations include:	complying with federal, state and territory legislation, regulations and standards checking that electrical equipment is correctly tagged and tested ensuring that the work space is free of trip hazards.
Materials may include:	gaffer tape ground sheets power cables multi-outlet power boards for electrical equipment props transport cases equipment bags.
Techniques may include:	field of view framing dynamic range composition background effects colour balancing and the use of colour temperature meters and filters combined lighting and the illusion of movement feathering the light lighting for silverware lighting for textured surfaces lighting glassware and gloss ware lighting techniques for translucent surfaces painting with light shadowless lighting synchro sun and fill flash white balance and custom colour optimisation for electronic sensors techniques for special situations: scientific technical forensic.
Ways to adjust camera settings for lighting may involve:	aperture exposure lens focal length lens hoods shutter speed.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI404A Enhance, manipulate and output photo images

Modification History

Version	Comments
CUVPHI404A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes skills and knowledge required to apply techniques to image enhancement, manipulation, output and post-output processes. The manipulation and output processes are used to enhance and resolve the concept for the image.

Application of the Unit

People applying the skills and knowledge in this unit could be working in photo centres, specialised photo processing laboratories or in photography studios.

At this level, work may be independent or supervised depending on the work content.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Retrieve work prints or digital files	1.1 Clarify and confirm concept for final image in consultation with relevant colleagues as required 1.2 Identify and select work prints or files that are consistent with concept or brief
2. Plan image output	2.1 Identify and confirm qualities and characteristics of the work prints or files suitable for enhancement and manipulation 2.2 Resolve output strategies consistent with the purpose of the final image, including identification of constraints and requirement of specified image use
3. Prepare work environment for analog or digital work	3.1 Select work environment to meet requirements 3.2 Care for work environment so that it remains clean and safe during the production of work 3.3 Safely set up relevant equipment and prepare materials for the work
4. Enhance and manipulate the images	4.1 Select techniques for image manipulation and enhancement consistent with the concept, testing processes and purpose of the work 4.2 Select appropriate materials and equipment 4.3 Consider screen-based issues where appropriate 4.4 Apply selected techniques to enhance and manipulate the images to resolve them ready for output, which includes resolving output strategies
5. Output images	5.1 Select appropriate materials and/or equipment for output option 5.2 Safely output image by digital or analog means
6. Restore work environment and resources	6.1 Safely restore work area after use 6.2 Minimise and clean up waste according to safety requirements 6.3 Clean and maintain equipment according to manufacturer instructions 6.4 Store equipment according to workplace procedures and ensure readiness for future use

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

literacy skills to interpret written instructions, safety procedures and technical data

learning skills to experiment with a range of processing techniques

numeracy skills to:

interpret technical charts and diagrams

calculate and measure materials required for image processing

planning and organising skills to set up equipment in a logical sequence

self-management skills to:

comply with OHS requirements

work within required time parameters

technical skills to use equipment and materials to enhance photo images.

Required knowledge

physical properties and capabilities of the equipment and materials used in photo imaging for image enhancement, manipulation and output

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

elements and principles of design and how they may be used and adapted for image processing

intellectual property issues and legislation associated with image enhancement, manipulation and output

sustainability considerations associated with photo imaging materials and equipment used in images

OHS procedures in relation to photo imaging work.

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 ability to: output a body of images that demonstrates command of enhancement and manipulation techniques apply knowledge of processes and options for the enhancement of photo images.
Context of and specific resources for assessment	Assessment must ensure access to: relevant photo imaging materials, tools and equipment.
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 observation of the candidate using processing and outputting techniques evaluation of photographs produced by the candidate case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of image production 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: CUVPHI303A Process photo images to work-print and file stage.

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.

Final image may be for:	advertising medical and scientific report personal expression and art photo-documentary political commentary promotion social commentary.
Relevant colleagues may include:	client supervisor others working on the project.
Enhancement and manipulation techniques may include:	adjusting density and contrast adjusting levels and curves correcting colour digital tool box functions dodging and burning exploring different filters masking, multiple printing, and multiple exposure using a range of print developers using liquid emulsions using photo relevant menu.
Work environment may mean:	darkroom equipped with film developing requirements, appropriate lighting and plumbing digital context equipped with: computer, scanner, printer or other output devices safely installed and managed electrical cabling storage for software.
Equipment may include:	computer electronic storage devices imaging applications and software output devices relevant wet darkroom equipment scanner.
Techniques for image manipulation may involve:	digital techniques using a range of imaging applications, including Adobe Photoshop and features used by the photo imaging industry, such as: batch processing colour/contrast and density controls conversion to colour files to black and white images filters image assembly from multiple originals layers and channel operations masking text unsharp masking wet darkroom techniques: emulsion transfer and use of liquid emulsions general and local toning and bleaching high contrast techniques, including bas relief and tone-line image tone modification masking, multiple exposure, and multiple printing pseudo solarisation (sabattier effect) selective contrast control use of different print developers.
Materials may include:	a range of film types for black and white, colour transparencies and colour negative imaging a range of light-sensitive papers relevant chemicals for wet darkroom film and paper development storage folders and negative carriers.
Screen-based issues may relate to:	aliasing ambient light colour calibration colour management colour space pixelation resolution screen size WYSIWYG (what you see is what you get).
Output strategies may involve:	inks and pigments metamerism paper surfaces and types type of printer viewing conditions of output.
Output equipment may include:	analog: contact printers enlargers enlarging easel timers wet processing apparatus digital: dye sublimation emerging print technologies inkjet (desktop and large format) laser printers LED and CRT printers other print technologies: cyanotype digigraphs and compugrams gravure photolithography screen printing.
Output options may be:	digital print file film (colour transparency) hybrid technology photographic print, including black and white, and colour web.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI405A Develop self for photo imaging industry

Modification History

Version	Comments
CUVPHI405A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop the technical and conceptual skills required to work in a photo imaging environment.

Application of the Unit

People working in all areas of the photo imaging industry apply the skills and knowledge described in this unit. The effectiveness of any photo imaging activity is enhanced if practitioners are committed to improving their professional practice in both an artistic and business context.

At this level, conclusions drawn from research and experimenting with technology and techniques could involve challenging different points of view as part of the process of developing one’s own style. Work is carried out independently with supervision or guidance available as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Acquire and develop technical skills	1.1 Plan strategies for development of appropriate technical skills in photo imaging practice 1.2 Continuously improve technical skills through practice, feedback, discussion and evaluation 1.3 Explore capability of materials, tools and equipment as a means to continuously improve technical skills 1.4 Identify and use relevant sources of information to stimulate technical skills and development of own style
2. Develop conceptual skills and ideas	2.1 Discuss ideas with others and apply knowledge gained to inform own practice 2.2 Use work practice to gain experience in a range of genres and interpretations 2.3 Study the work of others to stimulate conceptual and technical skill development 2.4 Identify and use opportunities to develop own practice and keep informed about current photo imaging practice
3. Develop own style	3.1 Explore and experiment with new ideas in making and interpreting work 3.2 Explore and use technology where appropriate to expand own practice 3.3 Demonstrate own style through photo imaging project realisation
4. Evaluate own work	4.1 Seek and apply constructive criticism from more experienced practitioners 4.2 Evaluate own work against planned strategy for own photo imaging practice 4.3 Evaluate own work in the context of work by others to extend own practice 4.4 Adjust work processes and practice as necessary to improve technical, conceptual and commercial outcomes
5. Research work opportunities	5.1 Identify sources of information relating to work opportunities 5.2 Identify industry networks and promotional opportunities that may help in developing career opportunities 5.3 Incorporate research results and information into own work practice and career planning

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

critique and discuss new trends and technologies

discern and listen to advice from relevant people

use industry and community networks as sources of information

critical thinking skills to identify work-based opportunities to enhance technical and conceptual skills

learning skills to develop own style

literacy skills to interpret a broad range of information about the photo imaging industry

numeracy skills to interpret technical information on the photo imaging industry

planning and organising skills to plan integration of new ideas and techniques into own professional work practices

problem-solving skills to recognise and resolve workplace issues when implementing new technology into own professional work practices

research skills to access information relating to trends, emergent technologies, work opportunities and career planning in the photo imaging industry

technology skills to:

use photo imaging equipment relevant to own practice

keep up-to-date with advances in technology and apply them to own practice.

Required knowledge

information and resources available to develop self as photo imaging practitioner

current and emerging trends in photo imaging

physical properties and capabilities of the range of materials, equipment and processes used in photo imaging

other photo imaging practitioners, and their work, ideas and techniques

theoretical and historical contexts for photo imaging practice

photo imaging in the broader context of visual communication and other allied industries

intellectual property issues and legislation associated with photo imaging

sustainability issues associated with the equipment and materials used in photo imaging work

OHS procedures in relation to the use of photo imaging equipment, materials and techniques.

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 ability to: apply planned strategies to develop appropriate skills in photo imaging practice demonstrate work practice that develops own style through exploring and experimenting with new ideas in making and/or interpreting work use evaluation opportunities to inform and develop own technical and conceptual skills.
Context of and specific resources for assessment	Assessment must ensure access to: an environment where technical and conceptual skills can be developed and enhanced over time equipment for photo imaging practice and information about photo imaging.
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 reports written or oral questioning to test knowledge of professional development strategies review of folios, which may include photographic images (including digital construction) in artist’s books, boxed sets, print folios, exhibitions, through electronic media presentation devices, and installations case studies to assess candidate’s ability to research industry trends and emergent technologies problem-solving activities to assess candidate’s critical thinking skills review of portfolios of evidence review of third-party reports from experienced practitioners. Assessment methods should reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who 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: CUFIND401A Provide services on a freelance basis CUVPHI402A Research and apply information on the traditions that inform photo imaging practice.

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.

Strategies may include:	being involved in a range of relevant photo imaging activities communicating with peers experimenting with a range of photo imaging techniques identifying and using a range of opportunities participating in professional development and other learning opportunities participating in relevant associations undertaking training courses working effectively with mentor, trainer or assessor.
Technical skills may include skills in:	advertising editorial fashion illustration medical, technical and scientific photo and social-documentary photo imaging for a visual arts context photo imaging in a graphics and multimedia context press and public relations wedding and portrait.
Sources of information may include:	copyright and legal representatives discussions with innovative industry practitioners electronic and print media: news reviews articles employee associations employer listings exhibition catalogues and programs government bodies and associated publications induction kits industry associations industry information sheets internet job advertisements libraries and archives other sources of industrial relations information personal observations and experience photographic journals policy and procedures manuals reference books retail and wholesale suppliers of products and services technical publications union representatives websites word of mouth.
Development of own style may involve:	analysing and researching the work of others analysing conventions, practices and customs in photo imaging practice and allied creative industries developing a project and/or folio exploring elements and principles of photo imaging and allied creative industries.
Opportunities to develop own practice may include:	competitions events: community activities conferences exhibitions expositions festivals industry functions social events trade fairs floor talks at galleries lectures and seminars master classes membership of professional organisation/body symposiums visits to workplaces.
Strategies used to experiment with new ideas involve:	extending the possibilities of materials and equipment towards their full potential innovation.
Networks may include:	alumni organisations colleagues and teachers consumer organisations professional associations.
Promotional opportunities may include:	applications to funding bodies competitions exhibitions.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI516A Research the role and use of the photo image in visual communication

Modification History

Version	Comments
CUVPHI516A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce creative and innovative photo images using visual communication principles.

Application of the Unit

Practitioners in the photo imaging industry are required to consistently produce images that satisfy society’s demands of visual communication. A range of specialist skills and knowledge is required by photo image makers to inform their practice and facilitate the production of creative and innovative photo images.

This unit requires the self-directed application of skills and knowledge in order to research, apply and evaluate visual communication principles in the production of creative and innovative photo images.

This work is usually undertaken independently, with guidance where required.

Licensing/Regulatory Information

This unit describes the performance outcomes, skills and knowledge required to produce creative and innovative photo images using visual communication principles.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research principles and role of visual communication	1.1 Research historical and contemporary roles of the photo image in visual communication 1.2 Evaluate currency and credibility of information gathered and ensure research scope is sufficiently broad 1.3 Investigate theories behind the conceptualisation, production and use of the photo image 1.4 Evaluate the creation and implied meaning of the photo image in the context of its use 1.5 Investigate the modes and media of visual communication 1.6 Review and appraise a range of photograph and photo image themes in the context of visual communication theories
2. Use visual communication in photo imaging practice	2.1 Consider the intent and intended audience of visual communication in the production of photo images 2.2 Apply photo image themes and visual communication theories to the production of photo images 2.3 Use a range of visual communication modes and media to present photo images
3. Evaluate visual communication in photo imaging practice	3.1 Evaluate the effectiveness of visual communication in the production of photo images 3.2 Identify future opportunities, work directions, equipment needs and workflow changes resulting from the application of visual communication principles 3.3 Identify implications of visual communication as it applies to own creative and innovative practice

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

research skills to access and compare contemporary styles and conceptual and aesthetic approaches to the historical and contemporary photographic/photo imaging visual communication environment

critical thinking skills to:

recognise and address conceptual barriers to visual communication principles

reflect on and analyse own performance

literacy skills to interpret theories and themes on historical and contemporary photographic/photo imaging in the visual communication environment

numeracy skills to assess the financial viability of creative and commercial opportunities as they arise from trends and emerging technologies

communication skills to articulate research practices and methods

learning skills to review personal performance within the context of the photo imaging visual communication environment.

Required knowledge

contexts for the use of photo images within visual communication

copyright, moral rights, intellectual property and plagiarism issues within the historical and contemporary photographic/photo imaging visual communication environment

creativity and innovation processes that drives successful photo image making for visual communication

principles, theories and themes of photo imaging in the visual communication environment.

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 ability to: research and evaluate theories and themes on historical and contemporary photographic/photo imaging in the visual communication environment implement theories, themes and visual communication principles in own photo imaging practice review personal performance within the context of the photo imaging visual communication environment recognise copyright, moral rights, intellectual property and plagiarism issues.
Context of and specific resources for assessment	Assessment must ensure access to: sources of information on historical and contemporary photographic/photo imaging in the visual communication environment a range of modes and media used in the photographic/photo imaging visual communication environment.
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 review of third-party reports from experienced practitioners direct observation of candidate implementing visual communication principles in the production of photo images case studies to assess candidate’s ability to evaluate theories and themes in historical and contemporary photographic/photo imaging in the visual communication environment problem-solving activities to assess candidate’s critical thinking skills. 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.

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.

Theories may include:	art and design theories that impact on the use of the photographic image art movements that impact on and relate to photography/photo imaging human vision and perception narrative and story-telling science and technology social issues and movements theorists and commentators on art and the image, including: Ansel Adams Arthur Steiglitz Georgy Kepes John Berger Laslo Mohly-Nagy Minor White P H Emerson Robert Adams Roland Bathes Susan Sontag W Eugene Smith Walter Benjamin.
Context may include:	copyright and moral rights intellectual property plagiarism proof and evidence to communicate an idea to inform and educate to inspire to persuade (e.g. propaganda).
Modes and media may include:	combinations of: audio and visual material images and text still and moving images billboard images hybrid technologies images in an exhibition mass communication and single viewer newspapers and magazines television, internet and video streaming social media, such as blogs and tweets.
Themes may include:	abstraction advertising beauty culture gender identity landscape nature philosophical and classical themes religion reportage science and technology sexuality social issues the human condition the nude the photograph as truth the portrait.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI517A Research and exploit photo imaging trends

Modification History

Version	Comments
CUVPHI517A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to exploit creative and commercial opportunities as they arise from emerging trends in the photo imaging industry.

Application of the Unit

This unit applies to the photo imaging industry, which is constantly changing due to technological, societal and consumer demands. To retain industry currency, photo imaging practitioners need to identify emerging trends while evaluating, planning and implementing changes to their workflows, products and technology.

This unit requires the self-directed application of skills and knowledge in order to research, evaluate, plan, coordinate, manage and exploit emerging trends that arise in the photo imaging industry.

This work is usually undertaken independently, with guidance where required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research trends and emerging technologies in the photo imaging industry	1.1 Identify trends and emerging technologies using appropriate sources of information 1.2 Evaluate currency and credibility of information gathered and ensure research scope is sufficiently broad 1.3 Maintain accurate and comprehensive details of sources of information 1.4 Examine and clarify the implications and consequences of trends and emerging technologies 1.5 Critique and review trends and emerging technologies with relevant personnel
2. Exploit creative and commercial opportunities in the photo imaging industry	2.1 Use critical thinking techniques to identify creative and commercial opportunities as they arise from trends and emerging technologies 2.2 Clarify business objectives for exploiting creative and commercial opportunities 2.3 Assess entrepreneurial attitudes required to develop creative and commercial opportunities 2.4 Assess feasibility and commercial viability of exploiting creative and commercial opportunities 2.5 Identify and document business risk associated with exploiting creative and commercial opportunities 2.6 Exploit creative and commercial opportunities within photo imaging industry
3. Review adoption of trends and emerging technologies against photo imaging business practice	3.1 Review performance of exploited opportunities against personal and business objectives 3.2 Assess impact of adopting trends and emerging technologies on own photo imaging practice 3.3 Develop systems to identify and respond to future creative and commercial opportunities as they arise from trends and emerging technologies

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

literacy skills to interrogate and interpret a broad range of information on new photo imaging trends and technology

numeracy skills to assess the financial viability of creative and commercial opportunities as they arise from trends and emerging technologies

communication skills to:

critique and discuss new photo imaging trends and technology

communicate newly acquired knowledge with peers and/or employees

use industry and community networks as sources of information

critical thinking skills to identify creative and commercial opportunities

learning skills to seek expert advice when implementing new photo imaging trends and technology

planning and organising skills to:

interpret and respond to photo imaging briefs

budget for costs associated with the implementation of new technology

develop systems to respond to future creative and commercial opportunities

document research findings clearly and concisely

plan integration of new technology into own photo imaging practice

problem-solving skills to recognise and resolve workplace issues when implementing new technology into own photo imaging practice

technology skills to coordinate the installation of new technology.

Required knowledge

business implications and consequences of adopting photo imaging trends and technology

commonly used research methodologies, including copyright, moral and intellectual property issues associated with photo imaging research

current trends and emerging technologies in photography/photo imaging

OHS requirements relating to photography and computer usage

planning and review processes for photo imaging business.

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 ability to: research trends and emerging technologies within the photo imaging industry exploit creative and commercial opportunities that arise from trends and emerging technologies connect trends and emerging technologies to aspects of photo imaging work practices, such as: image lighting, acquisition, processing output and presentation industry-standard photo imaging workflows marketing and promotion of products and services review the impact of integrating trends and emerging technologies into photo imaging work practices.
Context of and specific resources for assessment	Assessment must ensure: access to: appropriate technology and sources of information to research trends and emerging technologies within the photo imaging industry an environment where creative and commercial photo imaging opportunities can be exploited appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners direct observation of candidate exploiting creative and commercial photo imaging opportunities case studies to assess candidate’s ability to research trends and emerging technologies problem-solving activities to assess candidate’s critical thinking skills. 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: CUVPHI516A Research the role and use of the photo image in visual communication CUVPHI518A Explore the descriptive and emotive nature of photo lighting CUVPHI519A Investigate and exploit innovative imaging options CUVPHI520A Produce an innovative presentation of professional work.

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.

Trends and emerging technologies may include:	advances in equipment and technology, including: capture and lighting equipment image processing output methods and presentation devices alliances with allied technologies and businesses changing nature of the marketplace, including: advertising and promotional opportunities, including marketing of products and services business structures and operational strategies copyright, industrial relations (IR), insurance and taxation funding policies and government initiatives new markets associated with market contraction and expansion new terminology photo imaging workflows social, political and environmental developments.
Sources of information may include:	copyright and legal representatives discussions with innovative industry practitioners electronic and print media, including news, reviews and articles employee association or union representatives, and other sources of IR information events, such as industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events government bodies and associated publications industry associations internet and social media libraries and archives, including text, film, video, sound and graphic lifestyle and contemporary issues magazines museums, galleries and studios national and international journals, such as artist, computing and design journals personal observations and experience professional competitions and awards professional development opportunities, such as training programs, seminars, conferences, exhibitions, symposiums, workshops and master classes retail and wholesale suppliers of products and services technical publications and reference books.
Relevant personnel may include:	early adopters mentors peers photographers photo imaging importers and suppliers professionals from allied areas speakers at conferences and seminars.
Critical thinking techniques may include:	analysing and evaluating actions and policies clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences reading and listening critically recognising contradictions transferring insights to new contexts using critical vocabulary.
Entrepreneurial attitudes may include:	ability to act on intuition and assumptions ability to think laterally and independently ability to work within ambiguity and uncertainty confidence in self and vision curiosity desire to take risks flexibility interest in pursuing new ideas.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI518A Explore the descriptive and emotive nature of photo lighting

Modification History

Version	Comments
CUVPHI518A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce creative and innovative photo images using photo lighting principles.

Application of the Unit

Every aspect of photo imaging practice is based on images created with and by light. Photo imaging practitioners are required to interpret lighting requirements for briefs, as well as determine appropriate lighting requirements for a range of subjects, both in the studio and on location.

The photo imaging practitioner is required to apply the special attributes of lighting to accurately describe or enhance a subject’s appearance. In advanced areas of photo imaging practice, the emotive power of the image is created by the selection and control of lighting and light quality.

This work is usually undertaken independently, with guidance where required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research light and its relationship to photo imaging	1.1 Identify and review historical and contemporary lighting techniques and technology for descriptive and emotive lighting 1.2 Identify and review contemporary theories on the nature of light for descriptive and emotive lighting 1.3 Identify and review photo imaging lighting technologies and their response to light 1.4 Evaluate currency and credibility of information gathered and ensure research scope is sufficiently broad 1.5 Prepare a shoot list for a range of lighting experiments and confirm lighting techniques and schema with appropriate people
2. Experiment with light and resolve lighting problems for complex subjects	2.1 Source and apply shoot requirements to identified range of lighting experiments 2.2 Explore interior and exterior subjects in a range of locations in the experimental process 2.3 Apply OHS processes and standards in the experimental process 2.4 Apply lighting techniques and technology in the experimental process 2.5 Review performance and adapt lighting techniques and technology in the experimental process
3. Apply descriptive and emotive lighting in a photo imaging context	3.1 Produce a series of photo images using appropriate lighting techniques and technology 3.2 Evaluate the effectiveness of lighting techniques and technology in the production of photo images 3.3 Wrap up process and reinstate equipment 3.4 Catalogue, store and maintain research reference material and work samples 3.5 Identify future opportunities, work directions, equipment needs and workflow changes resulting from application of photo lighting principles

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

photo imaging skills to:

archive, maintain and manage film and digital assets

create and optimise files and film to photo imaging industry standards

implement OHS and quality control procedures as they apply to a range of lighting techniques and technology

research skills to access and compare contemporary styles and conceptual and aesthetic approaches to lighting techniques and technology

critical thinking skills to:

reflect on and analyse own performance

recognise barriers to innovative possibilities arising from lighting techniques and technology

literacy skills to:

interpret business documents and contracts

obtain necessary permits and licences to operate equipment and work in special locations

numeracy skills to determine mathematical problems arising from technical processes associated with lighting techniques and technology

communication skills to:

explain and describe work practices and methods

negotiate with suppliers, models, creative teams and other stakeholders

learning skills to:

learn the operation of equipment

review personal performance within shoot context

upgrade knowledge required to work in varied locations

planning and organising skills to:

adhere to timelines within the experimental process

coordinate activities of models, assistants, and creative and production teams

organise shoots on location and in studio and prepare shoot management timelines

technology skills to check and reinstate equipment, studio and props.

Required knowledge

OHS procedures and standards associated with lighting techniques and technology

lighting techniques and technology to determine suitability for innovative and creative production purposes

traditions and contemporary issues that inform lighting techniques and technology.

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 ability to: research, identify, test and apply lighting techniques and technology implement OHS and quality control procedures when applying lighting techniques and technology review personal performance when applying lighting techniques and technology.
Context of and specific resources for assessment	Assessment must ensure: access to: a range of locations and studios for photo imaging shoots a range of photo imaging production equipment, such as cameras, computers, software, printers, lighting and accessories sources of information on allied industries’ lighting techniques and technology sources of information on lighting techniques and technology, such as magazines, newspapers, libraries and internet appropriate learning and assessment support when required opportunity for collaboration with or in allied industries, such as scientific, technical, film, television and theatre the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners direct observation of candidate applying lighting techniques and technology, implementing OHS and quality control processes and meeting deadlines case studies to assess candidate’s ability to evaluate lighting techniques and technology and their suitability for historical and contemporary contexts and themes problem-solving activities to assess candidate’s critical thinking skills. 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: CUVPHI516A Research the role and use of the photo image in visual communication CUVPHI517A Research and exploit photo imaging trends CUVPHI519A Investigate and exploit innovative imaging options.

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.

Lighting techniques and technology may include:	candles, matches and firelight car headlights and light trails film, television and theatre fireworks and sparklers galleries and displays Kirlian imagery natural light, including: lightning sunlight and starlight aurora photography/imaging lighting for studio or location Schlieren street lights supplementary and mixed lighting situations where images are made by ambient and supplementary illumination to: create colour effects enhance the colour depth of the subject emphasise parts of the subject balance the contrast that may be apparent from the principal illumination torches and spotlights ultrasound ultraviolet and infra-red sources x-rays and gamma rays.
Theories on the nature of light may include:	human vision nature of light, including: colour temperature electromagnetic spectrum inverse square law natural light phenomena reflection and absorbance terms used to define light quality and direction.
Photo imaging lighting technologies may include:	digital sensors dynamic range of input (capture) device and tonal clipping of output (printing) device exposure determination methods and devices: digital histograms dynamic range lighting ratios film emulsions merge to high dynamic range (HDR) meter types: colour temperature flash meter hand-held in-camera spot metering methods: colour and resolution targets evaluative grey cards incident off-the-film reflective metering modes: centre-weighted averaging matrix spot natural or ambient light: afterglow corpuscular rays (God beams and columns) mercury and sodium vapour lights mist and fog moonlight rain and storm rainbows smoke and haze sunlight sunrise and sunset reciprocity failure scan backs shooting in RAW studio and location lighting technology: combined ambient and flash electronic flash high-speed flash multi-flash and strobe painting with light southlight and northlight opening for natural light tungsten and photoflood use of gels to colour light sources use of transparent and translucent surfaces to place subjects on for shadowless effects tungsten, incandescent and fluorescent zone system.
Appropriate people may include:	members of relevant professional associations mentors and peers practising photographers, photo imagists and members of allied fields.
Shoot requirements may include:	hiring lighting and equipment locating specialist lighting technical experts obtaining legal access to locations (e.g. permits and site licences) and specialist lighting technology upgrading skills to operate specialist lighting technology and/or work in hazardous locations.
Range of locations may include:	agricultural and rural commercial and industrial indoors natural landscape studio underwater urban.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI519A Investigate and exploit innovative imaging options

Modification History

Version	Comments
CUVPHI519A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to investigate and exploit creative and innovative options in the production of photo images using a variety of imaging technologies and processes.

Application of the Unit

The photo imaging practitioner is required to resolve complex visual communications problems and create innovative images. In creating these images, the practitioner must interact with a range of imaging technologies (analog, digital, hybrid, traditional and emerging). These are part of the production workflow where images are captured, enhanced and output. The selection, application and adaptation of imaging technologies allow the practitioner to acquire unique and innovative images.

This work is usually undertaken independently, with guidance where required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research a range of imaging technologies	1.1 Critique and review historical, contemporary and emerging imaging technologies with appropriate people 1.2 Examine and clarify discipline, subject matter and themes of photography/photo imaging and their related imaging technologies 1.3 Identify and review the connection between imaging technology and the visual representation, attributes and opportunities of an image’s subject matter 1.4 Evaluate specialised imaging technologies and their corresponding imaging workflow 1.5 Evaluate currency and credibility of information gathered and ensure research scope is sufficiently broad
2. Create test images and evaluate attributes of imaging technologies	2.1 Acquire or gain access to specialised imaging technologies in cooperation with imaging specialists and suppliers 2.2 Identify and apply appropriate OHS processes and standards in use of specialised imaging technologies 2.3 Apply specialised imaging technologies and imaging workflow to create test images 2.4 Review personal performance in creation of test images
3. Create body of work using imaging technologies	3.1 Select appropriate imaging technology to create a body of work with specific subject matter or theme 3.2 Consider requirements of creative vision/product and adopt imaging workflow to create images 3.3 Review and adapt imaging workflow to ensure consistency of creative vision and product 3.4 Plan, prepare and organise body of work for presentation using appropriate technology and context 3.5 Review personal performance in creation of body of work and identify concepts for future research 3.6 Store and maintain reference journal of specialised imaging technologies 3.7 Document imaging workflow, reinstate equipment and archive imaging products appropriately

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

photo imaging skills to:

archive, maintain and manage analog and digital assets

competently operate imaging technologies along with design and allied technologies used within the imaging environment

create and optimise files and film to photo imaging industry standards

implement OHS and quality control procedures as they apply to all aspects of the imaging process

research skills to access and compare contemporary styles and conceptual and aesthetic approaches to photo imaging

critical thinking skills to:

reflect on and analyse own performance

recognise innovative imaging opportunities from research and testing processes

literacy skills to:

interpret technical information relating to the imaging environment

obtain necessary permits and licences to operate equipment and work in special locations

numeracy skills to determine mathematical problems arising from technical imaging processes

communication skills to:

engage with subjects and professionals in a meaningful and respectful way

explain and describe work practices and methods

negotiate with models, creative teams and project stakeholders

learning skills to:

learn the operation of equipment

review personal performance within project context

upgrade knowledge required to work in varied locations

planning and organising skills to:

coordinate activities of models and assistants

organise shoots on location or in studio and prepare shoot management timelines

technology skills to check and reinstate equipment, studio and props.

Required knowledge

OHS procedures and standards associated with imaging technology

imaging technology to determine suitability for innovative and creative production purposes

traditions and contemporary issues that inform imaging technology.

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 ability to: research, identify, test and apply innovative imaging concepts and technology implement OHS and quality control procedures when applying imaging concepts and technology review personal performance when applying imaging concepts and technology.
Context of and specific resources for assessment	Assessment must ensure: access to: a range of technology and media used in the broad imaging environment sources of information on the historical and contemporary imaging environment appropriate learning and assessment support when required opportunity for collaboration with or in allied industries the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners direct observation of candidate applying imaging technology, implementing OHS and quality control processes and meeting deadlines case studies to assess candidate’s ability to evaluate imaging technology and its suitability for historical and contemporary contexts and themes problem-solving activities to assess candidate’s critical thinking skills. 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: CUVPHI516A Research the role and use of the photo image in visual communication CUVPHI517A Research and exploit photo imaging trends.

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.

Historical, contemporary and emerging imaging technologies may include:	camera-less imaging processes and devices: digital scanners photocopiers photograms and chemigrams cameras: aerial low-tech (toy and single use) panorama pinhole cameras and camera obscura devices rangefinder SLR, including 35mm/120 film and digital capture/sensor underwater view camera (4 x 5, 5 x 7, 10 x 8) devices that produce books, magazines and newspapers enhancement technologies: analog and wet darkroom digital darkroom and imaging software applications historical cameras and techniques: ambrotype cyanotype daguerreotype Van Dyke brown and salted papers wet plate hybrid processes: digital back on a pinhole camera simulating and emulating analog effects via digital software techniques using an inter-negative from digital capture for contact printing processes (e.g. cyanotype, palladiotype and platinotype) output technologies, including all kinds of print-making, presentation and projection devices: analog and digital enlargers and printers/papers film writers inkjet, laser, dye-sublimation and thermal printers and media CMYK offset printing devices monitor/television screen display and/or data projector images screen printing and print-making processes thermo-autochrome (e.g. pictograph).
Appropriate people may include:	critics, commentators and polemicists members of relevant professional associations mentors and peers practising photographers, photo imagists and members of allied fields.
Discipline, subject matter and themes may include:	disciplines: art photo images commercial photo images domestic photo images illustrative photo images media photo images stock photo images technical photo images wedding clients subject matter and themes: abstraction advertising beauty culture gender identity landscape nature philosophical and classical themes religion reportage science and technology sexuality social issues the human condition the nude the photograph as truth the portrait.
Visual representation, attributes and opportunities may include:	controlling and displaying time imaging the passage of time integrating images into other technologies to provide a range of audio, sensory and tactile human experiences making images in which an emotive or emotional content is enabled by the selected imaging technology making images of subjects in environments that are too hot or cold, or too dangerous or life threatening for human observation pictorial representation of subjects normally beyond human vision, comprehension or understanding: making images where abstract concepts are explained using the representational opportunities provided by selected imaging technologies making minute things visible to the naked eye making subjects of immense distance visible presenting images in ways that enhance the communicative quality of the work.
Specialised imaging technologies may include:	aerial cameras high speed cameras non-visible electromagnetic spectrum: ultraviolet and infra-red imaging x-ray and gamma ray microscopy photo finish cameras remote sensing devices scanning electron microscopes telescopes thermal imaging three-dimensional imaging devices and software applications time and motion cameras ultrasound imaging.
Body of work may include:	electronic presentation exhibition of images magazine, newspaper or book portfolio of work.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI520A Produce an innovative presentation of professional work

Modification History

Version	Comments
CUVPHI520A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce an innovative presentation of creative photo imaging products.

Application of the Unit

Photographers working within the creative industries are often required to produce, present and continually update a presentation package or portfolio of their creative work.

This unit requires the self-directed application of skills and knowledge to research, plan, develop, compile, present and evaluate an innovative presentation package of creative photo imaging products.

This work is usually undertaken independently.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research and assess methodologies used in the presentation of creative products	1.1 Research best practice presentation methodologies using appropriate sources of information 1.2 Select and review presentation methodologies for own use and confirm with appropriate people 1.3 Evaluate the potential and required purpose of presentation methodologies for creative products 1.4 Evaluate the production requirements and content implications of selected presentation methodologies 1.5 Estimate production timeline, workflow and budget for the presentation of creative products
2. Plan a presentation of creative products	2.1 Use critical thinking techniques to design and plan a presentation concept 2.2 Select appropriate content that reflects the presentation’s required purpose 2.3 Design templates, prototypes and maquettes suitable to presentation concept 2.4 Confirm that production requirements and content implications are achievable within production timeline and budget 2.5 Obtain and accurately record copyright clearance on all sourced content 2.6 Review suitability of presentation’s design and content and confirm with appropriate people 2.7 Develop, test and proof presentation concept
3. Present creative products	3.1 Access presentation equipment suitable for production requirements and content implications 3.2 Present creative products using appropriate presentation methodologies 3.3 Monitor production requirements and content implications of presentation to ensure required purpose is met 3.4 Review projected and actual budget outcomes 3.5 Develop systems to identify and respond to future presentation opportunities

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

research skills to:

access information from reliable sources to inform decision-making process

compare contemporary and emerging styles, and conceptual and aesthetic approaches to presentation packages of creative product

numeracy skills to develop and maintain financial records for budgets

literacy skills to:

prepare text for business documents, pricing schedules and contracts

interpret a range of media from research

communication skills to:

critique and discuss best practice presentation methodologies

liaise with a range of service providers in the presentation of creative products

critical thinking skills to plan and implement presentation concepts

learning skills to develop and maintain skills in presentation technology

planning and organising skills to:

plan and implement project development processes

manage the workflow of research, concept development, production and post-production in the presentation of creative products

problem-solving skills to address presentation equipment malfunctions

technology skills to:

edit, enhance, manipulate and output photo images to industry standards for presentation purposes

apply and maintain quality control procedures for presentation purposes

use an extended range of digital media, design and presentation technologies.

Required knowledge

commonly used research methodologies

current and emerging trends in presentation technologies, including design, layout, typography, interactivity and accessibility

industry-standard and best practice presentation methodologies

OHS requirements relating to technology usage

visual communication forms relevant to the presentation of creative products.

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 ability to: research industry practice presentation methodologies design and realise presentation concepts present creative products in a manner suited to the intended audience and purpose.
Context of and specific resources for assessment	Assessment must ensure: access to: appropriate technology and sources of information to research industry-standard presentation methodologies industry-standard presentation packages and/or technology environment where a range of industry-standard presentation methodologies can be applied appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners direct observation of candidate presenting creative products case studies to assess candidate’s ability to research trends and emerging technologies problem-solving activities to assess candidate’s critical thinking skills. 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 any photo imaging unit or other units relevant to the industry sector, workplace and job role is recommended, for example: BSBMKG413A Promote products and services CUFDIG401A Author interactive media CUFDIG402A Design user interfaces CUFDIG403A Create user interfaces CUFDIG502A Design web environments CULMS008B Conceive, develop and realise exhibition designs.

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.

Presentation methodologies may include:	business cards and promotional folders CDs and DVDs digital media presentations digital media sequences with recorded sound: documentary (travel) fiction, stories and drama humour illustration as part of a longer presentation interpretative, including music, songs, poetry and prose personal comment on any subject digital/photo slide shows exhibitions of work in a variety of display spaces printed images, bound in book form or in folios websites and interactive or social media.
Sources of information may include:	book journals and book binders discussions with industry practitioners, such as visual and interactive media artists, and master craft workers electronic and print media, such as news, reviews and articles events, such as industry functions, conferences, trade fairs and expositions government bodies and associated publications internet libraries and archives, such as text, film, video, sound and graphic national and international journals, such as computing, design, video and interactive digital media personal observations and experience professional development opportunities, such as training programs, seminars, conferences, competitions, awards, exhibitions, symposiums, workshops and master classes relevant industry associations retail and wholesale suppliers of products and services technical publications and reference books.
Appropriate people may include:	employers future clients members of relevant professional associations mentors and peers practising photographers, photo imagists and members of allied fields.
Required purpose may include:	application submission: association membership grant or commission industry accreditation artistic commercial educational entertainment job interview marketing promotion, such as promotional give-away to prospective clients.
Production requirements and content implications may include:	appropriate output mediums (MP4, MOV, 3G) appropriate rhythm in picture and sound sequences appropriate selection, variation and speed of image transitions (dissolve, pan, zoom) calculating image numbers categorisation and sequencing of images choice and quality of photographic visual material continuity and aptness of sound with visual material cost for production of multiples image cropping image printing (desktop printer, darkroom, lab, bureau) mixing sound sources pictorial character of sequences printing, burning, binding, box making, or fabrication by self or others quality control: calibrating and optimising output devices checking service provider’s output against specification making colour match samples making specification documents scriptwriting and speaking and narrating size, mounting and weight viewing requirements: CD and DVD specifications data or slide projector for projected images exhibitions viewing locations, such as theatres, boardrooms and night sky projections visuals (colour and monochrome) website and interactive and social media.
Critical thinking techniques may include:	analysing and evaluating actions and policies clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences reading and listening critically recognising contradictions transferring insights to new contexts using critical vocabulary.
Content may include:	audio, video and DVD sequences paintings, drawings and illustrations photographs/photo images practitioner’s own creative work selections from existing stock libraries three-dimensional forms, packaging and sculptures.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI521A Produce commercial photo images

Modification History

Version	Comments
CUVPHI521A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce commercial photo imaging products for art directors and direct clients.

Application of the Unit

This unit applies to the production of commercial photo imaging products by advertising, architectural, commercial, fashion and industrial photographers. Working with limited or no supervision, commercial photographers usually respond to closed or open briefs supplied by art directors or direct clients. A normal commercial workflow requires liaison with designers, graphic designers, advertising agency creative team, art directors, post-production and pre-press coordinators. Commercial photographers are often responsible for supervising others (e.g. assistants).

This unit requires the application of skills and knowledge in order to respond to a brief, prepare quotes, plan and prepare shoots, process and optimise images, supply images to clients, bill clients, and liaise and consult with a range of associated and allied persons, work teams, government agencies and private enterprises.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Establish and define requirements for a range of commercial projects	1.1 Evaluate requirements of client brief for a range of commercial photo imaging shoots 1.2 Research sources of information for contemporary styles and conceptual and aesthetic approaches to similar commercial photo imaging shoots 1.3 Clarify sample layouts and other visual references with appropriate people 1.4 Prepare job, creative fee and usage estimates for a range of commercial photo imaging shoots 1.5 Meet with client to confirm shoot responsibilities and define and refine shoot requirements 1.6 Prepare terms, conditions and quotation for shoot according to client deadlines and check against initial estimate 1.7 Make agreement and complete contract with client or commissioning agent where applicable
2. Prepare for shoot	2.1 Research and adopt professional practice arrangements for shoot and confirm with appropriate people 2.2 Investigate site-specific OHS, licence and permit requirements 2.3 Consider shoot requirements and make test shots to refine skills for shoot 2.4 Prepare shoot management timelines and make appropriate shoot preparations 2.5 Negotiate with necessary parties for access to models, locations and other subjects
3. Shoot images, proof and optimise work to client specifications	3.1 Capture in-production images to agreed style and content within shoot context 3.2 Confirm any changes that occur during the shoot that may lead to cost variances with client or commissioning agent 3.3 Work with production team, proof images and seek feedback from client/art director on shoot progress and image selection 3.4 Optimise images and output creative product to agreed client specifications using industry standards 3.5 Prepare work for electronic or physical dispatch and presentation/publication within the shoot context 3.6 Prepare invoice or account for client 3.7 Deliver completed images/creative product to client with invoice or account and copy of licence, and confirm client satisfaction
4. Wrap up and review shoot	4.1 Check and reinstate equipment, studio and props 4.2 Catalogue and archive images or creative product appropriately 4.3 Maintain contractual and financial records for business and taxation purposes 4.4 Review client response and personal performance within shoot context 4.5 Identify future opportunities, work directions, equipment needs and workflow changes resulting from the shoot

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

photo imaging skills to:

create and optimise files

film to commercial photo imaging industry standards

research skills to:

compare contemporary styles and conceptual or aesthetic approaches to commercial photo imaging

maintain professional practice arrangements for commercial photo imaging

critical thinking skills to:

recognise and address barriers to effective photo imaging workflow

reflect on and analyse own performance

literacy skills to develop and interpret business documents and contracts

numeracy skills to:

develop and use complex spreadsheets

maintain contractual and financial records for business and taxation purposes

prepare budgets, quotations and invoices for clients

planning and organising skills to:

coordinate activities of models, assistants, and creative and production teams

interpret and respond to photo imaging briefs

organise shoots on location or in studio and prepare shoot management timelines

communication skills to:

establish and nourish industry links with clients, contractors and employees

make business presentations

negotiate prices and fair exchange of services with clients and project stakeholders

negotiate with and relate to clients, models, creative team and project stakeholders

seek feedback from client or art director on shoot progress and image selection

work effectively with diversity and deal empathetically with subjects

learning skills to review personal performance within shoot context

problem-solving skills to identify and rectify equipment malfunction or failure

teamwork skills to work with production and creative teams

technology skills to check and reinstate equipment, studio and props.

Required knowledge

architectural, advertising, commercial, fashion and industrial photo imaging practices and products

business practice, including partnerships, contracts, intellectual property, copyright, legal, moral, insurance, financial, budget, political, OHS, licences and permits

nature of relationship between photo imaging practitioner and the client/art director

procedures for selecting, testing and evaluating technology to determine suitability for commercial production purposes

traditions and contemporary issues that inform commercial photo imaging practice

protocols for working with government institutions and regulations relating to commercial photo imaging practice.

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 ability to: apply a typical workflow in commercial photo imaging professional practice interact and liaise with clients, art directors and associated professionals apply business, coordination and negotiation skills to own photo imaging work practices apply technical and imaging skills, including capturing and optimising commercial images.
Context of and specific resources for assessment	Assessment must ensure: access to: a range of photo imaging production equipment employed in a commercial context, such as cameras, computers, software, printers, darkrooms, lighting and accessories a range of locations and studios for commercial photo imaging shoots sources of information to research contemporary styles and conceptual and aesthetic approaches to commercial photo imaging appropriate learning and assessment support when required opportunity for collaboration with or in allied industries, such as design, fashion, make-up, food styling, engineering, architecture, graphic art and printing the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners direct observation of candidate applying a typical workflow in commercial photo imaging professional practice case studies to assess candidate’s ability to research contemporary styles and conceptual and aesthetic approaches to commercial photo imaging participation in and observation of professional design, advertising and photo imaging awards review of photo imaging products against commercial industry standards and service specifications. 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: CUVPHI516A Research the role and use of the photo image in visual communication CUVPHI517A Research and exploit photo imaging trends CUVPHI518A Explore the descriptive and emotive nature of photo lighting CUVPHI519A Investigate and exploit innovative imaging options CUVPHI520A Produce an innovative presentation of professional work CUVPHI529A Employ colour management in a digital imaging workplace.

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.

Client brief may include:	closed and open brief self-commissioned for folio or self-promotion.
Commercial photo imaging shoots may include:	advertising, both figurative and non-figurative internal and external architectural catalogue or corporate report fashion and food industrial, including small product or structural.
Sources of information may include:	contemporary media, such as newspapers, television and magazines internet sites interviews personal experiences professional awards professional libraries workshops, seminars and conferences.
Appropriate people may include:	members of creative teams: art directors client representatives designers members of relevant professional associations mentors and peers practising commercial photographers, photo imagists or members of allied fields.
Shoot responsibilities may include:	check estimate against budget and make necessary adjustments to date, props, location and talent confirm budget with client confirm legal aspects of the shoot, such as copyright, licensing issues and intellectual property rights control the creative product and the shoot negotiate and sign contract pay bills of third-party suppliers and service providers receive purchase order from client select and hire models select locations, props and backgrounds send confirmation and quotation to client and include: cover note creative fee and usage duration, media and region terms and conditions sign off on creative product.
Shoot requirements may include:	analog or digital capture technologies and supporting accessories creative product: how it is to be used what the client specifies food and accommodation hire options for equipment layout references models, props and backgrounds photo imaging lighting: ambient light painting/light tents light/shadowless tables mixed lighting multi-flash supplementary, such as electronic flash, tungsten and fluorescent processing requirements for image work created production team studio or internal/external location timelines for stages of commercial workflow transportation of team and equipment use of studio style or other as specified by client.
Professional practice arrangements may include:	contracts copyright, licensing and intellectual property rights creative product archive/digital asset management financial management insurance, including personal, public risk, accident and sickness, equipment completed creative product transportation and storage licences and permits model and property releases OHS project budget management.
Shoot preparations may include:	assemble and check all equipment brief assistants and other members of creative team conceptualise involvement in creative process confirm time, place and requirements for all aspects of the shoot that will be supplied by others undertake weather check for location shoots.
Shoot context may include:	agreed sign-off protocols application of teamwork and management skills conducive to a creative environment colour management specifications format and orientation of image provision of innovative suggestions and options to improve creative product scope of the brief technical requirements of creative product timelines.
Production team may include:	art director or direct client assistants for: camera equipment digital systems home economists location scout make-up artists, hairdressers and stylists post-production coordinators set builders.
Optimise images may include:	maintain quality and integrity of the digital data process files: capture digital negative RAW bit depth colour space digital asset management file dimensions and size in pixels file format, such as: joint photographic experts group (JPEG) portable document format (PDF) Photoshop Data (PSD) tagged image file format (TIFF) file naming, metadata, captions and inclusion of file information data multiple file formats transfer media, such as CD, DVD and internet uncompressed and compressed files retouch, enhance and photomontage (as requested) use appropriate colour space.
Creative product may include:	colour film transparencies to specified format digital files as specified prints to specified size, mounting and finish.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI522A Provide domestic portrait services

Modification History

Version	Comments
CUVPHI522A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to provide photo imaging services for domestic clients.

Application of the Unit

This unit applies to the provision of domestic portrait photo imaging services. The unit deals with documenting and producing in images key moments, moods and events based around families, individuals and gatherings. The domestic photographer creates and delivers images with a quality and consistency greater than that achieved by an enthusiast.

Domestic portrait images and creative products have no agreed resale value by the subject and are for personal collection or use. Domestic portrait photographers are often responsible for supervising assistants.

This unit aligns to the workflow associated with the professional domestic portrait photo imaging sector and requires the application of skills and knowledge to respond to the needs of domestic clients, prepare pricing schedules, plan and prepare shoots, process and optimise images, supply images and integrated presentation products, bill clients, and liaise/consult with a range of allied persons and work teams.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Select domestic photo imaging services to market to public clients	1.1 Research sources of information for contemporary styles and conceptual or aesthetic approaches to domestic subjects 1.2 Develop a studio style and determine its relevance and suitability to intended target audience 1.3 Develop work samples representative of studio style for marketing and promotional purposes 1.4 Prepare pricing schedule, order forms, terms of trade and contracts for domestic photo imaging services 1.5 Research and adopt professional practice arrangements for shoot and confirm with appropriate people 1.6 Promote and market domestic photo imaging services to potential clients
2. Liaise with client and prepare for shoot	2.1 Meet with client to confirm shoot responsibilities and define or refine shoot requirements 2.2 Employ empathetic questioning to determine and refine the required domestic photo imaging services 2.3 Consider shoot requirements and make test shots to refine skills for shoot 2.4 Prepare shoot management timelines and make appropriate shoot preparations 2.5 Negotiate with necessary parties for access to locations and other subjects
3. Shoot images, and proof and optimise work to client specifications	3.1 Capture images to agreed style and content within shoot context 3.2 Work with a production team, proof images and seek feedback from client on shoot progress and image selection 3.3 Optimise images to agreed client specifications using industry standards 3.4 Output optimised images and/or integrated presentation products to agreed client specifications using a range of service suppliers
4. Wrap up and review shoot	4.1 Maintain quality and working condition of equipment, studio and props 4.2 Review pricing schedule and prepare invoice for client 4.3 Review client response and personal performance within shoot context 4.4 Catalogue and archive optimised images and/or integrated presentation products appropriately 4.5 Maintain contractual and financial records for business and taxation purposes 4.6 Update work samples of domestic photo imaging services for marketing and promotional purposes 4.7 Identify future opportunities, work directions, equipment needs and workflow changes resulting from the shoot

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

photo imaging skills to:

create meaningful images in private and public spaces in a respectful manner

create, optimise and archive files and film to domestic photo imaging industry standards

use industry-standard digital media, design and presentation technologies

research skills to:

compare contemporary styles and conceptual or aesthetic approaches to domestic photo imaging

maintain professional practice arrangements for domestic photo imaging

critical thinking skills to:

recognise and address barriers to effective photo imaging workflow

reflect on and analyse own performance

literacy skills to develop and interpret business documents and contracts

numeracy skills to:

maintain contractual and financial records for business and taxation purposes

prepare budgets, quotations and invoices for clients

planning and organising skills to:

coordinate activities of assistants and production teams

interpret and respond to photo imaging briefs

organise shoots on location and in studio and prepare shoot management timelines

communication skills to:

develop rapport with subjects and recognise and overcome tension and nervousness that may arise from subjects having photographs taken

establish and nourish industry links with suppliers, contractors and employees

negotiate prices and fair exchange of services with clients and project stakeholders

relate to individuals and groups from a diverse range of age groups, religious, racial and cultural areas

resolve complaints and disputes

seek feedback from clients on shoot progress and image selection

work effectively with diversity and deal empathetically with subjects

learning skills to review personal performance within shoot context

problem-solving skills to identify and rectify equipment malfunction and failure

teamwork skills to work with a production team

technology skills to check and reinstate equipment, studio and props.

Required knowledge

domestic photo imaging practices and products

business practice, including partnerships, contracts, intellectual property, copyright, legal, moral, insurance, financial, budget, political, OHS, licences and permits

relationship between photo imaging practitioner and clients

procedures for selecting, testing and evaluating technology to determine suitability for domestic production purposes

traditions and contemporary issues that inform domestic photo imaging practice

protocols for working with government institutions and regulations relating to domestic photo imaging practice.

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 ability to: apply a typical workflow in domestic photo imaging professional practice interact and liaise with clients and associated professionals apply business, coordination and negotiation skills to own photo imaging work practices apply technical and imaging skills, including capturing and optimising domestic images.
Context of and specific resources for assessment	Assessment must ensure: access to: a range of photo imaging production equipment employed in a domestic context, such as cameras, computers, software, printers, darkrooms, lighting and accessories a range of locations and studios for domestic photo imaging shoots sources of information to research contemporary styles and conceptual or aesthetic approaches to domestic photo imaging appropriate learning and assessment support when required opportunity for collaboration with or in allied industries, such as designers, fashion stylists, make-up artists, hairdressers, processing labs/printers, bookbinders and presentation specialists the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners direct observation of candidate applying a typical workflow in domestic photo imaging professional practice case studies to assess candidate’s ability to research contemporary styles and conceptual or aesthetic approaches to domestic photo imaging participation in and observation of professional domestic photo imaging awards review of photo imaging products against domestic industry standards and service specifications. 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: CUVPHI516A Research the role and use of the photo image in visual communication CUVPHI517A Research and exploit photo imaging trends CUVPHI518A Explore the descriptive and emotive nature of photo lighting CUVPHI519A Investigate and exploit innovative imaging options CUVPHI520A Produce an innovative presentation of professional work CUVPHI529A Employ colour management in a digital imaging workplace.

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.

Sources of information may include:	contemporary media, such as newspapers, television and magazines internet and social media sites interviews personal experiences professional awards professional libraries workshops, seminars and conferences.
Domestic subjects may include:	adolescents babies and children celebration events, such as parties and family gatherings cultural and religious occasions engagement couples formals and debutantes glamour and boudoir graduations groups, such as school, social and sporting personal portraiture pregnant mothers seniors.
Studio style may include:	unique and recognisable photographic and print/album look, including factors such as: depth of field exposure compensation framing and cropping lens focal length point of view (POV) photography post-capture image treatment.
Domestic photo imaging services may include:	digital files for use on the internet or inclusion in personal digital media presentations and documents DVDs and digital media presentations framed, loose and mounted prints individual, couple and group portraits passports and identification documents prints in or for albums and books.
Professional practice arrangements may include:	contracts copyright, licensing and intellectual property rights creative product archive/digital asset management financial management insurance, including personal, public risk, accident and sickness, equipment, completed creative product, transportation and storage licences and permits model/talent and property releases moral and ethical codes of practice OHS project budget management.
Appropriate people may include:	members of production team members of relevant professional associations mentors and peers practising domestic photographers, photo imagists or members of allied fields.
Shoot responsibilities may include:	confirming legal aspects of the shoot controlling the creative product controlling the shoot negotiating and signing contract paying bills selecting locations, props and backgrounds.
Shoot requirements may include:	analog or digital capture technologies and supporting accessories creative product: how it is to be used what the client specifies hire options for equipment models, props and backgrounds photo imaging lighting: ambient mixed lighting supplementary, including electronic flash, tungsten and fluorescent processing requirements for image work created production team studio or internal/external location timelines for stages of domestic workflow transportation of equipment.
Shoot preparations may include:	assemble and check all equipment brief assistants and other members of creative team conceptualise involvement in creative process confirm time, place and requirements for all aspects of the shoot that will be supplied by others undertake weather check for location shoots.
Shoot context may include:	application of teamwork and management skills conducive to a creative environment colour management specifications format and orientation of image technical requirements of creative product developing rapport with subjects overcoming client tension or nervousness that may arise from subject having photographs taken studio style timelines.
Production team may include:	assistants child minders make-up and hairdressing post-production coordinators stylists.
Proof images may include:	presenting proofs in a viewing session: as contact sheets or proof prints to appropriate sizes as digital images (via camera display, on a computer screen, and/or projected by a data projector) as projected transparencies proofing methods.
Optimise images may include:	digital files as specified: bit depth colour space digital asset management file dimensions/size in pixels file format, such as: joint photographic experts group (JPEG) portable document format (PDF) Photoshop Data (PSD) tagged image file format (TIFF) file naming, captions and inclusion of file information data multiple file formats transfer media, such as CD, DVD and internet uncompressed and compressed files maintaining quality and integrity of the digital data processing RAW/JPEG files retouch, enhance and photomontage as requested.
Service suppliers may include:	bookbinders and album-makers digital media specialists external printers and framers in-house printers and framers.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI523A Produce media photo images

Modification History

Version	Comments
CUVPHI523A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce media photo images for newspaper and magazine editors.

Application of the Unit

This unit applies to the production of media photo images. Media photo imaging covers the production of images for publication in newspapers, magazines, reports and communications.

Media photographers usually work unsupervised, although they are often accompanied by journalists and may also work with a range of creative personnel, including make-up/beauty artists, fashion and/or food stylists, graphic designers and clients.

This unit aligns to the workflow associated with the press and public relations industry and requires the application of skills and knowledge in order to interpret and follow editor/editorial team assignments; work with journalists, graphic designers, members of the public and a range of professional personnel (e.g. police, firemen, ambulance, security guards); work in environments of charged human emotion and stress; undertake post-shoot processing and image optimisation; supply/transmit images in electronic or physical form; and liaise/consult with a range of associated and allied persons, work teams, government agencies and private enterprise.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Liaise with client to determine media assignment	1.1 Research sources of information for contemporary styles and conceptual or aesthetic approaches to similar subject material 1.2 Meet with editor, editorial/PR team or journalist to define or refine shoot requirements 1.3 Evaluate requirements of the media assignment and destination publication usage and confirm with appropriate people
2. Prepare for shoot	2.1 Consider shoot requirements, research and adopt professional practice arrangements for shoot, and confirm with appropriate people 2.2 Prepare shoot management timelines and make appropriate shoot preparations 2.3 Negotiate with necessary parties for access to locations and other subjects
3. Shoot images and optimise work to client specifications	3.1 Capture images within shoot context and record necessary detail for caption 3.2 Optimise images to necessary specifications using media industry standards and complete caption details 3.3 Output and transmit media product 3.4 Archive images appropriately
4. Wrap up and review shoot	4.1 Check and reinstate equipment 4.2 Review response from editor, editorial/PR team or journalist and consider personal performance within shoot context 4.3 Identify future opportunities, work directions, equipment needs and workflow changes resulting from the shoot

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

photo imaging skills to:

create meaningful images in private and public spaces in a respectful manner

optimise and create files and film, including FTP, to photo imaging industry standards

research skills to:

compare contemporary styles and conceptual or aesthetic approaches to media, press and public relations photo imaging

maintain professional practice arrangements for media, press and public relations photo imaging

critical thinking skills to:

recognise and address barriers to effective photo imaging workflow

reflect on and analyse own performance

literacy skills to write basic captions to accompany media photo images

numeracy skills to maintain records of travelling and out-of-pocket expenses for reimbursement purposes

communication skills to:

clarify access and release issues relevant to street photography, property releases and photographing in public spaces

deal empathetically and clearly direct subjects

negotiate access with subjects and media product developers

negotiate prices and fair exchange of services with clients and project stakeholders

recognise and overcome tension and nervousness in subjects

resolve complaints and disputes

seek feedback from clients on shoot progress and image selection

speak at editorial team meetings and maximise networking opportunities

work effectively with diversity

learning skills to review personal performance within shoot context

planning and organising skills to:

interpret and respond to photo imaging briefs

organise shoots on location or in studio and prepare shoot management timelines

problem-solving skills to identify and rectify equipment malfunction and failure

teamwork skills to work with an editorial/PR team

technology skills to check and reinstate equipment.

Required knowledge

business practice, including partnerships, contracts, intellectual property, copyright, legal, moral, insurance, financial, budget, political, OHS, licences and permits

media, press and PR photo imaging environment, including practices and products

moral and ethical issues relevant to media photo imaging

relationship between photo imaging practitioner and employers, the community, professional bodies and associations

procedures for selecting, testing and evaluating technology to determine its suitability for media photo imaging purposes

traditions and contemporary issues that inform media photo imaging practice

protocols for working with government institutions and regulations relating to media environment.

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 ability to: apply a typical workflow in media photo imaging professional practice apply coordination and negotiation skills to own photo imaging work practices apply technical and imaging skills, including capturing and optimising media images interact and liaise with clients, members of the public, community services personnel and associated professionals participate as an image provider within the media industry.
Context of and specific resources for assessment	Assessment must ensure: access to: a range of photo imaging production equipment employed in a media context, such as cameras, computers, software, printers, darkrooms, lighting and accessories a range of locations and studios for media photo imaging shoots sources of information to research contemporary styles and conceptual or aesthetic approaches to media photo imaging appropriate learning and assessment support when required opportunity for collaboration with or in allied industries, such as journalists/feature writers, graphic artists, fashion and food stylists, make-up artists and hairdressers the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners direct observation of candidate applying a typical workflow in media photo imaging professional practice case studies to assess candidate’s ability to research contemporary styles and conceptual or aesthetic approaches to media photo imaging participation in and observation of professional media photo imaging awards review of photo imaging products against media industry standards and service specifications. 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: CUVPHI516A Research the role and use of the photo image in visual communication CUVPHI517A Research and exploit photo imaging trends CUVPHI518A Explore the descriptive and emotive nature of photo lighting CUVPHI519A Investigate and exploit innovative imaging options CUVPHI520A Produce an innovative presentation of professional work CUVPHI521A Produce commercial photo images.

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.

Sources of information may include:	contemporary media, such as newspapers, television and magazines internet and social media sites interviews personal experiences professional awards professional libraries workshops, seminars and conferences.
Shoot requirements may include:	analog or digital capture technologies and supporting accessories hire or loan options for equipment media product: how it is to be used what the client specifies models, props and backgrounds photo imaging lighting: ambient mixed lighting supplementary, including electronic flash, tungsten and fluorescent processing requirements for image work created production team studio or internal/external location timelines for stages of media workflow transportation of equipment.
Destination publication usage may include:	advertorials corporate portraiture cover or lead image for article fashion features food general news glamour illustrative photo essay photomontage soft news sport spot news.
Appropriate people may include:	editors, pictorial editors and journalists members of professional associations mentors and peers practising domestic photographers, photo imagists and members of allied fields.
Professional practice arrangements may include:	archive/digital asset management and storage codes of practice applicable to content and truthfulness of images captured or optimised for publication copyright and licensing insurance, including personal, public risk, accident and sickness, and equipment licences and permits media product transportation moral rights and legal issues for media work OHS respect for individuals.
Shoot preparations may include:	assemble and check all equipment conceptualise involvement in creative process confirm time, place and requirements for all aspects of the shoot that will be supplied by others undertake weather check for location shoots.
Shoot context may include:	application of teamwork and management skills conducive to a media environment meetings with individuals, such as: entertainers or public figures members of the public politicians meetings with groups: ‘grip ’n grin’ presentation public rally or street march shoot locations, including: architectural and urban farm industrial or commercial premises motor vehicle, train or aeroplane crash sites parks and gardens performing arts theatre rural scene of a crime sports fields wilderness technical requirements for image to be optimised and transmitted direct from the site timelines.
Optimise images may include:	digital files as specified: bit depth colour space (RGB/CMYK) digital asset management file dimensions/size in pixels file format, such as: encapsulated postscript (EPS) joint photographic experts group (JPEG) portable document format (PDF) Photoshop Data (PSD) tagged image file format (TIFF) file naming, captions and inclusion of file information data multiple file formats transfer media, such as CD, DVD, intranet and internet uncompressed and compressed files maintain quality and integrity of the digital data process and scan film or download digital files review and edit images.
Media product may include:	analog images as prints and transparencies digital photo images.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI524A Make wedding photo imaging products

Modification History

Version	Comments
CUVPHI524A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to provide photo imaging services for wedding clients. The unit deals with the recording of key moments, moods and activities of a wedding day (including individual portraits) as well as presenting photo images in various forms.

Application of the Unit

This unit applies to the provision of wedding photo imaging services. The wedding photographer creates and delivers images with a quality and consistency greater than that achieved by an enthusiast.

Wedding images and creative products have no agreed resale value by the subject and are for personal collection or use. Wedding photographers work with a range of photographic service providers (e.g. processing, printing, mounting, framing and presentation services) and recording professionals (e.g. videographers) and are often responsible for supervising assistants.

This unit aligns to the workflow associated with the professional wedding photo imaging sector and requires the application of skills and knowledge in order to respond to the needs of wedding clients, plan and prepare shoots, process and optimise images, supply images and integrated presentation products, and liaise/consult with a range of associated and allied persons, work teams, government agencies and private enterprises.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop a range of wedding services based on a studio style	1.1 Research sources of information for contemporary styles and conceptual or aesthetic approaches to wedding photo imaging styles, subjects and locations 1.2 Develop a studio style and determine its relevance and suitability to intended target audience 1.3 Make test shots to refine studio style 1.4 Prepare sample albums representative of studio style for marketing or promotional purposes 1.5 Prepare pricing schedule, order forms, terms of trade and contracts 1.6 Research and adopt professional practice arrangements for wedding services and confirm with appropriate people 1.7 Promote and market wedding photo imaging services to potential clients
2. Liaise with client and prepare for shoot	2.1 Meet with client to confirm shoot responsibilities, shoot requirements and pricing schedule 2.2 Discuss assignment of copyright and licensing arrangements with client 2.3 Negotiate and complete contract with client using appropriate deposit and payment plan arrangements 2.4 Make appropriate shoot preparations
3. Shoot images, proof and optimise work to client specifications	3.1 Capture images within shoot context and be prepared for changed circumstances 3.2 Coordinate and work with a shoot team and seek feedback from client on shoot progress and image selection 3.3 Prepare proofs and samples and liaise with client to finalise creative product content 3.4 Optimise images and output creative products to agreed client specifications using industry standards
4. Wrap up and review shoot	4.1 Maintain quality and working condition of equipment, studio and props 4.2 Prepare work and final account for client for collection and payment 4.3 Review client response and personal performance within shoot context 4.4 Appropriately catalogue and archive images and files 4.5 Maintain contractual and financial records for business and taxation purposes 4.6 Update work samples of wedding photo imaging services for marketing or promotional purposes 4.7 Identify future opportunities, work directions, equipment needs and workflow changes resulting from the shoot

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

photo imaging skills to:

create meaningful images in private or public spaces in a respectful manner

optimise or create files or film to wedding photo imaging industry standards

use industry-standard digital media, design and presentation technologies

research skills to:

compare contemporary styles and conceptual or aesthetic approaches to wedding photo imaging

maintain professional practice arrangements for wedding photo imaging

critical thinking skills to:

recognise and address barriers to effective photo imaging workflow

reflect on and analyse own performance

literacy skills to develop and interpret business documents and contracts

numeracy skills to:

maintain contractual and financial records for business and taxation purposes

prepare pricing structures, payment plans, budgets, quotations and invoices for clients

planning and organising skills to:

coordinate activities of models, assistants, and creative and shoot teams

interpret and respond to photo imaging briefs

organise shoots on location or in studio and prepare shoot management timelines

learning skills to review personal performance within shoot context

problem-solving skills to:

identify or rectify equipment malfunction or failure

adjust for unforeseen or changed circumstances of the wedding shoot

teamwork skills to work with a shoot and post-shoot team

communication skills to:

conduct interviews and consultation

develop rapport with subjects and recognise and overcome tension and nervousness that may arise from subjects having photographs taken

establish and nourish industry links with suppliers, contractors and employees

make business presentations

negotiate prices and fair exchange of services with clients and project stakeholders

resolve complaints and disputes

seek feedback from clients on shoot progress and image selection

work effectively with diversity and deal empathetically with subjects

technology skills to check and reinstate equipment, studio and props.

Required knowledge

broad wedding photo imaging environment, including the styles, and where and how the image products are used

business practice, including partnerships, contracts, intellectual property, copyright, legal, moral, insurance, financial, budget, political, OHS, licences and permits

relationship between photo imaging practitioner and wedding clients

procedures for selecting, testing and evaluating technology to determine its suitability for wedding production purposes

traditions and contemporary issues that inform wedding photo imaging practice

protocols for working with government institutions/regulations relating to the wedding environment.

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 ability to: apply a typical workflow in wedding photo imaging professional practice apply business, coordination and negotiation skills to own photo imaging practice apply technical and imaging skills, including capturing and optimising wedding images interact and liaise with clients and associated professionals within the context of a wedding shoot, including empathetic communication skills work within a diverse range of cultural and religious practices and rituals in a wedding context.
Context of and specific resources for assessment	Assessment must ensure: access to: a range of photo imaging production equipment employed in a wedding context, such as album layout software, cameras, computers, printers, darkrooms, lighting and accessories a range of locations and studios for wedding photo imaging shoots sources of information to research contemporary styles and conceptual or aesthetic approaches to wedding photo imaging appropriate learning and assessment support when required opportunity for collaboration with or in allied industries, such as designers, fashion stylists, make-up artists, hairdressers, processing labs/printers, bookbinders and presentation specialists the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners direct observation of candidate applying a typical workflow in wedding photo imaging professional practice direct observation of candidate participating in wedding photo imaging events and making wedding photo imaging products case studies to assess candidate’s ability to research contemporary styles and conceptual or aesthetic approaches to wedding photo imaging participation in and observation of wedding photo imaging awards review of creative products against wedding industry standards and service specifications. 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: CUVPHI516A Research the role and use of the photo image in visual communication CUVPHI517A Research and exploit photo imaging trends CUVPHI518A Explore the descriptive and emotive nature of photo lighting CUVPHI519A Investigate and exploit innovative imaging options CUVPHI520A Produce an innovative presentation of professional work CUVPHI529A Employ colour management in a digital imaging workplace.

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.

Sources of information may include:	contemporary wedding or fashion media, newspapers, television and magazines internet and social media sites interviews personal experiences professional awards professional libraries workshops, seminars and conferences.
Wedding photo imaging styles may include:	contemporary ethnic, religious and cultural traditions magazine style photo-documentary/photo essay traditional.
Wedding subjects may include:	integration of subjects into architectural and landscape environments portraits of: couples formal and informal groups individuals wedding details: apparel and accessories automobiles and transportation vehicles cakes dresses flowers jewellery.
Wedding locations may include:	churches landscape environment: beaches, river and stream banks buildings and architectural public and private parks and gardens roadsides, fields and farmlands urban and rural photo imaging studio private homes reception rooms and hotels.
Studio style may include:	unique and recognisable photographic and print/album look, including factors such as: depth of field exposure compensation fragments and details framing and cropping lens focal length post-capture image treatment point of view (POV) photography use of abstraction.
Pricing schedule may include:	payment plans range of services or packages.
Professional practice arrangements may include:	contracts copyright, licensing and intellectual property rights creative product archive/digital asset management financial management and GST insurance, including personal, public risk, accident and sickness, equipment, completed creative product, and transportation and storage licences and permits model/talent and property releases OHS project budget management.
Appropriate people may include:	bridal agencies and wedding suppliers members of relevant professional associations mentors and peers practising wedding photographers, photo imagists and members of allied fields.
Shoot responsibilities may include:	confirming legal aspects of the shoot controlling the shoot controlling and signing off on the creative product liaising with bridal party and family to coordinate group shots negotiating and signing contract paying deposit and final account selecting locations, props and backgrounds.
Shoot requirements may include:	analog or digital capture technologies and supporting accessories creative product: how it is to be used what the client specifies duration of coverage hire options for equipment props and backgrounds photo imaging lighting: ambient mixed lighting supplementary, including electronic flash, tungsten and fluorescent processing requirements for image work created shoot team post-shoot team: album planners and designers digital media/audio visual producer image enhancement and retouching studio or internal/external location timelines for stages of wedding workflow transportation of equipment.
Shoot preparations may include:	assemble and check all equipment brief assistants, members of the shoot and post-shoot teams conceptualise involvement in creative process confirm time, place and requirements for all aspects of the shoot that will be supplied by others consider and implement strategies for back-up equipment in case of equipment loss or failure ensure personal grooming and presentation of self and team match client expectations negotiate access to locations with necessary parties undertake weather check for location shoots.
Shoot context may include:	agreed responsible parties for aspects of the shoot application of teamwork and management skills conducive to a creative environment client’s contractual agreement compassionate and empathetic considerations cultural requirements physical environments of the shoot time constraints for locations and associated professionals for the event.
Changed circumstances may include:	changes due to emotional state of the subjects changes to contractual arrangements equipment malfunctions inclement weather overlooked technical requirements physical changes of the location subject changes substitution of replacement photographer due to illness or unavailability.
Shoot team may include:	album planners and designers child minders post-shoot team: digital media/audio visual producer image enhancement and retouching shoot team: assistants fashion stylists make-up and hairdressers posers.
Creative products may include:	photo images as: digital files for use on the internet or for inclusion in personal digital media presentations or documents DVDs and digital media presentations framed prints loose prints mounted prints prints in or for albums and books.
Optimise images may include:	digital files as specified: bit depth colour space digital asset management file dimensions and size in pixels file format, such as: joint photographic experts group (JPEG) portable document format (PDF) Photoshop Data (PSD) tagged image file format (TIFF) file naming, captions and inclusion of file information data multiple file formats uncompressed and compressed files maintain quality and integrity of the digital data process RAW/JPEG files retouch, enhance and photomontage as requested transfer media, such as CD, DVD and internet.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI525A Plan, capture and exploit visual art photo images

Modification History

Version	Comments
CUVPHI525A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to participate in a photo imaging professional practice within the visual arts sector.

Application of the Unit

This unit applies to the production of visual art photo images and is based on the workflow associated with the art photo imaging industry.

This unit requires the application of skills and knowledge in order to conceptualise, research and initiate projects; undertake strategic planning and production tasks; manage finances; output visual art photo images to industry specifications; and liaise/consult with a range of associated and allied persons, work teams, government agencies and private enterprise.

Art photo imaging is undertaken within the visual arts community, and while art photographers usually work with limited supervision and guidance, they also work in creative team structures with team leaders and/or collaborators.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Conceptualise, research and initiate project opportunities	1.1 Research and identify relevant project opportunities using appropriate sources of information 1.2 Critique and review project opportunities with appropriate people and identify project concept 1.3 Consider application process where required and technical requirements of the project 1.4 Prepare a projected budget, timeline and supporting material for the application, submission and/or expression of interest 1.5 Complete and submit application, submission and/or expression of interest to relevant organisation
2. Prepare for project	2.1 Research and adopt professional practice arrangements for project and use documentation procedures of the workflow and associated functions 2.2 Capture, acquire and enhance developmental images to agreed specifications in order to illustrate potential project concepts 2.3 Integrate image products into production samples and maquettes 2.4 Critically evaluate production samples and confirm with client and/or other stakeholders
3. Create and present finished work	3.1 Capture, acquire, enhance and output images to agreed specifications and integrate into creative product 3.2 Continually review work quality and progress 3.3 Archive images appropriately for creative product 3.4 Pack work and transport to agreed location by appropriate methods 3.5 Present, display and/or install work to agreed specification
4. Exploit promotional and media opportunities for project	4.1 Identify and coordinate media and promotion opportunities for project 4.2 Prepare media statement and images for promotion 4.3 Supply media package to selected agencies and collect, collate and follow up on media response
5. Wrap up and review project	5.1 Document installation and collate progress images and documents of project 5.2 Complete contractual and financial requirements 5.3 Maintain contractual and financial records for business and taxation purposes 5.4 Review responses to the work from clients, stakeholders, peers and members of the public 5.5 Review personal performance within project context 5.6 Identify future opportunities, work directions, themes and concerns resulting from project

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

photo imaging skills to:

archive, maintain and manage film and digital assets

create and optimise files and film to photo imaging industry standards

exhibit, transport and display photo images in an art context

research skills to:

access information on all aspects associated with photo imaging shoots

compare contemporary styles and conceptual or aesthetic approaches to art photo imaging

maintain professional practice arrangements for art photo imaging

literacy skills to:

write artist’s statements and develop a résumé or curriculum vitae

interpret and develop business documents and contracts

obtain necessary permits and licences to operate equipment and work in special locations

numeracy skills to:

maintain contractual and financial records for business and taxation purposes

prepare budgets, quotations and invoices

critical thinking skills to:

recognise and address barriers to effective photo imaging workflow

reflect on and analyse own performance

problem-solving skills to identify and rectify equipment malfunction or failure

communication skills to:

attract and maintain sponsors

engage and negotiate with stakeholders in a meaningful and respectful way

establish and nourish industry links with suppliers, contactors and employees

explain conceptual basis for work in written and verbal contexts

negotiate prices and fair exchange of services

promote own photo imaging work in the media

resolve complaints and disputes

work effectively with diversity

learning skills to:

learn operation of equipment

upgrade knowledge required to work in the varied locations of art imaging

review personal performance within shoot context

planning and organising skills to:

coordinate activities of models, assistants, and creative and production teams

organise shoots on location or in studio and prepare shoot management timelines

technology skills to check and reinstate equipment, studio and props.

Required knowledge

business practice, including partnerships, contracts, intellectual property, copyright, legal, moral, insurance, financial, budget, political, OHS, licences and permits

relationship between artist and professional bodies or associations

procedures for selecting, testing and evaluating technology to determine its suitability for personal creative production purposes

traditions and contemporary issues that inform art photo imaging practice

working within the arts, media, gallery and exhibition environments.

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 ability to: apply a typical workflow in art photo imaging professional practice apply business, coordination and negotiation skills to own photo imaging work practices apply problem-solving skills to the creative process apply technical and imaging skills, including capturing and optimising art images conceptualise, research, initiate, design and present visual art projects interact and liaise with potential clients, commissioning agents, media agencies, peers and associated professionals.
Context of and specific resources for assessment	Assessment must ensure: access to: a range of photo imaging production equipment, such as cameras, computers, software, printers, darkrooms, lighting and accessories a range of locations and studios for art photo imaging shoots sources of information to research contemporary styles and conceptual or aesthetic approaches to art photo imaging appropriate learning and assessment support when required opportunity for collaboration with or in allied creative arts disciplines the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners direct observation of candidate applying a typical workflow in art photo imaging professional practice case studies to assess candidate’s ability to research contemporary styles and conceptual or aesthetic approaches to art photo imaging participation in or observation of art photo imaging awards review of creative products against industry standards and service specifications written and oral questioning or interview to test conceptual and technical soundness of project interpretation and creative product. 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: CUVPRP303A Select and prepare creative work for exhibition CUVPHI516A Research the role and use of the photo image in visual communication CUVPHI517A Research and exploit photo imaging trends CUVPHI518A Explore the descriptive and emotive nature of photo lighting CUVPHI519A Investigate and exploit innovative imaging options CUVPHI520A Produce an innovative presentation of professional work.

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.

Project opportunities may include:	art grants commission work self-commissioned work sponsorship opportunities.
Sources of information may include:	copyright and legal representatives discussions with innovative industry practitioners electronic and print media, such as news, reviews and articles employee association/union representatives and other sources of industrial relations information events, such as industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events government bodies and associated publications industry associations internet and podcasts libraries and archives, including text, film, video, sound and graphic lifestyle and contemporary issues magazines museums, galleries and studios national and international journals, such as artist, computing and design journals personal observations and experience professional competitions and awards professional development opportunities, such as training programs, seminars, conferences, exhibitions, symposiums, workshops and master classes retail and wholesale suppliers of products and services technical publications and reference books.
Appropriate people may include:	critics, commentators and polemicists curators and gallery staff members of relevant professional associations mentors and peers practising artists or members of allied fields.
Technical requirements may include:	allied and symbiotic technologies analog or digital technologies emerging technologies interactive and/or multimedia visual and non-visual communication technology.
Projected budget may include:	analysis of potential time spent on each aspect of project as a costed item at an appropriate rate other project expenses professional development costs for project professional services and fees promotion and marketing costs quotes for all projected production costs travel, accommodation and out-of-pocket expenses.
Supporting material may include:	artist’s statement, including how personal practice or capabilities would satisfy project requirements curriculum vitae or résumé developmental images or concepts documentation procedure documents referees.
Professional practice arrangements may include:	contracts copyright, moral rights and licensing financial management insurance, such as personal, public risk, accident and sickness, equipment, completed art in display, transportation and storage intellectual property rights licences and permits model and property releases OHS project budget management.
Documentation procedures may include:	photo-documentary record of key aspects of the project website, blogsite or online newsletter written reviews or research papers on progress.
Stakeholders may include:	architects and engineers community groups funding organisations project managers sponsors subjects chosen to illustrate the theme or concept.
Media and promotion opportunities may include:	feature articles news coverage opening events radio and television interviews reviews websites.
Media package may include:	artist statement curriculum vitae media release sponsor information supporting visual material, such as images, video footage and logos venue and opening dates and hours information.
Media response may include:	newspaper and magazines reports reviews television and radio coverage video and audio transcripts.
Contractual and financial requirements may include:	analysis of actual and projected project budget analysis grant acquittals invoicing project payments, including professional services, and hire of equipment and spaces written agreements for project.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI526A Produce technical photo images

Modification History

Version	Comments
CUVPHI526A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce technical photo images for institutional clients.

Application of the Unit

This unit applies to the production of technical photo imaging products by forensic, medical, scientific (including mining and environmental field officers) and museum/library photographers.

A normal technical workflow can require liaison with clients, subjects, marketing officers, creative/production teams, medical staff, scientific or technical staff, museum or gallery staff, police and forensic personnel, field officers, suppliers, contractors, employees and project stakeholders. Forensic, medical and scientific photographers may work independently or as part of a team but within an institutional structure as a team member.

This unit requires the application of skills and knowledge in order to respond to work requests, prepare quotes, plan and prepare shoots, process and optimise images, supply images to clients, bill clients and liaise, consult and negotiate with a range of associated and allied persons, work teams, government agencies and private enterprises.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Receive and interpret job request requirements	1.1 Evaluate requirements of job requests for a range of technical photo imaging projects and confirm with appropriate people 1.2 Research and adopt professional practice arrangements, management procedures and workflow requirements for a range of technical photo imaging projects 1.3 Prepare appropriate budget, and quote and contract for shoot
2. Prepare for shoot	2.1 Consider and apply special considerations for shoot 2.2 Investigate and adopt site-specific OHS, consents, and licence and permit requirements 2.3 Negotiate with necessary parties for access to and needs of shoot locations and subjects 2.4 Confirm technical requirements, shoot requirements and shoot responsibilities with appropriate people 2.5 Prepare shoot management timelines and make appropriate shoot preparations
3. Shoot images and optimise to client, brief and post-production specifications	3.1 Capture in-production images to the agreed style and content within shoot context 3.2 Work with production team and observe subject/client for feedback on shoot progress 3.3 Optimise images and output image product to agreed specifications using industry standards 3.4 Pack work for electronic or physical dispatch and deliver to agreed location by appropriate methods and within agreed timeframe 3.5 Conclude and maintain management procedures
4. Wrap up and review shoot	4.1 Check and reinstate equipment 4.2 Review response from clients and subjects 4.3 Review personal performance within shoot context 4.4 Identify future opportunities, work directions, equipment needs and workflow changes resulting from the shoot

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

photo imaging skills to:

archive, maintain and manage film and digital assets

create meaningful images in private and public spaces in a respectful manner

create and optimise file/film to technical photo imaging industry standards

research skills to:

access information on all aspects associated with technical shoots

compare against existing quality assurance (QA) and quality management (QM) procedures and best practice

compare contemporary styles and conceptual or aesthetic approaches to technical photo imaging

maintain professional practice arrangements for technical photo imaging

critical thinking skills to:

recognise and address barriers to effective photo imaging workflow

reflect on and analyse own performance

literacy skills to:

develop and interpret business documents and contracts

interpret QA and QM policy documentation

numeracy skills to:

maintain contractual and financial records for business and taxation purposes

prepare budgets, quotations and invoices for clients

communication skills to:

engage with patients and medical professionals in a meaningful and respectful way

explain and describe work practices and methods

liaise and negotiate with clients, subjects, marketing officers, creative/production teams, medical staff, scientific and technical staff, museum and gallery staff, police and forensic personnel, field officers, suppliers, contractors, employees and project stakeholders

obtain necessary permits and licences to operate equipment and work in special locations

learning skills to:

learn the operation of equipment

review performance against QA and QM processes

review personal performance within shoot context

upgrade knowledge required to work in varied locations of technical imaging

planning and organising skills to:

conduct an audit of QA and QM procedures

interpret and respond to photo imaging briefs

coordinate activities of models, assistants and production teams

organise shoots on location or in studio and prepare shoot management timelines

teamwork skills to:

deal empathetically with subjects in a variety of environments, including ones of a highly charged emotional and stressful nature

establish and nourish industry links with suppliers, contractors and employees

negotiate prices and fair exchange of services

recognise and overcome tension and nervousness in subjects

relate to the public and work team

resolve complaints and disputes

work effectively with diversity

technology skills to check and reinstate equipment, studio and props.

Required knowledge

business practice, including partnerships, contracts, intellectual property, copyright, legal, moral, insurance, financial, budget, political, OHS, licences and permits

forensic, medical, museum and scientific photo imaging environment, including practices and products

QA and QM systems and audits

relationship between practitioner and professional bodies and associations

procedures for selecting, testing and evaluating technology to determine its suitability for technical production purposes

traditions and contemporary issues that inform technical photo imaging practice

working with government institutions and regulations relating to technical photo imaging practice.

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 ability to: apply a typical workflow in technical photo imaging professional practice apply business, coordination and negotiation skills to own photo imaging work practices apply technical and imaging skills, including capturing and optimising technical images interact and liaise with clients, subjects, suppliers, contractors, employees, models, assistants, production teams, project stakeholders and associated professionals attain the required skills and permits critical to the performance of activities in specialised locations, such as: diving certificates mountaineering skills mining site permits and licences apply knowledge of special communication needs, confidentiality and cultural diversity requirements within the technical photo imaging environment. When assessing in a scientific context, evidence of competency against the following unit is also required: MSL974008A Capture and manage scientific images. When assessing in a medical context, evidence of competency against the following units is also required: BSBMED301B Interpret and apply medical terminology appropriately HLTIN301A Comply with infection control policies and procedures in health work. When assessing in a museum/library context, evidence of competency against the following unit is also required: CULMS205C Observe and report basic condition of collection.
Context of and specific resources for assessment	Assessment must ensure: access to: a range of photo imaging production equipment, such as cameras, computers, software, printers, darkrooms, lighting and accessories a range of locations and studios for technical photo imaging shoots sources of information to research contemporary styles and conceptual or aesthetic approaches to technical photo imaging appropriate learning and assessment support when required opportunity for collaboration with or in allied industries, such as marketing officers; graphic or web designers; commercial printers; medical, pathology, nursing or allied health staff; scientific or technical staff and police the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners direct observation of candidate applying a typical workflow in technical photo imaging professional practice case studies to assess candidate’s ability to research contemporary styles and conceptual or aesthetic approaches to technical photo imaging participation observation in professional technical or illustrative photo imaging awards review of technical image products against industry standards and brief specifications. 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: CUVPHI523A Produce media photo images CUVPHI527A Make illustrative images for publication and display CUVPHI529A Employ colour management in a digital imaging workplace.

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.

Technical photo imaging projects may include:	astronomical phenomena aerial biological (on site or in the field): animal botanical freshwater marine microscopic and macroscopic natural phenomena terrestrial buildings and construction sites copy work cultural, anthropology and archaeology (on site or in the field): artefacts human history object and subjects site documentation geological and mining (on site or in the field): landform and vegetation documentation metallurgy and crystallography mine sites and equipment medical (on site or in the field): clinical and patients dental ophthalmology pathology pre-surgical and surgical police and forensic (on site or in the field): accident sites coronial crime scene documentation evidence product and equipment.
Appropriate people may include:	members of relevant professional associations mentors, peers and team members practising institutional photographers, photo imagists and members of allied fields.
Professional practice arrangements may include:	contracts copyright, licensing and intellectual property rights financial management image archive/digital asset management image transportation and storage institutional workplaces insurance, including personal, public risk, accident and sickness, and equipment licences and permits model and property releases OHS project budget management.
Management procedures may include:	clinical governance: confidentiality image storage, archiving and data protection informed and voluntary patient consent institutional and public legal systems for photo imaging access to locations and subjects institutional internal financial systems institutional management systems internal job requests, numbering and logging systems patient admission procedures, including patient consent forms.
Workflow requirements may include:	liaising with other professionals professional development requirements for shoot sourcing specialised equipment sourcing technical information for shoot sourcing time schedules, such as operation lists.
Special considerations may include:	confidential, privacy or secrecy issues for shoot and subjects dealing with stressful situations, such as emergency departments, mortuaries and operating theatres knowledge of shoot context and subjects for safety or health issues personal protective equipment (PPE) recognising and overcoming tension and nervousness in subjects special needs of subject or patient.
Technical requirements may include:	colour management systems dynamic range of input (capture) device and tonal clipping of output (printing) device props, stands and backdrops special lighting requirements (e.g. fibre optics, infra-red, ultraviolet, dental lighting systems) special requirements of location specialised capture or scanning devices (e.g. microscope backs, electron microscopes, reflective and transmissive scanners) technical equipment required by shoot context.
Shoot requirements may include:	analog or digital capture technologies and supporting accessories food and accommodation hire options for equipment models, props and backgrounds photo imaging lighting: ambient mixed lighting supplementary, including electronic flash, tungsten and fluorescent processing requirements for image work created studio or location, including: internal or external aquatic aerial technical imaging product: how it is to be used what the client specifies timelines for stages of the workflow transportation of team and equipment.
Shoot responsibilities may include:	confirm legal aspects of the shoot, such as copyright, licensing and intellectual property rights control the environment and shoot context, such as: surgical team for operative context police professionals in a forensic or evidential context scientist in an experimental illustration context control the image product control the shoot internal billing negotiate and sign contract select locations, props and backgrounds sign off on product.
Shoot preparations may include:	assemble and check all equipment brief assistants and other members of team conceptualise involvement in creative process confirm time, place and requirements for all aspects of the shoot that will be supplied by others undertake weather check for location shoots.
Shoot context may include:	astronomical library, art gallery or museum medical or hospital, on location or in laboratory or studio mining (locations and laboratory) police or forensic location or laboratory public spaces and institutional administration spaces research or scientific location, laboratory or studio.
Production team may include:	administration representatives assistants: camera equipment digital systems audiovisual (AV) and telehealth representatives commercial printers design/construction specialists of customised shoot equipment graphic designers imaging product specialists, including audio, film and television location specialists marketing and promotion specialists medical specialists and technical teams post-production coordinators reprographics specialists scientific and educational professionals scientists and technicians specialists for field activities, including divers, mountaineers, boating/shipping specialists, pilots, machine operators, mapping specialists and rangers surgical teams.
Optimise image may include:	maintain quality and integrity of the digital data optimise, retouch, enhance and photomontage as requested and where appropriate output to natural scale (e.g. for court exhibit boards) process JPEG, RAW and DNG files use appropriate: bit depth colour space file dimensions/size in pixels file format, such as: joint photographic experts group (JPEG) portable document format (PDF) Photoshop Data (PSD) tagged image file format (TIFF) uncompressed and compressed files.
Image product may include:	archive and use appropriate digital asset management protocols and procedures black and white prints to a specified format colour film transparencies to a specified format digital files as specified: digital asset management file naming, metadata, captions and inclusion of file information/data transfer media, such as CD, DVD and internet prints to specified size, mounting and finish.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI527A Make illustrative images for publication and display

Modification History

Version	Comments
CUVPHI527A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce illustrative photo images for publication and display.

Application of the Unit

This unit applies to the production of images that are intended to visually communicate concepts, ideas and factual information in order to invoke emotive responses in the viewer. These images are destined for use in a wide range of publishing and display environments, including scientific, technical, book and magazine publications, promotion and the internet.

Working with limited or no supervision, illustrative photographers occasionally work with creative personnel, including agents, content specialists, editors, publishers, art directors, pre-press specialists, designers and clients. Illustrative photographers are sometimes responsible for supervising others (e.g. assistants).

This unit requires the application of skills and knowledge in order to respond to, conceptualise and interpret a brief or plan and prepare shoots, process and optimise images, supply image and/or integrated presentation product to clients, and liaise/consult with a range of associated and allied persons, work teams, government agencies and private enterprises.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Establish and define requirements for a range of illustration projects	1.1 Evaluate requirements for a range of illustrative photo imaging projects 1.2 Research sources of information for contemporary styles and conceptual or aesthetic approaches to similar illustrative photo imaging projects 1.3 Clarify sample layouts and other visual references with appropriate people 1.4 Prepare job, creative fee and usage estimates for a range of illustrative photo imaging projects 1.5 Meet with client to confirm shoot responsibilities and define or refine shoot requirements 1.6 Prepare terms and conditions and quotation for shoot according to client deadlines and check against initial estimate 1.7 Make agreement and complete contract with client
2. Prepare for shoot	2.1 Research and adopt professional practice arrangements for shoot and confirm with appropriate people 2.2 Establish a range of designs for products and content of product within the shoot context and confirm with client 2.3 Consider shoot requirements and make test shots to refine designs for creative product 2.4 Liaise with associated professionals for establishing publication or presentation arrangements 2.5 Investigate site-specific OHS, licence and permit requirements 2.6 Negotiate with necessary parties for access to props, locations, talent, apparel and fashion accessories 2.7 Prepare shoot management timelines and make appropriate shoot preparations
3. Shoot images, proof and optimise work to client specifications	3.1 Capture images within shoot context 3.2 Confirm with agency/client any changes that occur during the shoot that may lead to cost variances 3.3 Work with production team, proof images and seek feedback from client/art director on shoot progress and image selection 3.4 Optimise images and output creative product to agreed client specifications using industry standards 3.5 Prepare work for electronic or physical dispatch and presentation/publication within the shoot context 3.6 Prepare invoice or account for client 3.7 Deliver completed images/creative product to client with invoice or account and copy of licence and confirm client satisfaction
4. Wrap up and review shoot	4.1 Check and reinstate equipment, studio and props 4.2 Catalogue and archive images/creative product appropriately 4.3 Maintain contractual and financial records for business and taxation purposes 4.4 Review client response and personal performance within shoot context 4.5 Identify future opportunities, work directions, equipment needs and workflow changes resulting from the shoot

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

photo imaging skills to:

archive, maintain and manage film and digital assets

create and optimise files and film to illustrative photo imaging industry standards

exhibit, transport and display photo imaging products in an illustrative context

use an extended range of photo imaging, design and allied technologies within the illustrative environment

research skills to:

access information on all aspects associated with an illustrative shoot

compare contemporary styles and conceptual or aesthetic approaches to illustrative photo imaging

maintain professional practice arrangements for illustrative photo imaging

obtain necessary permits and licences to operate equipment and work in special locations

critical thinking skills to:

recognise and address barriers to effective photo imaging workflow

reflect on and analyse own performance

literacy skills to develop and interpret business documents and contracts

numeracy skills to:

develop and use complex spreadsheets

maintain contractual and financial records for business and taxation purposes

prepare budgets, quotations and invoices for clients

communication skills to:

engage with clients, subjects and professionals in a meaningful and respectful way

establish and nourish industry links with clients, contractors and employees

explain and describe work practices and methods

negotiate prices and fair exchange of services with clients and project stakeholders

negotiate with and relate to clients, models, creative teams and project stakeholders

resolve complaints and disputes

work effectively with diversity and deal empathetically with subjects

learning skills to:

learn the operation of equipment

review personal performance within shoot context

upgrade knowledge required to work in varied locations of illustrative imaging

planning and organising skills to:

coordinate activities of models, assistants, and creative and production teams

interpret and respond to photo imaging briefs

organise shoots on location or in studio and prepare shoot management timelines

problem-solving skills to identify and rectify equipment malfunction or failure

teamwork skills to work with a production team

technology skills to check and reinstate equipment, studio and props.

Required knowledge

nature of broad illustrative photo imaging environment, including scientific, technical, book and magazine publication, promotion, and how illustrative image products are used

business practice, including partnerships, contracts, intellectual property, copyright, legal, moral, insurance, financial, budget, political, OHS, licences and permits

procedures for selecting, testing and evaluating technology to determine its suitability for illustrative production purposes

traditions and contemporary issues that inform illustrative photo imaging practice

procedures for working with government institutions and regulations relating to the illustrative photo imaging environment.

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 ability to: apply a typical workflow in illustrative photo imaging professional practice apply business, coordination and negotiation skills to own photo imaging practice apply problem-solving activities arising from the creative process apply technical and imaging skills, including capturing and optimising illustrative images interact and liaise with clients and associated professionals.
Context of and specific resources for assessment	Assessment must ensure: access to: a range of photo imaging production equipment employed in an illustrative context, such as cameras, computers, software, printers, darkrooms, lighting and accessories a range of locations and studios for illustrative photo imaging shoots sources of information to research contemporary styles and conceptual and aesthetic approaches to illustrative photo imaging appropriate learning and assessment support when required opportunity for collaboration with or in allied industries, such as designers, scientists, educationalists, advertisers, pre-press specialists, processing labs/printers, bookbinders, publishers and presentation specialists the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners direct observation of candidate applying a typical workflow in illustrative photo imaging professional practice case studies to assess candidate’s ability to research contemporary styles and conceptual or aesthetic approaches to illustrative photo imaging participation in and observation of professional design, advertising and photography/photo imaging awards review of photo imaging products against illustrative industry standards and service specifications. 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: CUVPHI516A Research the role and use of the photo image in visual communication CUVPHI517A Research and exploit photo imaging trends CUVPHI518A Explore the descriptive and emotive nature of photo lighting CUVPHI519A Investigate and exploit innovative imaging options CUVPHI520A Produce an innovative presentation of professional work CUVPHI529A Employ colour management in a digital imaging workplace.

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.

Illustrative photo imaging projects may include:	book and magazine covers CD sleeves and covers creation of ‘visual identity’ images for commercial use design and capture of images for training materials (print and online) images for billboard signage images for display panels, conferences, trade displays and corporate promotions images for murals and commercial interior decoration scientific and technical subjects.
Sources of information may include:	contemporary media, such as newspapers, television and magazines exhibitions internet and social media sites interviews personal experiences professional awards professional libraries workshops, seminars and conferences.
Appropriate people may include:	members of relevant professional associations mentors and peers practising illustrative photographers, photo imagists and members of allied fields.
Client may include:	arts professional organisations commissioning agent community organisations government institutions marketing and promotion professionals scientific professionals self-commissioned.
Shoot responsibilities may include:	check estimate against budget and make necessary adjustments to date, props, location and talent confirm budget with client confirm legal aspects of the shoot, such as copyright, licensing issues and intellectual property rights control the creative product and the shoot negotiate and sign contract pay bills of third-party suppliers and service providers receive purchase order from client select and hire models select locations, props and backgrounds send confirmation and quotation to client and include: cover note creative fee and usage duration, media and region terms and conditions sign off on creative product.
Shoot requirements may include:	analog or digital capture technologies and supporting accessories creative product: how it is to be used what the client specifies hire options for equipment layout references models, props and backgrounds overall look and feel required to satisfy requirements of brief photo imaging lighting: ambient mixed lighting supplementary, including electronic flash, tungsten and fluorescent processing and pre-press requirements for image work created production team: assistants post-production coordinators studio or internal/external location technical considerations based on the technical requirements of the shoot timelines for stages of illustrative workflow transportation of equipment.
Professional practice arrangements may include:	contracts copyright, licensing and intellectual property rights creative product archive/digital asset management financial management insurance, including personal, public risk, accident and sickness, equipment, completed creative product transportation and storage licences and permits model and property releases OHS project budget management.
Shoot context may include:	application of teamwork and management skills conducive to a creative environment format and orientation of image pre-press specifications service being supplied style or concept required in creative product technical requirements of creative product timelines.
Creative product may include:	digital files for use on the internet or for inclusion in personal digital media presentations and documents DVDs and digital media presentations images for publication and display in or on: billboards books educational materials exhibitions magazines and newspapers scientific and technical publications websites marketing and promotional materials, such as posters mounted or framed prints photo images and photomontages.
Shoot preparations may include:	assemble and check all equipment brief assistants and other members of creative team conceptualise involvement in creative process confirm time, place and requirements for all aspects of the shoot that will be supplied by others undertake weather check for location shoots.
Production team may include:	assistants for: camera equipment digital systems content specialists and professionals post-production coordinators pre-press specialists set builders stylists.
Optimise images may include:	digital files as required by the industry and pre-press standards for output: bit depth colour space digital asset management file dimensions/size in pixels file format, such as: joint photographic experts group (JPEG) portable document format (PDF) Photoshop Data (PSD) tagged image file format (TIFF) file naming, metadata, captions and inclusion of file information data multiple file formats uncompressed and compressed files maintain quality and integrity of the digital data process RAW/JPEG files retouch, enhance and photomontage as requested transfer media, such as CD, DVD and internet.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI528A Plan, capture and exploit stock photo images

Modification History

Version	Comments
CUVPHI528A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce self-commissioned stock photo images.

Application of the Unit

This unit applies to the production of images that are self-commissioned by the photographer/photo imagist. Stock image photographers are often responsible for supervising others (e.g. assistants).

This unit requires the application of skills and knowledge in order to research possible subjects or locations suitable for stock photo imaging; conceptualise and create images of a specialised nature suitable for a broad range of uses; plan and prepare for shoots; undertake post-shoot processing and image product optimisation; supply images to image banks, libraries and visual resource management organisations; and liaise or consult with a range of associated and allied persons, work teams, government agencies and private enterprise.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop concepts for the creation of stock images	1.1 Research sources of information for contemporary styles and conceptual or aesthetic approaches for possible purchasers of images 1.2 Evaluate, test and refine the technical requirements for a range of stock photo imaging projects and confirm with appropriate people 1.3 Prepare pricing schedules, business documents, quotes, accounts and invoices where applicable
2. Prepare for the creation of stock images	2.1 Research and adopt professional practice arrangements for shoots 2.2 Consider shoot requirements and make test shots to refine skills for shoots 2.3 Prepare shoot management timelines and make appropriate shoot preparations 2.4 Negotiate with necessary parties for access to models, apparel, fashion accessories, locations and other subjects
3. Shoot images and optimise work to anticipated client specifications	3.1 Capture stock images to the preconceived style and content within shoot context 3.2 Check and reinstate equipment 3.3 Optimise images and output creative product to possible end-user specifications using industry standards 3.4 Label and archive images/creative product appropriately
4. Market images and review project	4.1 Place images into a commercial environment where sales can be made to end-users, and make direct contact with possible purchaser of images 4.2 Maintain contractual and financial records for business and taxation purposes 4.3 Review response from potential clients and/or image broker 4.4 Review personal performance within shoot context 4.5 Identify future opportunities, work directions, equipment needs and workflow changes resulting from the shoot

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

photo imaging skills to:

create meaningful images in private and public spaces in a respectful manner

optimise and create files and film to stock photo imaging industry standards

use industry-standard digital media, design and presentation technologies

research skills to:

compare contemporary styles and conceptual or aesthetic approaches to stock photo imaging

maintain professional practice arrangements for stock photo imaging

critical thinking skills to:

recognise and address barriers to effective photo imaging workflow

reflect on and analyse own performance

literacy skills to develop and interpret business documents and contracts

numeracy skills to:

maintain contractual and financial records for business and taxation purposes

prepare budgets, pricing schedules, quotations and invoices for clients

communication skills to:

engage with clients in a meaningful way and explain and describe work practices

establish and nourish industry links with suppliers, contractors and employees

liaise with clients/image brokers and make business presentations

negotiate prices and fair exchange of services with clients and project stakeholders

negotiate successful contracts and work agreements with clients

negotiate with and relate to clients, models, creative teams and project stakeholders

recognise and overcome tension and nervousness in subjects

resolve complaints and disputes

speak at marketing and networking opportunities

work effectively with diversity and deal empathetically with subjects

learning skills to review personal performance within shoot context

planning and organising skills to:

interpret and respond to photo imaging briefs

coordinate activities of models, assistants, and creative and production teams

organise shoots on location and in studio and prepare shoot management timelines

problem-solving skills to identify and rectify equipment malfunction or failure

teamwork skills to work with a production team

technology skills to check and reinstate equipment.

Required knowledge

business practice, including partnerships, contracts, intellectual property, copyright, legal, moral, insurance, financial, budget, political, OHS, licences and permits

relationship between practitioner and professional bodies and associations

procedures for selecting, testing and evaluating technology to determine its suitability for stock production purposes

products and practices of stock photo imaging environment, including practices and products

traditions and contemporary issues that inform stock photo imaging practice

working with government institutions and regulations relating to stock photo imaging practice.

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 ability to: apply a typical workflow in stock photo imaging professional practice interact and liaise with potential clients, image brokers and associated professionals apply business, coordination and negotiation skills to own photo imaging work practices apply technical and imaging skills, including capturing and optimising stock images.
Context of and specific resources for assessment	Assessment must ensure: access to: a range of photo imaging production equipment, such as cameras, computers, software, printers, darkrooms, lighting and accessories a range of locations and studios for stock photo imaging shoots sources of information to research contemporary styles and conceptual or aesthetic approaches to stock photo imaging appropriate learning and assessment support when required opportunity for collaboration with or in allied industries, such as designers, sports people, researchers, field scientists, tour operators and business owners the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners direct observation of candidate applying a typical workflow in stock photo imaging professional practice case studies to assess candidate’s ability to research contemporary styles and conceptual or aesthetic approaches to stock photo imaging participation in or observation in professional photo imaging awards review of stock image products against industry standards and service specifications. 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: CUVPHI516A Research the role and use of the photo image in visual communication CUVPHI517A Research and exploit photo imaging trends CUVPHI518A Explore the descriptive and emotive nature of photo lighting CUVPHI519A Investigate and exploit innovative imaging options CUVPHI520A Produce an innovative presentation of professional work.

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.

Sources of information may include:	contemporary media, such as newspapers, television, magazines image sourcing agencies, image banks and libraries internet and social media sites interviews personal experiences professional awards professional libraries workshops, seminars and conferences.
Technical requirements may include:	location requirements: aerial photography remote or urban photography terrestrial specialised locations, such as deserts; jungles; oceans, lakes and seas; and polar or ice and snow regions models, assistants, support crew and guides personnel needs specialist equipment requirements: batteries and power generation high-speed cameras survival gear telescopes and microscopes underwater cameras.
Stock photo imaging projects may include:	billboard signage book and magazine covers business CD sleeves and covers cultural activities and events current news topics display panels for conferences, trade displays and corporate promotions landscape lifestyles murals for commercial interior decoration natural history print and online training materials public figures representation of society and/or demographics sport underwater visual identity images for commercial use.
Appropriate people may include:	members of relevant professional associations mentors and peers practising stock photographers/photo imagists and members of allied fields.
Professional practice arrangements may include:	contracts copyright, licensing and intellectual property rights creative product archive/digital asset management creative product transportation and storage financial management and GST insurance, including personal, public risk, accident and sickness, equipment licences and permits model and property releases OHS project budget management.
Shoot requirements may include:	analog or digital capture technologies and supporting accessories creative product: how it is to be used what the client specifies hire options for equipment models, props and backgrounds overall look and feel to satisfy requirements of brief or style or shoot context photo imaging lighting: ambient mixed lighting supplementary, including electronic flash, tungsten and fluorescent assistant post-production coordinators processing requirements for image work created production team studio or internal/external location technical considerations arising from the technical requirements of shoot timelines for stages of stock workflow transportation of equipment.
Shoot preparations may include:	assembling and checking all equipment briefing assistants and other members of creative team involvement in concept development phase of creative process confirming time, place and requirements for all aspects of the shoot that will be supplied by others undertaking weather checks for location shoots.
Shoot context may include:	application of teamwork and management skills conducive to a creative environment colour management specifications format and orientation of image provision of innovative suggestions and options to improve: creative product service being supplied shoot personnel, including: park rangers tour operators and guides dive masters pilots assistants location scouts technical requirements of creative product timelines.
Optimise images may include:	digital files as specified: bit depth colour space digital asset management file dimensions/size in pixels file format, such as: joint photographic experts group (JPEG) portable document format (PDF) Photoshop Data (PSD) tagged image file format (TIFF) file naming, captions and inclusion of file information data multiple file formats transfer media, such as CD, DVD and internet uncompressed and compressed files maintaining quality and integrity of the digital data processing RAW/JPEG files retouch, enhance and photomontage as requested.
Creative product may include:	photo images and photomontages: digital files DVDs and digital media presentations.
Commercial environment may include:	image broker image library making direct contact with potential clients self-publishing or merchandising.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI529A Employ colour management in a digital imaging workplace

Modification History

Version	Comments
CUVPHI529A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to manage colour in a digital imaging workplace.

Application of the Unit

This unit applies to any digital imaging industry where digital files are captured, acquired, created, manipulated, integrated, enhanced, output, managed and archived to a variety of media in which colour accuracy is integral.

This unit requires the self-directed application of skills and knowledge to research, evaluate, plan, coordinate and manage the accuracy, consistency and integrity of colour in born digital and hybrid (digitised/scanned film or print) workflows.

This work is usually undertaken autonomously, with guidance where required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research history and apply theory of colour in a digital imaging context	1.1 Identify colour theories as they apply to the digital imaging context using appropriate sources of information and standards 1.2 Evaluate currency and credibility of information gathered and ensure research scope is sufficiently broad 1.3 Examine how colour is created, defined and managed in contemporary digital imaging devices 1.4 Investigate the areas of capture, display, output and archive spaces in contemporary digital imaging devices where colour management is critical to the production of a quality product 1.5 Maintain accurate and comprehensive details of sources of information and standards
2. Identify appropriate colour management systems and strategies and apply to a workplace	2.1 Identify and select appropriate colour management systems and strategies for specific digital imaging devices 2.2 Evaluate suitability of selected colour management systems and strategies in terms of relevance and cost efficiency 2.3 Adopt and adapt selected colour management systems and strategies to digital workplace
3. Review and update colour management strategies	3.1 Review performance and assess impact of adapted colour management systems and strategies 3.2 Develop systems to update and respond to future colour management systems and strategies as they arise from emerging technologies and workplace practices

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

research skills to access information on colour theory and management

literacy skills to interrogate and interpret a broad range of information on colour theory and management

numeracy skills to understand numeric values and meaning against colour theory and how RGB, CMYK and LAB colour values are quantified

communication skills to:

critique and discuss colour theory and management

use industry and community networks as sources of information

critical thinking skills to identify best practice options and adopt and adapt colour management strategies

problem-solving skills to:

recognise and resolve workplace issues when adopting and adapting colour management systems into digital workplace

solve colour issues

learning skills to seek expert advice when adopting and adapting colour management strategies

planning and organising skills to:

develop strategies to respond to future colour theory and management strategies

document research findings clearly and concisely

plan integration of colour management strategies into digital workplace practice

technology skills to coordinate the installation of colour management systems.

Required knowledge

colour theories and their application to colour management systems

commonly used research methodologies

current trends and emerging technologies in colour management systems

OHS requirements relating to computer usage.

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 ability to: research colour theory and digital colour management systems and strategies evaluate and adapt appropriate digital colour management systems and strategies maintain and review digital colour management systems and strategies.
Context of and specific resources for assessment	Assessment must ensure: access to: appropriate technology and sources of information to research colour theory and digital colour management systems and strategies an environment where a range of digital imaging devices and colour management systems can be applied appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners direct observation of candidate’s evaluation, adaptation and management of appropriate colour management practices and strategies case studies to assess candidate’s ability to evaluate workplaces and use digital colour management practices and strategies problem-solving activities to assess candidate’s critical thinking skills. 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.

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.

Colour theories may include:	colour charts, including: colour look-up tables (CLUTs) Indexed Colour Pantone Matching System Web Safe Colour colour/light measurement: Angstrom candela colour frequency colour rendering index (CRI) colour temperature Kelvin Lumens Lux Mired nanometres wavelength colour spaces, including: Adobe RGB (1998) Atkinson Bruce RGB CMYK ColorMatch RGB Epson RGB (2001) Fraser and EktaSpace greyscale HiFi colour spaces (e.g. Hexachrome) LAB ProPhoto RGB sRGB wide gamut RGB xvRGB xvYCC YCbCr colour synthesis (additive and subtractive colour) colour systems and models, including: Chamber of Commerce Colour Chart (CCIC) Commission Internationale de l’Eclairage (CIE): Lab, Luv, XYZ Herring’s opponent processes model HSL HSV Munsell colour atlas Natural Colour System (NCS) Ostwald Surface Colour System Practical Colour Coordinate System (PCCS) subjective versus objective Young-Helmholtz’s tri-pigments model colour theorists, including: Isaac Newton – Opticks Johann Wolfgang von Goethe – Theory of Colours Michel-Eugène Chevreul – The Law of Simultaneous Colour Contrast Hermann Günther Grassmann – Grassmann’s Law Hermann Ludwig Ferdinand von Helmholtz – Handbook of Physiological Optics Ewald Hering – colour opponency or opponent process theory Ogden Rood – Modern Chromatics Albert Munsell – Munsell Book of Color Wilhelm Ostwald – Color Atlas Wassily Kandinsky, Johannes Itten, Faber Birren, Josef Albers Chenguang Lu – Decoding Model: A Symmetrical Zone Model of Color Vision human vision nature of light (e.g. electromagnetic spectrum, natural light phenomena).
Digital imaging context may include:	any digital imaging workplace where colour management is required, including: designer’s studio digital media studio film and television studio photography studio photo imaging lab or bureau pre-press bureau.
Sources of information may include:	discussions with industry practitioners electronic and print media, such as news, reviews and articles events, such as industry functions, conferences, trade fairs and expositions government bodies and associated publications industry association digital standards internet libraries and archives, such as text, film, video, sound and graphic national and international journals, such as artist, computing and design journals personal observations and experience professional development opportunities, such as training programs, seminars, conferences, competitions, awards, exhibitions, symposiums, workshops and master classes retail and wholesale suppliers of products and services technical publications and reference books.
Standards may include:	ISO 15076-1:2005 Image technology colour management – Architecture, profile format and data structure – Part 1: Based on ICC.1:2004-10 (Profile version 4.2.0.0) Image technology colour management – Architecture, profile format, and data structure ISO 12646:2004 Graphic technology – Displays for colour proofing – Characteristics and viewing conditions ISO 3664:2000 Viewing conditions – Graphic technology and photography IEC 61966-9 Multimedia systems and equipment – Colour measurement and management – Part 9: Digital cameras IEC 61966-8 Multimedia systems and equipment – Colour measurement and management – Part 8: Multimedia colour scanners IEC 61966-7-1 Multimedia systems and equipment – Colour measurement and management – Part 7-1: Colour printers – Reflective prints – RGB inputs IEC 61966-4 Multimedia systems and equipment – Colour measurement and management – Part 4: Equipment using liquid crystal display panels IEC 61966-3 Multimedia systems and equipment – Colour measurement and management – Part 3: Equipment using cathode ray tubes IEC 61966-2-1 and IEC 61966-2-1-am1 Multimedia systems and equipment – Colour measurement and management – Part 2-1: Colour management – Default RGB colour space – sRGB IEC 61966-2-2 Multimedia systems and equipment – Colour measurement and management – Part 2-2: Colour management – Extended RGB colour space – scRGB IEC 61966-2-4 Multimedia systems and equipment – Colour measurement and management – Part 2-4: Colour management – Extended-gamut YCC colour space for video applications – xvYCC ISO 22028-1:2004 Photography and graphic technology – Extended colour encodings for digital image storage, manipulation and interchange – Part 1: Architecture and requirements (ISO TC42) ISO 12234-4: Photography – Electronic still-picture imaging – Part 4: Exchangeable image file format (Exif 2.2) (ISO TC42) IEC 61966-5 Multimedia systems and equipment – Colour measurement and management – Part 5: Equipment using plasma display panels.
Digital imaging devices may include:	cameras computer hardware and software output devices: data projectors desktop printers film writers graphic arts printers image setters lab or bureau printers output to screen based display scanners self-contained capture backs (microscopes and telescopes) video.
Quality product may include:	computer or game software digital images documents for output via: CMYK printing presses desktop printers film writers LED and CRT printers wide format inkjet printers interactive sequences videos websites.
Colour management systems and strategies may include:	calibration devices: colourimeters devices for camera, screen, scan and output calibration spectrophotometer profiling: canned and custom profile colour and resolution targets for scanning and/or digital camera capture device-dependent and device-independent embed, apply, discard and convert profile options ICC profiles reference cards and printer colour reference swatch books workplace environment: airborne pollutants ambient lighting controlled viewing conditions temperature and humidity WYSIWYG (what you see is what you get) and closed loop system: colour management policies colour picker colour space gamut and gamut warnings dynamic range gamma hue and saturation rendering intents soft proofing white and grey balance and black point.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI530A Prepare digital images for pre-press processing

Modification History

Version	Comments
CUVPHI530A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to prepare client image files for pre-press processing.

This unit is based on CUVGRD301A Prepare files for publication and ICPPP430A Manage colour, and has been contextualised for application to the photo imaging industry.

Application of the Unit

This unit applies to the digital imaging industry where image files require processing before printing. It requires the self-directed application of skills and knowledge to prepare digital images for pre-press processing.

This work would usually be carried out independently although guidance would be available if required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Consult with pre-press bureau about formatting requirements	1.1 Source a checklist for printing requirements from appropriate people and follow throughout preparation process 1.2 Obtain relevant specifications for software and image file formatting from appropriate people 1.3 Ensure constraints of different printing processes and other diffusion techniques are understood
2. Prepare files for pre-press processing	2.1 Prepare image files using appropriate pre-press processing techniques 2.2 Choose suitable test charts/targets and print to appropriate specifications for ink density and stock on a linearised proofer 2.3 Calibrate digital proofing device to examine test charts and use results to generate colour profile 2.4 Print test file on calibrated digital proofing device and use results to generate output profile for press and stock 2.5 Proof sample image and confirm with client 2.6 Optimise images and output image product to profile specifications using industry standards 2.7 Save image files in appropriate format for pre-press processing and prepare invoice or account for client 2.8 Pack completed images for electronic or physical dispatch with invoice or account and deliver to agreed location by appropriate methods within agreed timeframe 2.9 Conclude and maintain management procedures
3. Wrap up and review print preparation	3.1 Catalogue and archive images appropriately 3.2 Review response from client against final printed product 3.3 Maintain contractual and financial records for business and taxation purposes 3.4 Review personal performance within job context 3.5 Identify future opportunities, work directions, equipment needs and workflow changes resulting from job

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

research skills to access information on colour theory and management as it applies to pre-press processing

communication skills to:

collaborate and negotiate between client and printing bureau

discuss colour, its theory and management

literacy skills to:

interpret a broad range of information on colour theory and management as it applies to pre-press processing

interpret material specifications necessary for pre-press processing

numeracy skills to:

calculate layout requirements and material specifications for pre-press processing

compare a colour sampler reading

determine colour cast and neutrality from a colour sampler reading

identify and assign numeric values to colour as required by pre-press processing

read and evaluate out of gamut colours and total ink/black ink limits

understand numeric values and meaning against colour theory and how RGB, CMYK and LAB colour values are quantified

planning and organising skills to plan integration of colour management into pre-press processing contexts

problem-solving skills to identify and resolve common colour management problems in pre-press processing

technology skills to use and calibrate scanning and digital proofing devices.

Required knowledge

colour theory and management associated with pre-press processing

copyright, moral rights, intellectual property and legislative issues associated with pre-press processing

different printing and diffusion techniques and their constraints with respect to design

environmental issues associated with pre-press processing

equipment, tools and materials associated with pre-press processing

organisational and OHS requirements associated with pre-press processing and computer usage.

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 ability to: produce CMYK, CMYK with spot colour channel and Duo/Tri/Quad tone image files that cause no pre-press processing problems produce clipping paths (deep etched) to suit the needs of the image and client or job requirements manage colour in pre-press processing to ensure test prints and final products match.
Context of and specific resources for assessment	Assessment must ensure: access to: an environment where digital image files can be prepared for pre-press processing appropriate sources of information to research colour theory and management appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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 review of third-party reports from experienced practitioners case studies to assess candidate’s ability to manage colour in pre-press processing direct observation of candidate preparing digital image files for print processing problem-solving activities to assess candidate’s critical thinking skills. 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: CUVPHI521A Produce commercial photo images CUVPHI523A Produce media photo images CUVPHI525A Plan, capture and exploit visual art photo images CUVPHI526A Produce technical photo images CUVPHI527A Make illustrative images for publication and display CUVPHI528A Plan, capture and exploit stock photo images.

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.

Checklist for printing requirements may include:	dot gain and dot gain curves inks and ink limits metadata requirements optimal screen frequency PostScript colour management profile – embedded or not screen: angles half tone ruling stochastic stock transfer function.
Appropriate people may include:	staff at pre-press trade houses and bureaux staff within pre-press sections of printing companies.
Software may include:	colour management software computer-aided design and drafting (CADD) software densitometry/spectrophotometry software drawing and graphics software page layout and page description software profile creating software scanner profiling software.
Appropriate pre-press processing techniques may include:	generating output profiles that allow for: achromatic reproduction black generation black values dot gain total gradients under colour removal (UCR), under colour addition (UCA) or varying levels of grey component replacement (GCR), including skeleton black printing appropriate test charts: 3- and 4-colour neutrals CMYK colour scales colour swatches providing combined images in editable/adjustable formats providing combined images in security enabled or locked formats providing scans in appropriate resolution: low resolution FPO (for position only) high resolution saving colour in required formats using appropriate digital proofing devices: densitometers spectrophotometers, including strip reader style devices using appropriate ICC profiles using templates correctly.
Stock may include:	high-groundwood newsprint super calendared uncoated uncoated.
Press may include:	gravure heatset offset image setters sheetfed offset waterless sheetfed web press offset (rollfed).
Appropriate format may include:	bit depth compression options encoding file format/extension: encapsulated postscript (EPS) portable document format (PDF) tagged image file format (TIFF) PostScript level resolution: dots per inch lines per inch pixels per inch sample points per inch spots per inch.

Unit Sector(s)

Visual communication – photo imaging

CUVPHI531A Investigate and refine alternative approaches to photomedia

Modification History

Version	Comments
CUVPHI531A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and refine approaches to photomedia in the context of a visual arts practice. The unit focuses on exploration of alternative processes to produce photomedia artworks.

Application of the Unit

Visual artists whose finished work includes photomedia, either as a whole work, or part of a work, apply the skills and knowledge in this unit. Photomedia may include still images, film, video, music or interactive content.

Research and refinement at this level are largely independent, with some mentoring and guidance as required. In practice this unit is integrated with unit CUVPRP501A Realise a body of creative work. The unit also has a strong relationship to other units of competency that address photo imaging and digital content.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research traditional and contemporary photomedia art	1.1 Support professional practice by expanding own knowledge of traditional and contemporary photomedia 1.2 Evaluate relationships between different photomedia works and the ideas they communicate 1.3 Adapt and use relevant ideas and approaches with consideration of intellectual property requirements
2. Research alternative photomedia processes and technologies	2.1 Evaluate alternative approaches for photomedia work 2.2 Investigate how particular processes, technologies and techniques work to achieve different effects 2.3 Research the detailed capabilities of different equipment 2.4 Determine limitations and constraints of particular technologies in terms of desired outcomes 2.5 Determine cost and supply parameters for different technologies and equipment 2.6 Assess the opportunities offered by different processes and technologies for own practice
3. Integrate technologies into own work	3.1 Evolve ideas and achieve desired outcomes through experimentation 3.2 Proactively identify and resolve technical problems based on developing expertise 3.3 Develop own style and own ways of working to achieve desired outcomes 3.4 Engage in informed discussion with others about the characteristics and opportunities of different approaches 3.5 Establish and follow safe work practices and systems for appropriate handling and storage of materials 3.6 Create a coherent body of photomedia work that shows command of selected technologies and processes
4. Evaluate own work	4.1 Discuss the development of own work with others and seek feedback 4.2 Seek and participate in conversations that challenge and explore different concepts and approaches 4.3 Reflect on the particular ways that experimentation with different technologies and materials has informed own photomedia work 4.4 Identify ways in which skills may be further developed as part of a professional practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss technical and conceptual aspects of photomedia with others

critical thinking and analytical skills to:

evaluate and make judgements about relationships between technologies, processes and ideas

make critical evaluations of own work and research findings

initiative and enterprise skills to identify and act on opportunities for own practice presented by research

learning skills to:

develop and refine own skills to a professional practice standard

evaluate and act on own development needs

literacy skills to analyse complex and varied information about photomedia

problem-solving skills to identify and resolve technical problems in photomedia work

self-management and planning skills to draw together research and experimentation processes for benefit of own work

technical skills to show command of chosen technologies at a professional level

technology skills to use the internet as a research tool.

Required knowledge

extended range of information sources that support research in photomedia practice

cultural, sociological, philosophical, aesthetic, political and commercial influences on photomedia, in historical and contemporary contexts

range of mainstream and alternative photomedia technologies and processes open to the photomedia artist

professional development opportunities for artists seeking to develop a photomedia practice

intellectual property issues and legislation associated with photomedia as a professional practice

sustainability issues for the professional operation of a photomedia practice

OHS requirements for the set-up and operation of a professional work space.

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 ability to: evolve and refine digital media technique through a demonstrated process of experimentation develop individual style in own work produce a coherent body of professional artwork that includes the use of alternative processes research photomedia in the broader context of other artwork and artists use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce photomedia 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 the coherence of the body of work evaluation of processes used by the candidate to develop new ways of working with technologies direct observation of work in progress, including exploration of, and experimentation with, techniques questioning and discussion about candidate’s intentions and the work outcome review of portfolios of evidence review of third-party reports from experienced practitioner. 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: CUVPRP501A Realise a body of creative work.

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.

Photomedia may include:	prints on a range of photographic or other papers prints on: fabric glass metal wood still images slideshows of images with controlled Ken Burns effect time-based art.
Intellectual property requirements may relate to:	copyright design licensing regulations moral rights protocols for the adaptation of work by others trademarks.
Alternative approaches may relate to:	alternative cameras: mobile phone pin hole polaroid toy web cameras display options: physical print projected virtual format: full frame large format integration of approaches: traditional and digital technologies still images and time-based media paper media mounting materials printing technologies processes: bichromate and dichromate ceramic process cyanotype chrysotype and chripotype energiatype: ferro-gallic, ferro-tannic and ferro-prussiate gum iron salt kallitype palladiotype pellet process pigment process platinotype Prussian Blue Van Dyke (brown print) tools: Blanchard's brush Buckle’s brush.
Techniques may include:	cyanotypes and/or other antique processes emulsion transfer and liquid emulsions image modifications, which are subject to specific regulations and standards image tone modification/toning photograms and chemograms processing for archival permanence pseudo solarisation (sabattier effect) techniques that manipulate the image: multiple in-camera exposure multiple printing using contrast control filters.
Equipment may include:	a range of cameras of various formats contrast filters developing trays drying cabinet for negatives enlargers equipment with very limited technical range focus scope measuring jugs and stirrers negative carriers paintbrushes personal protective equipment (PPE) and clothing process tank safe lights scissors spirals sponges thermometer tongs.
Limitations and constraints may include:	availability of technologies and equipment availability of information on alternative processes financial expenditure safety aspects of process studio space timeframe transportation.
Cost and supply parameters may relate to:	budgetary restrictions capacity to share costs with others location of suppliers use of recycled materials use of freely available natural materials terms of payment.
Own ways of working relate to:	approaches that reflect and support individual voice particular nuances and subtleties unique to the individual artist.
Safe work practices may include:	ergonomic safety use of tools and equipment use of consumables.
Handling and storage may relate to:	damage prevention interactions between different equipment light sensitivity temperature sensitivity mould prevention.

Unit Sector(s)

Visual communication - photo imaging

Custom Content Section

Not applicable.

CUVPRI201A Develop printmaking skills

Modification History

Version	Comments
CUVPRI201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic printmaking techniques to produce creative work.

Application of the Unit

People with little or no printmaking experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design, drawing or craft skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce prints from simple design concepts. Supervision and guidance would usually be provided.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare printmaking resources	1.1 Identify and obtain printing tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test printmaking techniques	2.1 View a range of prints in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce prints 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on printmaking work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss the process for producing prints with others

understand and follow instructions

learning skills to:

improve techniques for producing prints through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for printmaking

major styles of printmaking and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of prints

cleaning and maintenance techniques for tools and equipment used in printmaking

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of printmaking tools, materials and equipment

OHS procedures that apply to printmaking work.

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 ability to: produce multiple prints where the techniques and materials support the ideas for the work apply knowledge of printmaking tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used to produce prints.
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 observation of printmaking work in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP201A Make simple creative work.

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.

Tools may include:	brushes burnishers carving tools engraving tools knives scissors scrapers.
Equipment may include:	barens blankets presses protective clothing rollers screens squeegees.
Materials may include:	inks: oil water-based pigments printing surfaces: fabric papers watercolours.
Workplace procedures may relate to:	cost control process-specific procedures recycling reporting safety use of materials.
Key people may include:	arts practitioners mentors supervisors teachers.
Prints may be:	editions series unique states.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques.
Techniques would generally be quite limited in nature and may include:	monotype printing relief printing: lino woodblock silkscreen printing stamping.

Unit Sector(s)

Visual communication – printmaking

CUVPRI301A Produce prints

Modification History

Version	Comments
CUVPRI301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce prints through the exploration and application of a range of techniques, tools, equipment and materials.

Application of the Unit

People still developing their printmaking expertise apply the skills and knowledge in this unit. They produce finished prints building on and combining a range of techniques to support the ideas of the work.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Plan printmaking work through exploration	1.1 Explore printmaking ideas and techniques in consultation with key people as required 1.2 Review historical and contemporary printmaking practice as potential sources of ideas 1.3 Clarify ideas for prints based on exploration and discussion 1.4 Assess the capabilities of printmaking techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work
2. Prepare, maintain and store printmaking resources	2.1 Select and organise printmaking tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources 2.4 Store resources according to the needs of different items
3. Create finished prints	3.1 Safely use and adapt printmaking techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas for printmaking with others

learning skills to:

improve techniques to produce prints through practice and some experimentation

respond constructively to feedback

literacy skills to interpret information about historical and contemporary printmaking practice

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce prints

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in printmaking

physical properties and capabilities of a range of materials, tools and equipment used in printmaking

work space requirements for printmaking, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for printmaking tools, materials and equipment

historical and theoretical contexts for printmaking

elements and principles of design and their particular application to printmaking work

intellectual property considerations for any person making creative work

sustainability considerations associated with the use of printmaking tools, materials and equipment

OHS procedures that apply to printmaking work.

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 ability to: produce multiple prints or a single major work that show some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt the capabilities of printmaking techniques and resources.
Context of and specific resources for assessment	Assessment must ensure access to: tools, equipment and materials used in printmaking.
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 technical execution of work pieces produced by the candidate direct observation of printmaking in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP301A Produce creative work.

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.

Printmaking may include:	artists’ books editions installation work series unique states.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Techniques may include:	collograph dry point intaglio lithography mezzotint monotype photocopy transfer relief: lino block perspex wood block screen wood.
Key people may include:	mentors other artists peers supervisors teachers.
Strategies used to assess the capabilities may involve:	experimenting directly with work in progress producing test pieces or samples systematically testing a range of processes.
Tools and equipment may include:	equipment for paper preparation and handling: cutting blades drying racks and boards knives preparation tables rulers scissors soaking tray lithography stones and plates plate grainer printing tools and equipment: barens blankets burnishers cardboards presses screens squeegees vacuum tables protective clothing tools and equipment for applying colour and tone: brushes rollers scrapers sponges tools and equipment for plate preparation: acid trays aquatint equipment brushes burnishers cutting tools dryers found tools metal scribes roulettes scrapers sponges.
Materials may include:	materials for block preparation: carbon paper carborundum crayons etching acids gum plate grounds polishing liquids rosin sand paper steel wool sugar lift tusche materials for block or plate making: aluminium cardboard copper lino perspex plaster wood zinc materials for printing: chine collé papers oil paints pigments protective papers rags tarlatan water and oil-based inks watercolour substrate materials: cardboard fabric perspex variety of papers.
Needs of the work may relate to:	availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability.

Unit Sector(s)

Visual communication – printmaking

CUVPRI401A Experiment with techniques to produce prints

Modification History

Version	Comments
CUVPRI401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to proactively experiment and innovate with various printmaking techniques and ideas to develop an individual style or voice.

Application of the Unit

People with a command of printmaking techniques apply the skills and knowledge in this unit. They often produce work at a preprofessional level for sale in a range of outlets, such as markets and fairs.

At this level, work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop proficiency with a range of printmaking techniques and media	1.1 Evaluate the potential for new approaches to printmaking based on capabilities of techniques already used 1.2 Adapt or introduce new tools, equipment and materials to achieve different effects 1.3 Extend the capabilities of printmaking techniques through experimentation 1.4 Take account of the safety and sustainability considerations for different techniques and media, including permanence and archival issues
2. Develop ideas for printmaking	2.1 Articulate creative and other goals for printmaking work 2.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3 Apply knowledge of different printmaking techniques to inform ideas 2.4 Allow techniques and ideas to work together to inform each other 2.5 Consider the professional potential and other criteria for work when developing ideas 2.6 Refine and confirm ideas based on experimentation, research and collaboration with others
3. Organise printmaking resources	3.1 Assess specific resource requirements for the chosen work 3.2 Research and access potential sources of supply for printmaking resources 3.3 Determine output standards for the finished prints and respond accordingly 3.4 Evaluate cost and other constraints that impact on the development of work 3.5 Evaluate and respond to presentation considerations for finished prints 3.6 Set up or coordinate resource requirements according to safety and other workplace requirements
4. Create finished prints	4.1 Create prints, using techniques and media selected from research and experimentation 4.2 Review and refine ideas and approaches based on ongoing experience with the production of work 4.3 Use safe and sustainable work practices throughout the production of prints 4.4 Document and record the development of the work and the research and ideas that inform it

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss ideas and techniques in own work

create a record of the print work

initiative and enterprise skills to:

experiment with printmaking techniques to enhance final prints

apply critical thinking and analytical skills when developing ideas for prints

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of other printers and other arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources

problem-solving skills to identify and resolve technical and conceptual issues in printmaking work

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining techniques for printmaking and how this relates to ideas

ways to adapt, extend and combine the capabilities of a wide range of printmaking materials and techniques

physical properties and capabilities of an extended range of materials and tools used in printmaking

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

permanence and archival considerations, and handling requirements of different materials, media and their combinations

elements and principles of design and how they may be used, adapted and challenged in printmaking work

research methodologies used by artists

historical and theoretical contexts for printmaking and how they may be used to inform individual practice

sources of raw, part-processed and processed printmaking materials

sources of other resources needed in a professional printmaking practice

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a printmaking practice, including disposing and recycling printmaking materials

OHS requirements for the set-up and operation of printmaking work space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce multiple finished prints that demonstrate a command of techniques apply knowledge of printmaking techniques, equipment and materials and the ways they may be adapted and combined use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used in printmaking.
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 technical execution of work pieces produced by the candidate direct observation of printmaking in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP401A Realise a creative project.

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.

Printmaking may include:	three-dimensional work artists books editions installation work series unique states.
Techniques may include:	collograph dry point gicklee inkjet intaglio lino block lithography mezzotint monotype photocopy wet darkroom photographic processes relief screen silk screen wood engraving.
Tools and equipment may include:	computer and digital imaging software cleaning equipment equipment for paper preparation and handling: cutting blades drying racks and boards knives preparation tables rulers scissors soaking tray lithography stones and plates plate grainer photocopier printer printing tools and equipment: barens blankets burnishers cardboards presses screens squeegees vacuum tables protective clothing scanner and digital camera tools and equipment for applying colour and tone: brushes rollers scrapers sponges tools and equipment for plate preparation: acid trays aquatint equipment brushes burnishers cutting tools dryers found tools metal scribes roulettes scrapers sponges wet darkroom tools and equipment.
Materials may include:	chemical solutions for wet darkroom photographic processing: developer fixer stop bath washing aid, hypo neutraliser and clearing aid wetting agent materials for block preparation: carbon paper carborundum crayons etching acids gum plate grounds polishing liquids rosin sand paper steel wool sugar lift tusche materials for block/plate making: aluminium cardboard copper lino perspex plaster wood zinc materials for printing: chine collé papers oil paints photographic papers pigments protective papers rags tarlatan water and oil-based inks watercolour substrate materials: acetate cardboard duratrans fabric perspex photographic paper plastic/vinyl film transfer paper variety of papers.
Strategies used to extend the capabilities involve:	exploring a fuller potential of the art form innovation.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Permanence and archival issues may relate to:	bleeding blistering blooming cracking fading hue shifts.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests seeking out information in books, journals and newspapers searching the internet visiting exhibitions, museums and print workshops.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Intellectual property requirements may relate to:	extent to which the work may be used form of acknowledgment or credit procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Criteria may relate to:	client and user expectations environment in which prints will be viewed materials quality of final product repeatability of technique techniques timelines tools.
Process followed to refine ideas may include:	adjustment to subject matter or theme adjustment to take account of elements and principles of design adjustment to use extended capabilities of the technique.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials and tools budgeting sponsorship timeframe.
Presentation considerations may include:	availability of space cost lighting mounting practical considerations presentation context timeframe.

Unit Sector(s)

Visual communication – printmaking

CUVPRI501A Refine printmaking techniques

Modification History

Version	Comments
CUVPRI501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to refine techniques for printmaking work and to develop an individual style in a body of creative work. This occurs through a process of research, refinement and evaluation.

Application of the Unit

Visual artists whose practice includes printmaking apply the skills and knowledge in this unit.

At this level, the practitioner has a well-developed command of technical printmaking skills as well as the conceptual and creative skills to create a coherent body of work.

Technique refinement is a largely independent activity with mentoring and guidance as required. It would normally include work with several different techniques as part of the process of developing an individual style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research printmaking ideas and techniques	1.1 Support professional practice by expanding own knowledge of historical and contemporary printmaking practice 1.2 Research ways that other artists have used different printmaking techniques 1.3 Investigate how particular printmaking techniques work to achieve different technical effects 1.4 Evaluate the relationships between printmaking techniques and ideas 1.5 Adapt and use relevant ideas and approaches with consideration of intellectual property requirements
2. Select printmaking techniques for refinement	2.1 Consider the opportunities offered by different printmaking techniques 2.2 Determine limitations and constraints of particular techniques 2.3 Select printmaking techniques for refinement
3. Consolidate printmaking technique to professional level	3.1 Establish and follow safe work practices for selected techniques 3.2 Develop increasing confidence and skill through practice and experimentation 3.3 Proactively identify and resolve technical problems in printmaking projects based on developing expertise 3.4 Challenge and test ideas, and allow new and unpredictable ideas to emerge 3.5 Evolve ideas and other professional skills through ongoing experimentation with technique 3.6 Develop own ways of working with techniques to create individual style 3.7 Create a coherent body of printmaking work that shows command of selected printmaking techniques
4. Evaluate own printmaking technique	4.1 Evaluate development of own technique with others and seek feedback 4.2 Seek and participate in conversations that challenge and explore different concepts and approaches 4.3 Identify ways in which technique may be further developed as part of a professional practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about the technical and conceptual aspects of printmaking

critical thinking and analytical skills to:

evaluate and make judgements about relationships between printmaking technique, effects and ideas

make critical evaluations of own printmaking technique

make critical evaluations of research findings

initiative and enterprise skills to identify and act on opportunities for own practice presented by research and experimentation

learning skills to:

develop and refine own skills to a professional practice standard

evaluate and act on own development needs in terms of printmaking technique

literacy skills to analyse complex and varied information about printmaking technique

problem-solving skills to identify and resolve technical problems in printmaking work

self-management and planning skills to create a coherent body of printmaking work

technical skills to show command of chosen printmaking techniques at a professional level

technology skills to conduct web-based research.

Required knowledge

relationship between printmaking technique, particular effects and ideas in the work of other artists and in the context of own practice

extended range of information sources that support research in printmaking practice

cultural, sociological, philosophical, aesthetic, political and commercial influences on printmaking technique, in historical and contemporary contexts

professional development opportunities for artists seeking to develop a printmaking practice

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation associated with printmaking as a professional practice

sustainability issues for the professional operation of a printmaking practice

OHS requirements for the set-up and operation of a professional work space for printmaking.

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 ability to: evolve and refine printmaking technique through a demonstrated process of experimentation develop individual style in own work produce a coherent body of professional artwork that includes the use of well-developed printmaking technique research printmaking technique in the broader context of other artwork and artists use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce printmaking 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 printmaking technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine printmaking technique evaluation of the work documentation direct observation of printmaking in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP501A Realise a body of creative work.

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.

Printmaking techniques may include:	collograph digital imaging dry point etching intaglio letter press lithography mezzotint monotype monotype printing non-toxic and contemporary printmaking techniques photocopy photographic techniques relief printing screen silkscreen printing stamping stencilling wood engraving.
Technical effects may include:	colour effective use of technique and materials layering.
Intellectual property requirements may relate to:	copyright design licensing regulations form of acknowledgement or credit moral rights protocols for the adaptation of work by others trademarks.
Opportunities may relate to:	communication of ideas natural affinity with particular techniques potential for combining techniques potential for interactions between technique and media themes in work.
Limitations and constraints may relate to:	availability of materials capacity of technique to deliver required effect own interaction with technique resources time.
Refinement relates to:	ability to use selected techniques with confidence ongoing demonstration of development of technique use of selected techniques in a body of professional work.
Safe work practices may include:	completing material safety data sheets (MSDS) correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Technical problems may include:	limitations of materials and practices technical problems with tools or equipment.
Coherent body of printmaking work is:	conceptually resolved documented in terms of its development subject to critical feedback by others technically resolved thematically connected.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – printmaking

Custom Content Section

Not applicable.

CUVPRI502A Investigate printmaking materials and processes

Modification History

Version	Comments
CUVPRI502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and explore selected printmaking materials and processes and integrate their use into own creative practice.

Application of the Unit

Visual artists whose professional practice includes any type of printmaking apply the skills and knowledge in this unit.

Material and process exploration at this level is a largely independent activity, with mentoring and guidance as required. It would normally include investigation of a range of materials and processes to develop an individual professional style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research printmaking materials and processes	1.1 Research the detailed properties and capabilities of different printmaking materials 1.2 Investigate the safety issues associated with different materials and processes prior to use 1.3 Collate and store safety and technical data to meet safety requirements and inform future practice 1.4 Investigate the relationship between materials and printmaking processes 1.5 Determine cost and supply parameters
2. Select printmaking materials and processes for exploration	2.1 Assess the creative and professional opportunities offered by different printmaking materials and processes 2.2 Determine limitations and constraints of particular materials and processes 2.3 Select particular materials and processes that suit own practice
3. Integrate printmaking materials and processes into own work	3.1 Explore different ways of working with materials and processes to achieve desired outcomes 3.2 Challenge and stretch the capabilities and uses of different materials and processes through experimentation 3.3 Develop own ways of working with materials and processes 3.4 Engage in informed discussion with others about the characteristics and opportunities of particular printmaking materials and processes 3.5 Establish and follow safe work practices
4. Manage printmaking resources in professional practice	4.1 Establish a sustainable supply of printmaking resources 4.2 Develop ways of working with resources that minimise waste 4.3 Maintain the quality and life of printmaking resources through appropriate handling and storage

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage in informed discussion around materials, processes and their relationship with ideas

critical thinking and analytical skills to evaluate and make judgements about relationships between printmaking materials, techniques and processes

initiative and enterprise skills to:

develop individual ways of working with materials and processes

identify and act on opportunities for own practice presented by different materials and processes

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse varied and technical information about printmaking materials and processes

problem-solving skills to identify and resolve technical problems in printmaking work

self-management and planning skills to:

develop own ways of working with printmaking materials and processes

research and organise sustainable supply of materials and processes

technology skills to use the internet as a research tool.

Required knowledge

ways in which a wide range of printmaking materials and processes can be used, adapted, combined and challenged by the professional artist

physical properties and capabilities of the selected materials and processes

types of technical and other data that may need to be stored for safety and other reasons

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

cost and supply parameters for printmaking materials and tools in the context of professional practice

storage requirements and options for different materials

intellectual property issues and legislation associated with printmaking as a professional practice

sustainability issues for the professional operation of a printmaking practice

OHS requirements for the set-up and operation of a professional work space.

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 ability to: apply knowledge of printmaking materials and processes and how they may be adapted and extended at a professional level evolve and refine ways of working with materials and processes through a demonstrated process of experimentation integrate materials and processes into own work in a way that supports coherence of the creative work demonstrate technical proficiency in the use of selected materials and processes use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce prints.
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 the use of materials and processes in terms of the coherence of the body of work evaluation of processes used by the candidate to develop new ways of working with printmaking materials and processes evaluation of the work documentation 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, for example: CUVPRP501A Realise a body of creative work.

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.

Printmaking materials may include:	materials for block/plate making: aluminium cardboard copper lino perspex plaster wood zinc materials for block preparation: carbon paper carborundum crayons etching acids gum plate grounds polishing liquids rosin sand paper steel wool sugar lift tusche materials for printing: chine collé papers oil paints pigments protective papers rags tarlatan water and oil-based inks watercolour substrate materials: cardboard fabric papers (handmade, commercial and found) perspex tools for printing: intaglio needles presses relief cutting tools rollers.
Safety issues may relate to:	dust and airborne particles equipment used for printmaking fire fumes manual handling requirements noise sharp objects use and labelling of chemicals use of equipment with moving parts work posture.
Data may include:	material safety data sheets (MSDS) quantity calculations results of experimentation.
Printmaking processes may include:	artists books calligraphy dry point editions installation work intaglio lithography mezzotint monotype photocopy transfer relief (lino block, wood block, perspex) resist screen series unique states wood.
Cost and supply parameters may relate to:	budgetary restrictions capacity to share costs with others continuity of supply delivery issues location of suppliers potential for use of found objects terms of payment use of freely available natural materials use of recycled materials.
Creative and professional opportunities may relate to:	creative potential: communication of ideas personal affinity with particular materials and processes potential for combining materials and processes potential for interactions of different materials and processes themes in work professional potential: collaboration emerging market trends professional development saleability.
Limitations and constraints may include:	availability of supplies financial expenditure safety aspects of process storage facilities studio space timeframe transportation.
Different ways of working with materials and processes may involve:	combining materials and processes in new ways making samples, prototypes and maquettes varying established approaches to achieve new effects working collaboratively with a particular material or process.
Own ways of working may include:	approaches that reflect and support individual voice particular nuances and subtleties unique to the individual artist.
Safe work practices may include:	completing MSDS correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Sustainable supply is:	available when needed environmentally friendly of appropriate quality safe within budgetary requirements.
Appropriate handling and storage may include:	acid-free framing and mounting awareness of conservation and storage requirements cleaning and maintenance techniques for tools and equipment used in printmaking folios, books, boxes, folder and drawer storage for printmaking safe use and storage of equipment and materials.

Unit Sector(s)

Visual communication – printmaking

Custom Content Section

Not applicable.

CUVPRP101A Use ideas and techniques for creative work

Modification History

Version	Comments
CUVPRP101A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes skills and knowledge required to find ideas and use artistic techniques in creative work. The unit reflects an introductory level integrated creative process, where ideas and practical application come together for the production of work.

Application of the Unit

People being introduced to the process of making creative work apply the skills and knowledge in this unit. The unit can be applied to any creative form.

This work would usually be carried out under supervision and at this level involves the application of quite limited techniques.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Find ideas	1.1 Identify and collect information about ideas for creative work 1.2 Organise information in a way that helps the development of ideas 1.3 Review information and draw out ideas for creative work with assistance from key people 1.4 Select ideas based on information reviewed with assistance from others as required
2. Prepare for creative work	2.1 Prepare resources according to relevant procedures and safety requirements under supervision from others 2.2 Check work space for cleanliness and safety 2.3 Store resources according to relevant procedures and safety requirements
3. Apply creative techniques	3.1 Identify and follow steps required to develop creative work 3.2 Use tools and materials safely to develop creative work 3.3 Seek feedback and help from key people 3.4 Apply feedback to future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to seek feedback and assistance

numeracy skills to interpret simple technical data relevant to use of equipment, materials and tools

learning skills to find new information and test ideas and techniques

planning and organising skills to collect and organise information

technical skills to apply techniques relevant to the creative form.

Required knowledge

information sources that assist the development of ideas for creative work

basic techniques relevant to the creative work

practical safety issues relevant to work in the chosen area of work

intellectual property issues relevant to development of creative work.

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 ability to: find ideas for creative work through a process of collecting, organising and reviewing information apply techniques using tools and materials safely to develop creative work seek feedback and help from key persons.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate resources to apply techniques for creative work, such as tools, equipment and materials.
Method of assessment	A range of assessment methods may be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct observation of the candidate using techniques questioning and discussion about the candidate’s intentions and work outcome review of work produced by the candidate 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.

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.

Information may include:	books and magazines family stories film man-made environment music, film and video myths and legends, including religious natural environment oral history personal interests photographs and other artworks theatre.
Creative work may be:	aural design in response to a particular need oral performance visual art or craft.
Ways to organise may involve:	developing a visual diary filing scrapbooking images writing.
Key people may include:	Elders mentors more experienced artists supervisors teachers.
Resources may include:	equipment materials tools.

Unit Sector(s)

Industry capability – professional practice

CUVPRP201A Make simple creative work

Modification History

Version	Comments
CUVPRP201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes skills and knowledge required to make creative work in any media. It involves the process of developing ideas and using specific art and design techniques that support the communication of those ideas.

Application of the Unit

People who make creative work using a limited range of techniques apply the skills and knowledge in this unit. They are developing a repertoire of skills to support creative practice.

At this level, the individual is able to communicate and discuss ideas. While the work itself may be quite simple in nature it could be based on ideas from a range of sources.

Supervision and guidance would usually be provided.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop and communicate ideas	1.1 Identify and access relevant information from a range of sources to help in the development of ideas 1.2 Organise and review information 1.3 Use visual representation and design tools to help in the development of ideas 1.4 Choose appropriate ways of communicating the ideas 1.5 Talk about different options with key people and seek assistance as required 1.6 Select final ideas in consultation with others based on collected information and ideas and goals for own work
2. Prepare for creative work	2.1 Identify and obtain resources based on ideas selected 2.2 Prepare resources according to relevant procedures and safety requirements 2.3 Set up a safe work space
3. Develop creative work	3.1 Identify and follow steps required to develop creative work 3.2 Test nominated techniques to determine the effects they achieve and how they support ideas 3.3 Apply techniques using tools and materials safely to develop creative work 3.4 Minimise waste in the production of work
4. Review creative work	4.1 Seek feedback from key people about both the work process and the completed work 4.2 Respond positively to feedback and identify ways to develop own creative work practice

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

present ideas for creative work, including information and ideas used

talk to others about creative work

learning skills to respond to feedback about own skills

numeracy skills to interpret simple technical data relevant to use of equipment, materials and tools

planning and organising skills to prepare and set up resources and work space

technical skills to practice and apply creative techniques to simple work in the chosen creative form

self-management skills to set goals for own creative practice.

Required knowledge

sources of information to assist in the development of ideas for own work

suitable communication methods to present ideas for work

work of other artists in the chosen creative area

intellectual property considerations for any person making creative work

OHS procedures relevant to work in the chosen area of creative practice.

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 ability to: develop ideas for creative work through the process of collecting, organising and reviewing information apply techniques using tools and materials safely to make simple creative work discuss and communicate ideas with others.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate resources to apply techniques for creative work, such as: tools, equipment and materials studio and/or workshop facilities.
Method of assessment	A range of assessment methods may be used to assess practical skills and knowledge. The following examples are appropriate for this unit: evaluation of creative work made by the candidate evaluation of a presentation evaluation of work documentation questioning and discussion about the candidate’s intention and 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: specialisation units for any creative form.

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.

Information may include:	books and magazines family stories film internet man-made environment music, film and video myths and legends, including religious natural environment oral history personal interests photographs and other artworks theatre.
Ideas may relate to:	ideas for current work ideas or aspirations for future work historical or contemporary context personal relationship with the work relationship of the work to a theoretical and historical context subject matter or theme for the work, such as: land and place political and cultural issues the body spiritual concerns techniques to be used in the work.
Ways to organise may involve:	filing, which may be digital scrapbooking images writing and organising a visual diary.
Ways to review may involve:	comparing information discussing with others making notes.
Ways of communicating may be:	oral visual and oral written written and visual.
Key people may include:	mentors peers supervisors teachers.
Resources may include:	equipment materials tools.

Unit Sector(s)

Industry capability – professional practice

CUVPRP202A Participate in planning work for nominated sites

Modification History

Version	Comments
CUVPRP202A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to participate in planning work for a site selected for an artwork or installation.

Application of the Unit

People working in all areas of arts practice apply the skills and knowledge described in this unit. A typical context would be public art, which involves the creation of artworks in public spaces. At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

More complex skills associated with selecting and planning work at sites are covered in CUVPRP402A Select sites for creative projects and plan work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Document site characteristics	1.1 Liaise with relevant people as part of the process for selecting sites 1.2 Identify the types of information required about nominated sites 1.3 Collect information about nominated sites from relevant sources of information 1.4 Identify site characteristics that may affect the planning of work options 1.5 Accurately document relevant site characteristics and present to relevant people as required
2. Assist with planning	2.1 Determine the impact of site characteristics on work options in consultation with relevant people 2.2 Contribute ideas on work options for nominated sites 2.3 Participate in the process of selecting work options which best respond to site characteristics and ideas for work 2.4 Participate in the development of procedures and plans for producing work options 2.5 Document procedures using appropriate format and present to relevant people as required 2.6 Seek feedback on own work and note areas for future improvement

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

clarify information requirements

work cooperatively as a team member

respond appropriately to feedback on own work

initiative and enterprise skills to contribute ideas about work options for nominated sites

literacy skills to source, interpret and document information on nominated sites

numeracy skills to calculate general specifications for sites

planning and organising skills to collect and review information on sites

self-management skills to meet deadlines.

Required knowledge

types of site information needed for planning work and potential sources

options for documenting planning processes and work procedures

workflow planning techniques in relation to production of work for a site

awareness of intellectual property issues and legislation as it impacts on site work

OHS requirements in relation to the creation of work in public spaces and other typical sites.

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 ability to: contribute to the process of selecting work options that are responsive to the characteristics of nominated sites source information about nominated sites document work plans.
Context of and specific resources for assessment	Assessment must ensure access to: a site where work is being planned.
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 the candidate’s role in assisting with the planning of work for a specific site evaluation of work plans or research completed by the candidate questioning and discussion of the candidate’s intentions and 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: CUVPRP302A Document the work progress CUVRES201A Source and use information relevant to own arts practice.

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 people may include:	clients industry practitioners managers mentors supervisors.
Process for selecting sites may involve liaison with:	architecture, landscape architecture and urban planning companies artist-run studios artists government agency and funding organisations local arts community local councils.
Types of information may include:	physical characteristics of the site: buildings dimensions flora industries land forms location overhead wires pathways presence of fauna roads waterways planning regulations reports, such as: council geology government weather social, economic and historical characteristics, including: status as a community meeting place economic conditions heritage values industrial area sacred space urban renewal.
Sources of information may include:	discussions or interviews with artists, designers or craftspeople galleries internet libraries museums personal observations and experience print and electronic media reference books.
Documenting may include:	diagrams drawings photographs slides specifications text notes, e.g. diary entries video and digital images and text.
Characteristics may include:	environmental considerations heritage values physical constraints: access changing contours of the landscape cliffs weather conditions political and economic influences sacred or religious significance.
Criteria for selecting work options may include:	consistency with conceptual vision intellectual property issues financial considerations heritage, cultural and religious values practical and environmental considerations for equipment, materials and access requirements for seeking development approval.

Unit Sector(s)

Industry capability – professional practice

CUVPRP203A Store finished creative work

Modification History

Version	Comments
CUVPRP203A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to complete activities for the storage of finished creative work.

Application of the Unit

Individuals who handle and store any type of creative work apply the skills and knowledge in this unit. They could be handling their own work, or operating in an artist-run studio, gallery, exhibition space or educational institution. At this level, work is usually undertaken under supervision.

More complex skills associated with selecting and organising works for storage are covered in CUVPRP403A Select and organise finished work for storage.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare to store work	1.1 Identify work for storage in consultation with appropriate people 1.2 Clarify factors that need to be taken into account when storing work 1.3 Identify action that needs to be taken prior to storing finished work 1.4 Identify suitable storage areas 1.5 Organise or obtain materials required for storage preparation
2. Complete storage tasks	2.1 procedures to prepare finished work for storage 2.2 Handle work safely and in a manner that maintains the integrity of the work 2.3 Use safe manual handling procedures to avoid injury or damage 2.4 Promptly identify any problems, take action within scope of individual responsibility or refer to appropriate people 2.5 Complete storage documentation as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to clarify verbal and written instructions related to the storage of works

initiative and enterprise skills to take appropriate action if problems arise during the storage process

literacy skills to:

read product descriptions and material handling procedures

complete routine workplace documentation

numeracy skills to:

take basic measurements

calculate quantity of protective and/or storage materials required

planning and organising skills to:

complete processes

follow procedures in a logical and timely fashion

self-management skills to complete storage tasks on time.

Required knowledge

fundamental archival principles and values

basic requirements for storing finished works relevant to the type of work being stored

security issues associated with storing works

physical properties of materials most commonly used for protection and storage of works

manual handling procedures relevant to the work context

sustainability issues relevant to works being stored

OHS procedures and legislation that apply to the storage of work in the relevant context.

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 ability to: use appropriate techniques and materials to prepare works for storage follow correct procedures for storing work.
Context of and specific resources for assessment	Assessment must ensure access to: works for storage storage areas and materials.
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: observation of the candidate preparing work for storage discussion and questioning about the care and protection of finished work 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.

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.

Appropriate people may include:	client or commissioning body current industry practitioners information professionals, such as librarians and museum staff managers mentors supervisors teachers.
Factors may include:	available space materials required to prepare works for storage personal affinity to pieces of work physical characteristics of storage locations potential of works to be used as exemplars quality of works quantity and size of works usefulness in the future workplace procedures: cost control recycling reporting procedures safety procedures security requirements use of materials.
Action may involve:	cleaning works completing processes identifying damage to works and remedial action required identifying elements missing from works preparing and applying materials required for storage.
Suitable storage areas may relate to:	access to storage facility archival value cost dampness fading humidity light.
Materials may include:	acid free interleaving or wrapping CD cases enclosures folders negative sleeves protective enclosure: boxes canisters tubing protective wrapping: bubble wrap cardboard.

Unit Sector(s)

Industry capability – professional practice

CUVPRP301A Produce creative work

Modification History

Version	Comments
CUVPRP301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes skills and knowledge required to plan and produce creative work in any media through the exploration of ideas and techniques.

Application of the Unit

People still developing their technical and conceptual skills in any area of creative practice apply the skills and knowledge in this unit.

At this level, they are using some autonomy and judgement within the holistic creative process. Work is typically produced through supervised or guided exploration of ideas, techniques, tools, equipment and materials.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

Not applicable.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Source ideas for creative work	1.1 Select and review historical and contemporary information relevant to creative work 1.2 Extract and evaluate key ideas and concepts 1.3 Consider personal creative goals and information from other sources in developing ideas
2. Refine and communicate ideas	2.1 Refine ideas through experimentation with techniques specific to the creative work and the use of visual representation and design tools 2.2 Confirm ideas and techniques based on research, experimentation and discussion with key people 2.3 Communicate and discuss ideas and information about the work 2.4 Consider the context for the communication in the way that ideas are presented
3. Plan and produce creative work	3.1 Identify work processes and resource requirements 3.2 Organise resources required for the production of the proposed creative work based on the plan of work 3.3 Safely use and adapt resources to realise ideas 3.4 Show proficiency with chosen techniques and resolve technical problems 3.4 Take responsibility for the safe and sustainable use of resources 3.6 Create a record of the work that shows the process of development
4. Review own work	4.1 Review own work for technical proficiency and success in communicating ideas 4.2 Question self and others to review the process of creating work and the final outcome 4.3 Use relevant information from own review and the review of others in planning skills development

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss and present ideas for creative work

document the development of creative work

learning skills to apply feedback to future work and plan skills development

literacy skills to review information to assist the development of ideas for creative work

numeracy skills to interpret technical data and calculate quantities and costs

planning and organising skills to organise resources and work processes

problem-solving skills to resolve common technical challenges in the given area of practice

technical skills to use techniques specific to the creative form with some proficiency.

Required knowledge

ways to source information and develop, refine and communicate ideas for creative work

physical properties and capabilities of the range of materials, tools and equipment used in creative work

work space requirements for creative work, including ways of organising and maintaining space

ways of exploring, adapting and combining techniques and materials to achieve different effects

formal elements and principles of design and their application to the production of creative work in the relevant context

cleaning and maintenance techniques for tools and equipment used in creative work

historical and theoretical contexts for creative work

intellectual property issues and legislation that affect makers of creative work

sustainability issues associated with tools and materials used in creative work

OHS procedures for the specific area of creative work.

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 ability to: develop and refine ideas through review and exploration identify, select, assess and use resources, such as techniques, tools, equipment and materials for creative work safely use and adapt techniques to realise ideas in creative work.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate resources to apply techniques for creative work, such as: tools, equipment and materials studio and/or workshop facilities.
Method of assessment	A range of assessment methods may be used to assess practical skills and knowledge. The following examples are appropriate for this unit: evaluation of a presentation by the candidate evaluation of visual presentations, including diagrams, charts, slides and digital images questioning and discussion about the candidate’s intention and 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: specialisation units for any creative form.

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.

Historical and contemporary information may include:	audio film images internet journal articles objects oral histories performances stories technical or medium-specific information texts: cultural historical religious scientific spiritual video.
Ways to evaluate may involve:	comparing considering constraints and parameters of key ideas and concepts considering merit contrasting discussion and debate reflecting.
Ideas and concepts may involve consideration of:	cultural traditions elements and principles of design technical characteristics and qualities of specific work by others in own area of arts practice relationship of the work to a theoretical and historical context subject matter or theme relevant to work in own area of arts practice, such as: identity land and place political, cultural and social issues the body spiritual concerns.
Experimentation may include:	challenging comparing contrasting experimenting directly with work in progress producing test pieces or samples systematically testing a range of: equipment materials processes tools.
Key people may include:	mentors peers supervisors teachers.
Context may relate to:	cultural issues surrounding presentation how the concept is being presented physical limitations the people to whom the concept is being presented why the concept is being presented, such as in response to a brief.
Resources may include:	equipment materials techniques tools.
Record of work may be:	physical verbal virtual visual written.
Questions might include:	could I do this differently or better? do I have any ideas to share about this? have I done it as well as I could? how can I do that? how can I fix this? how well have I communicated my idea? if they are doing that, could I? what could be improved technically in this piece of work?

Unit Sector(s)

Industry capability – professional practice

CUVPRP302A Document the work progress

Modification History

Version	Comments
CUVPRP302A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to document the conception, development and progress of creative work.

Application of the Unit

People working in all areas of creative practice apply the skills and knowledge described in this unit. The work being documented could be created in any medium. Documentation could be for personal use as a professional development tool or as a way of informing future work, for background information in exhibitions, for research purposes, or to comply with the requirements of a funding body.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare to document work	1.1 Clarify the intended audience for the documentation in consultation with appropriate people 1.2 Identify and evaluate information for inclusion in work documentation 1.3 Consider and select appropriate structure and format for documenting work progress 1.4 Organise information in a manner that supports the documentation process
2. Record the development of work	2.1 Accurately document information relevant to the development of the work according to selected format and structure 2.2 Incorporate new information into documentation as required 2.3 Present documentation in a professional manner to meet the needs of the intended audience 2.4 Seek and use feedback from others to improve future work documentation processes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to select a style or medium appropriate to target audiences and the nature of the work initiative and enterprise skills to identify where any new issue that arises during development should be accommodated in the documentation process literacy skills to access and prepare information pertinent to documenting the progress of a creative work planning and organising skills to progressively document work during development self-management skills to keep up-to-date with work documentation
Required knowledge
ways of recording ideas, processes and the development of work in the relevant area of creative work media for the presentation of work documentation work and ideas of artists, designers and technicians in the artistic field being documented intellectual property issues specifically related to sourcing information required to document work progress

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 ability to: document the development of own work in a way that meets the requirements of the intended audience select a documentation format appropriate to the style of work.
Context of and specific resources for assessment	Assessment must ensure access to: works requiring documentation.
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 documentation prepared by the candidate questioning and discussion of the candidate’s intentions and the work documentation 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. specialisation units in any creative area.

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.

Audience may include:	client or commissioning body employer funding body general public industry association industry practitioners researchers sponsors teachers.
Documentation may include:	a brief annotated images artworks audio tape or file CD charts, e.g. workflow collages diagrams diary of images and texts drawings maquettes models photographs (analog and/or digital) references to texts samples scrapbook sketches sound and music specifications test pieces test strips video.
Appropriate people may include:	client or commissioning body content experts copyright representatives current industry practitioners industry association representatives information professionals, such as librarians and museum staff managers mentors supervisors teachers.
Information may relate to:	creative concepts and techniques equipment evaluation processes ideas discovered through research materials parameters and constraints processes texts tools work of other artists, craftspeople or designers.
Development of the work includes:	conceptualisation experimentation process or steps resolution of ideas or problem solving techniques and materials.

Unit Sector(s)

Industry capability – professional practice

CUVPRP303A Select and prepare creative work for exhibition

Modification History

Version	Comments
CUVPRP303A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to select and prepare creative work for display or exhibition.

Application of the Unit

Exhibitions take place in many different contexts and environments across both business and community contexts. The skills and knowledge outlined in this unit could be applied by exhibition venue staff or by people working independently to assist with the preparation of works for exhibition in galleries or other spaces, including virtual spaces. Exhibitions may be temporary or permanent in nature.

At this level, work is usually undertaken under supervision or within the context of established exhibition criteria, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Select works for exhibition	1.1 Review criteria for selecting works for exhibition 1.2 Clarify issues about the criteria in consultation with appropriate people 1.3 Select works according to criteria 1.4 Confirm final selection with appropriate people as required
2. Organise selected works for presentation	2.1 Check completeness of work to be displayed and take action as required 2.2 Determine specific exhibition requirements of selected works in consultation with appropriate people 2.3 Identify steps and processes required to prepare selected works for exhibition 2.4 Prepare works using appropriate techniques or arrange for the services of others as required 2.5 Provide accurate information on works to appropriate people 2.6 Submit works for exhibition within agreed timeframe and according to other agreed requirements 2.7 Provide assistance with installation or hanging of works as required 2.8 Use feedback from others to improve own performance in preparing works for display

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to liaise with colleagues on straightforward, practical issues associated with preparing works for exhibition initiative and enterprise skills to select works for display that best meet exhibition criteria literacy skills to interpret exhibition or display requirements planning and organising skills to prepare works for exhibition in a logical sequence problem-solving skills to identify and rectify aspects of works that need attention before being exhibited self-management skills to prioritise work tasks and complete work within agreed timeframes
Required knowledge
exhibition, display or presentation contexts relevant to different creative work and contexts techniques for display or exhibition of work relevant to the area of creative practice ways in which space is planned for physical and virtual display or exhibition purposes basic elements and principles of design and their specific application to the layout of an exhibition or display intellectual property issues relevant to the exhibition of creative work sustainability considerations for the exhibition of work OHS issues relating to exhibitions

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 ability to: select works for exhibition that are consistent with given criteria prepare works for exhibition according to established guidelines apply knowledge of exhibition practice in one or more areas of creative work.
Context of and specific resources for assessment	Assessment must ensure access to: a selection of works for exhibition tools, material and technologies used to prepare works for exhibition.
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 work prepared for exhibition by the candidate questioning and discussion of candidate’s intentions and work outcomes 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.

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.

Criteria may relate to:	characteristics of works: dimension medium number of pieces size criteria provided by creators of works criteria provided by exhibition organiser personal preferences physical characteristics of display area: access light ventilation quality of completed work theme.
Appropriate people may include:	creators of works curators exhibition or display organisers industry practitioners clients graphic artists managers marketing personnel mentors.
Completeness of work may involve checking that:	all elements are present resolution requirements for web presentation have been addressed touch up requirements have been satisfied works are tidy and clean.
Exhibition requirements may include:	accompanying documentation: artist statements consignment notes attaching fixtures for hanging or mounting cleaning works framing selecting and painting plinths taking account of the display environment: light humidity temperature power sources website information.
Exhibition of work occurs in a variety of contexts, including:	artist-run spaces contribution to an exhibition via submission to a competition group exhibition at regional venues local community spaces retail display studio spaces website.
Assistance may involve:	contributing to safely hanging, installing and dismantling work labelling work planning the exhibition space planning the location of work within the space wrapping and storing works at the conclusion of the display or exhibition.

Unit Sector(s)

Industry capability – professional practice

CUVPRP304A Participate in collaborative creative projects

Modification History

Version	Comments
CUVPRP304A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to make a contribution to a collaborative creative project. It includes the technical and teamwork skills to work in this context.

Application of the Unit

People developing their creative skills in many different areas may work on collaborative projects, which could include community art projects organised through local councils, business organisations or educational institutions.

At this level, work is usually undertaken under supervision.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Participate in project set-up	1.1 Liaise with others involved in the project to identify overall purpose and goals 1.2 Agree on responsibilities for the different aspects of the work within the team, including timelines 1.3 Where appropriate, contribute to the development of ideas for the creative project
2. Contribute to creative work	2.1 Organise the resources needed for individual or team work based on own role and responsibilities 2.2 Safely use a range of technical skills to support the creative ideas of the work 2.3 Test and refine techniques through the production of work within the parameters of the project
3. Work collaboratively	3.1 Follow through on own responsibilities within the project 3.2 Share creative and technical ideas with other people during the making of the work 3.3 Contribute constructively and positively to the dynamics of the group to ensure positive outcomes 3.4 Identify and resolve practical and interpersonal challenges in group process
4. Review collaborative work	4.1 Participate in a review of the project processes and outcomes with other team members 4.2 Seek feedback on own role and identify skill development opportunities 4.3 Provide supportive feedback to others

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to: share ideas about creative work make positive and constructive contributions to a collaborative process learning skills to use the collaborative process as a development tool literacy skills to interpret project information planning and organising skills to participate in the set up and operation of a collaborative project problem-solving skills to test and refine different techniques technical skills to use a range of techniques in the particular area of creative work
Required knowledge
different types of collaborative creative projects, including the ways they are resourced and run sources of ideas for creative work in the relevant context resources needed for creative work in the relevant area of work techniques used to achieve different effects in the relevant area of work different roles played by people in a collaborative project and ways to participate constructively and positively typical problems that arise within a group project and how they may be avoided or addressed intellectual property issues that affect the creation of any type of creative work sustainability considerations relevant to the type of work being created and its location OHS requirements for the work being undertaken

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 ability to: make a positive contribution to a collaborative creative project show some technical proficiency in the use of a range of techniques, tools, materials and equipment.
Context of and specific resources for assessment	Assessment must ensure: participation in a collaborative creative project materials, tools and equipment required for realisation of the creative 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 work produced by the candidate as part of a collaborative effort evaluation of presentation prepared by the candidate detailing the processes and outcomes of a collaborative creative project questioning and discussion about candidate’s participation in the project participation in discussions with the candidate and others about the project 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.

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.

Others may include:	peers mentors supervisors teachers.
Overall purpose and goals may relate to:	creative work in private spaces community participation enhancement of public space fundraising mounting of community exhibitions therapeutic.
Resources may include:	equipment materials tools work space.
Technical skills may relate to any creative form, either singly or in combination, including:	ceramics dance design in any discipline drawing digital work glass painting printmaking sculpture screen and media textiles woodwork.
Review may include:	brainstorming formal reporting professional critique reviewing feedback.

Unit Sector(s)

Industry capability – professional practice

CUVPRP401A Realise a creative project

Modification History

Version	Comments
CUVPRP401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to organise and realise a creative project from the development of ideas to the creation of the work. The result may be creative work in any media.

Application of the Unit

People with sound technical, conceptual and theoretical skills in a particular area of creative practice apply the skills and knowledge in this unit. Increasingly the individual takes responsibility for own work at all levels, though still with supervision and guidance as required.

The process of experimenting with ideas and techniques to find an individual style or voice takes place in the context of a whole project conceived and realised over time. The project results in completed work, often at a pre-professional level.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop ideas for project work	1.1 Identify and analyse sources that inform ideas for work 1.2 Explore ideas using visual representation and design tools 1.3 Consider possible constraints, based on nature and purpose of work 1.4 Challenge and play with ideas, and engage with others as required 1.5 Refine and select options based on own analysis and communication with others
2. Organise the creative project	2.1 Confirm the scope and objectives of the work in consultation with relevant people as required 2.2 Organise financial, physical and other resources 2.3 Evaluate safety considerations for the project 2.4 Consider options for documenting and recording work and the ideas and research that inform it 2.5 Document the production of work using selected approaches 2.6 Monitor the project workflow against the plan
3. Create finished work	3.1 Extend skills in manipulating selected materials, processes and technologies to fulfil project objectives 3.2 Critique work in progress and make adjustments as required 3.3 Apply safe work practices relevant to the chosen creative form
4. Evaluate own work	4.1 Reflect on own work in terms of conceptual development, technical execution and professional potential 4.2 Identify areas for future improvement especially in terms of own skill development 4.3 Evaluate overall work process for efficiency and effectiveness 4.4 Seek input from others as required and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to engage with others about conceptual and technical issues in creative work critical thinking and analytical skills to develop ideas and skills from exploration and experimentation initiative and enterprise skills to recognise and act on opportunities for refinement learning skills to: receive and integrate constructive criticism from others engage in an ongoing process of skills development literacy skills to: interpret information dealing with complex or abstract ideas document work in ways that communicate processes and ideas research and evaluate source materials for the development of ideas numeracy skills to calculate project costs problem-solving skills to identify and respond to conceptual and technical issues in creative work self-management and planning skills to organise a creative project technical skills to apply and adapt specialised skills relevant to the particular creative form
Required knowledge
relationship between technique, materials and process in the relevant creative form historical and contemporary references in chosen area of practice typical problems that occur during the development of a creative project, and how to avoid or resolve them commonly used research methodologies for creative practitioners current and emerging practices for documenting work in a creative context basic project management techniques, particularly in relation to work planning, time management and resource management intellectual property issues and legislation associated with professional creative practice sustainability issues associated with the tools and materials used in the chosen creative form OHS procedures in relation to chosen creative form

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 ability to: take responsibility for the complete process of producing creative work develop and refine technical and conceptual skills through a demonstrated process of experimentation produce work that reflects an emerging individual style document the work from initial idea to realisation communicate effectively with others about ideas evaluate work in an informed way use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate resources for the production of work, including work space, tools, equipment and materials studio and workshop facilities.
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 creative work produced by the candidate evaluation of processes used by the candidate to conceive, plan and realise the creative work direct observation of work in progress evaluation of a candidate’s visual diary or other forms of documentation showing the development of the work group peer review of the 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, for example: specialisation units for any creative form.

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.

Sources may include:	art critics art history texts artworks cultural theorists design ideas exhibitions films galleries images internet journal articles museums myths and legends objects oral history own experience performances presentations philosophers social commentators technical or medium-specific information writings.
Ideas may relate to:	relationship of the work to a theoretical and historical or contemporary context relationship of the work to new and emerging technology and its current and potential application subject matter or theme for the work, such as: identity land and place political, cultural and social issues the body spiritual concerns.
Constraints may include:	availability of materials, tools and equipment budget safety requirements saleability sponsorship time.
Ways to engage with others may include:	face-to-face discussions virtual communication.
Scope and objectives of the work may relate to:	brief for the work competition criteria creative criteria ideas to be communicated number of items to be produced potential to exhibit and sell self-development potential time for creation.
Relevant people may include:	employers mentors other artists other creative practitioners peers potential customers supervisor teachers.
Options for documenting and recording work may involve developing:	blogs or wikis digital presentations notes and other written text online forums photographic records physical portfolios practice pieces verbal presentations visual diaries.
Efficiency and effectiveness may relate to:	aesthetic or functional quality of the work completion on budget completion on time positive or negative impact on own health quality of the work success in communicating ideas technical standard of work.

Unit Sector(s)

Industry capability – professional practice

CUVPRP402A Select sites for creative projects and plan work

Modification History

Version	Comments
CUVPRP402A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research potential sites for artworks that best reflect and support the key ideas of the work, and plan work accordingly.

Application of the Unit

People working in all areas of creative practice apply the skills and knowledge described in this unit. A typical context would be public art, which involves the creation of artworks in public spaces.

At this level, the individual would be expected to exercise autonomy and judgement and may work collaboratively.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research potential sites	1.1 Determine potential sites based on the key ideas of the work 1.2 Agree on the types of site information required in consultation with relevant people 1.3 Access relevant sources of information for potential sites 1.4 Ensure that relevant information about potential sites is collected and organised
2. Select sites	2.1 Determine criteria for selecting sites based on the needs of the work 2.2 Use agreed criteria to evaluate research findings on potential sites 2.3 Apply criteria to select the most appropriate sites
3. Develop options for work for selected sites	3.1 Consider the impact of site characteristics on work options 3.2 Outline work options that respond to site characteristics 3.3 Select work options that best respond to site characteristics and creative ideas
4. Plan work for selected sites	4.1 Confirm sites and selected work options with relevant colleagues 4.2 Develop procedures and work plans for the production of work 4.3 Ensure that work procedures are documented in an appropriate format

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to develop and discuss ideas for work options with colleagues and peers numeracy skills to calculate specifications for selected sites initiative and enterprise skills to: develop a range of work options for selected sites select sites that respond best to conceptual visions for works literacy skills to interpret site information for potential sites planning and organising skills to plan work procedures problem-solving skills to: assess factors impacting on site selection establish criteria for work planning self-management skills to prioritise work procedures technology skills to access and download information from the internet
Required knowledge
potential of sites for different types of work relevant to area of specialisation issues to be considered when selecting sites, including required approval processes types of site information needed for planning work and potential sources options for documenting planning processes and work procedures workflow planning techniques in relation to production of work for a site intellectual property issues and legislation relevant to site work OHS requirements for different types of sites

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 ability to: select sites that are responsive to key ideas in the work apply criteria that appropriately address and respond to the parameters for site selection develop plans for the production of work.
Context of and specific resources for assessment	Assessment must ensure access to: sites typically used for artworks sources of information about sites.
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 reports prepared by the candidate detailing site selection and work planning processes evaluation of verbal presentation of research options and planning questioning and discussion about candidate’s intentions 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.

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.

Key ideas may be determined by:	elements and principles of design ideas about work that address and respond to the values of a site relationship of the work to a theoretical and historical context subject matter or theme for the work, such as: identity land and place political, cultural and social issues the body spiritual concerns.
Types of site information may include:	planning regulations physical characteristics of the site, including: buildings dimensions flora industries land forms overhead wires location pathways presence of fauna roads waterways reports, such as: council geology government weather requirements relating to development plans social, economic and historical characteristics: status as a community meeting place economic conditions heritage values industrial area sacred space urban renewal.
Relevant people may include:	clients industry practitioners managers mentors project team members.
Sources of information may include:	discussions or interviews with artists, designers or craftspeople discussions or interviews with people who are familiar with potential sites galleries internet libraries local council or consent authority museums personal observations and experience print and electronic media reference books technical and scientific reports.
Criteria for selecting sites may include:	intellectual property issues development consent requirements environmental issues associated with site-specific characteristics organisational and legislative OHS procedures in relation to the specific characteristics of a site perspectives and requirements of others, such as: architecture, landscape architecture and urban planning companies artist-run studios government agencies/funding organisations local arts community local councils physical and practical characteristics for creating the work public access for viewing the work social, economic, cultural and historical values.
Site characteristics may include:	environmental considerations heritage physical constraints, such as: access changing contours of the landscape cliffs weather conditions political and economic influences sacred, religious and cultural significance.
Work options may be based on criteria, such as:	approval requirements consistency with ideas financial considerations heritage, cultural and religious values OHS procedures in relation to specific work options for selected sites practical considerations in relation to equipment, materials and access.
Ways in which work procedures can be documented may include:	diagrams drawings photographs slides specifications text notes, such as diary entries video and digital images.

Unit Sector(s)

Industry capability – professional practice

CUVPRP403A Select and organise finished work for storage

Modification History

Version	Comments
CUVPRP403A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to select finished creative work for storage, to assess storage needs, and to protect and maintain work in storage.

Application of the Unit

People working in all areas of arts practice apply the skills and knowledge described in this unit. They could be responsible for selecting and organising the storage of finished works in their own practice, at an artist-run studio, or in a gallery, exhibition space or educational institution.

At this level, they would be expected to exercise autonomy and judgement in a range of situations and contexts.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Assess finished works for storage	1.1 Determine criteria for selecting finished works to be stored 1.2 Select works for storage based on criteria 1.3 Assess storage needs of selected works, taking into account their condition and nature
2. Organise storage of finished works	2.1 Identify and select appropriate protective materials and conditions for storage 2.2 Ensure that correct procedures are followed to prepare works for storage 2.3 Ensure that works are safely stored in allocated or selected storage spaces
3. Maintain stored works	3.1 Maintain accurate and complete records of stored finished work 3.2 Protect confidential information and adhere to copyright requirements in the storage of records 3.3 Monitor and review condition of work in storage according to its specific requirements 3.4 Make adjustments to storage arrangements as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
initiative and enterprise skills to develop storage solutions that best address the characteristics of finished works literacy skills to: interpret information related to protecting, storing and maintaining finished creative work keep accurate records of stored works planning and organising skills to ensure that finished work is prepared and stored according to correct procedures problem-solving skills to anticipate issues that affect the storage of finished works self-management skills to prioritise and plan work
Required knowledge
archival principles and values security issues associated with storing works physical properties and capabilities of a range of materials suitable for protecting and storing work in the relevant area of creative practice record-keeping systems appropriate for storage and retrieval intellectual property issues for the storage and maintenance of stored work sustainability issues associated with equipment, tools and materials required for the protection and storage of finished works in the relevant context OHS procedures in relation to storage and maintenance of finished work

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 ability to: select works for storage according to agreed criteria organise the safe storage of finished work demonstrate knowledge of archival principles and values in the maintenance of stored work.
Context of and specific resources for assessment	Assessment must ensure access to: areas suitable for the storage of finished 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: direct observation of candidate organising the storage of finished works evaluation of items prepared for storage by the candidate review of records created or maintained by the candidate discussion and questioning about the care and protection of finished works and the record-keeping system used 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.

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.

Criteria may include:	archival values available space client requirements personal affinity to pieces of work potential of works to be used as exemplars potential future use for works public interest in works quality of works quantity and size of works.
Storage needs may involve:	consideration of factors related to: archival values dampness dust electromagnetic fields fading fungi humidity insects light light-sensitive characteristics of images deciding on best form of storage, given the condition of a specific work simple repairs prior to storage, e.g. to mounted materials stabilising any damage to prevent deterioration in storage.
Protective materials may include:	archival materials CD cases characteristics of the materials used in the work, such as: acid free wrapping or mount board water absorbent reflective enclosures folders form of the artwork: upright flat negative sleeves materials designed to protect fragile objects: padding tissues bubble wrap box framing.
Procedures may include:	protocols for recording and registering stored work, including ethical considerations use of protective materials verbal instructions workplace procedures: safety security process-specific procedures recycling cost control reporting.
Records may include:	electronic records, e.g. image archiving software labelling of work: medium number title year produced list of stored finished works model release permits, contracts containing conditional usage requirements register of all stored and finished works, e.g. date and usage of photographic material slide library.

Unit Sector(s)

Industry capability – professional practice

CUVPRP404A Develop self as artist

Modification History

Version	Comments
CUVPRP404A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop the technical and conceptual skills required to work in any area of arts practice.

Application of the Unit

People working across all areas of creative practice apply the skills and knowledge described in this unit. Practitioners commit to improving their professional practice in both an artistic and business context.

At this level, conclusions drawn from research and experimenting with technology and techniques could involve challenging different points of view as part of the process of developing one’s own style. This work would usually be carried out under mentored supervision.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Refine arts practice skills	1.1 Plan strategies to improve own arts practice skills 1.2 Identify and use relevant practice, feedback, discussion and evaluation opportunities to continuously improve own skills 1.3 Identify and use relevant sources of information to keep up-to-date with industry issues 1.4 Identify and use a range of opportunities to develop own arts practice
2. Develop own style or voice	2.1 Explore and use a range of creative thinking techniques to generate ideas for own arts practice 2.2 Discuss ideas with relevant people and apply knowledge gained to inform own practice 2.3 Use practice time to experiment with new ideas in a range of genres and interpretations 2.4 Study the work of others to stimulate own conceptual and technical skills 2.5 Explore and use technology where appropriate to expand own practice
3. Evaluate own work	3.1 Seek and apply constructive criticism from relevant people to improve own work 3.2 Evaluate work against planned strategy for developing own arts practice 3.3 Consider place of own work in relation to other installation artists 3.4 Adjust processes, techniques and practice as necessary to improve technical, conceptual and commercial outcomes
4. Pursue work opportunities	4.1 Identify sources of information on work opportunities 4.2 Identify industry networks and promotional opportunities 4.3 Develop promotional material about self for distribution as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to: critique and discuss industry issues discern and listen to advice from others use industry and community networks as sources of information initiative and enterprise to: explore ideas and integrate new approaches and techniques into own arts practice develop material about self that projects a positive image of own capabilities learning skills to develop own style or voice literacy skills to interpret a broad range of information relevant to own area of arts practice research skills to access information relating to trends, emergent technologies, work opportunities and career planning technology skills to access and download information from the internet
Required knowledge
information and resources available to develop self as artist trends in own area of arts practice work, ideas and techniques of well-regarded practitioners in own area of arts practice theoretical and historical contexts relevant to own area of arts practice intellectual property issues and legislation associated with own area of arts practice sustainability considerations for creative practice in the relevant context OHS procedures in relation to own area of arts practice

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 ability to: apply planned strategies to refine skills in own area of arts practice demonstrate work practice that develops own style through exploring and experimenting with new ideas in making and/or interpreting work use discussion and evaluation opportunities to inform and develop own technical and conceptual skills.
Context of and specific resources for assessment	Assessment must ensure access to: an environment where technical and conceptual skills can be developed and enhanced over time resources relevant to area of arts practice.
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 observation of the candidate developing and enhancing technical skills written or oral questioning to test knowledge of professional development strategies review of audio or video recordings of performances by candidate case studies to assess candidate’s ability to research industry issues evaluation of problem-solving activities to assess candidate’s critical thinking skills review of portfolios of evidence review of third-party reports from experienced practitioners. Assessment methods should reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who 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.

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.

Strategies may include:	experimenting with techniques exploring capabilities of materials, tools and equipment identifying and using a range of industry networking opportunities participating in professional development and other learning opportunities participating in relevant associations personal or group practice time undertaking training courses working effectively with mentors or coaches.
Arts practice skills may relate to:	craft: glass jewellery wood design: costume graphic industrial interior sets and scenery live performance: acting circus arts dance performance art playing of musical instruments singing technical production, such as for: film and television live theatre and events visual arts: ceramics painting photography print making sculpture textiles.
Sources of information may include:	copyright and legal representatives discussions with innovative industry practitioners electronic and print media: articles news reviews employee associations employer listings exhibition catalogues and programs government bodies and associated publications induction kits industry associations industry information sheets internet job advertisements journals libraries and archives other sources of industrial relations information personal observations and experience policy and procedures manuals reference books retail and wholesale suppliers of products and services technical publications union representatives websites word of mouth.
Industry issues may relate to:	audience demographics business operations changing nature of work, including occupations that are disappearing and how they are being replaced changes to the mix of skills and knowledge required in different areas of arts practice intellectual property employment environment and sustainability legislative requirements OHS outcomes of research by industry associations social and political developments teaching practice techniques in chosen area of arts practice technology.
Opportunities to develop own arts practice may include:	competitions conferences events: industry functions conferences trade fairs community activities expositions exhibitions festivals social events floor talks at galleries lectures master classes membership of professional organisations or bodies seminars symposiums visits to workplaces.
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go daydreaming and mental wandering Edward de Bono's Six Thinking Hats graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads.
Relevant people may include:	agents clients colleagues industry practitioners managers mentors supervisors teachers.
Strategies used to experiment with new ideas involve:	developing folios for appraisal by others extending the possibilities of materials and equipment towards their full potential innovation recording and reviewing own performances to assess effectiveness of experimentation.
Networks may include:	alumni organisations colleagues and teachers consumer organisations professional associations.
Promotional opportunities may include:	applications to funding bodies competitions exhibitions listings on industry websites performances product launches.
Promotional material may include:	audio recordings catalogues leaflets portfolios resumés text and images for websites video recordings.

Unit Sector(s)

Industry capability – professional practice

CUVPRP405A Develop and discuss ideas for own creative work

Modification History

Version	Comments
CUVPRP405A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop and discuss ideas for creative work.

The unit includes research and analysis, as well as the ability to participate in critical and informed discussion with others about creative work

Application of the Unit

People working across all areas of creative practice apply the skills and knowledge described in this unit. The ability to research, generate and discuss ideas is an integral part of the creative process, and sits alongside the technical skills specific to particular art forms.

This work would usually be carried out under mentored supervision.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research ideas	1.1 Identify and source information that supports the development of ideas for creative work 1.2 Critically analyse information in the context of current and potential work
2. Generate ideas	2.1 Develop a range of different, innovative and creative ideas based on the nature of own creative practice 2.2 Reflect on and integrate ideas generated from research 2.3 Consider possible constraints on ideas 2.4 Select ideas based on research, reflection and relevant constraints
3. Discuss ideas with others	3.1 Identify and seek out people who can provide valuable input to discussions about work ideas 3.2 Evaluate different communication options and select the most appropriate 3.3 Present key information on ideas and their process of development 3.4 Use effective communication techniques to generate discussion, debate and critical analysis of ideas
4. Adjust and refine ideas	3.5 Reflect on the views and contributions of others 3.6 Make own analysis of ideas based on individual aspirations and goals 3.7 Refine ideas based on own analysis and interactions with others

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to engage in informed discussion about potentially abstract ideas critical thinking skills to evaluate, distil and select ideas from research learning skills to learn from discussion with others literacy skills to interpret a wide range of source materials for the development of ideas
Required knowledge
historical and contemporary references in chosen area of practice different ways to communicate and collaborate in creative practice intellectual property issues and legislation that affect the development of ideas for creative work in the relevant context

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 ability to: generate ideas for creative work grounded in research and reflection engage in informed discussion about ideas in own work apply knowledge of historical and contemporary references in own area of creative work.
Context of and specific resources for assessment	Assessment must ensure: interaction with others about ideas for work.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of presentation by the candidate questioning about research and development processes 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: CUVPRP401A Realise a creative project.

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.

Information may include:	direct observation of the natural or built environment music, film and video myths and legends oral history photographs and other artworks promotional material range of texts and text types technical reports and data.
Way to critically analyse information may involve:	considering how ideas may be adapted and challenged within work drawing links between references and own work making judgements about relevance of information and ideas.
Constraints may include:	audience availability of materials, tools and equipment budgeting own skills presentation venue/context sponsorship timeframe.
People may include:	critics and writers mentors other creative practitioners peer groups supervisors teachers.
Communication options may include:	blog informal discussions electronic forums oral presentation visual presentation written presentation wiki.

Unit Sector(s)

Industry capability – professional practice

CUVPRP406A Plan work space

Modification History

Version	Comments
CUVPRP406A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to plan the allocation and use of space consistent with a concept or business plan.

Application of the Unit

This unit applies in a broad range of industry contexts where individuals need to plan their own work space or the space for a small group.

Specialist designers undertake this role when requirements are more complex, or where there are large numbers of people involved.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Establish work space requirements	1.1 Review and analyse relevant information to determine work space requirements 1.2 Consult users of the space and other relevant stakeholders to clarify requirements about its usage 1.3 Analyse potential usage patterns to determine specific requirements and constraints
2. Design space	2.1 Assess the physical characteristics of the space in relation to its capacity to meet requirements 2.2 Assess safety and sustainability issues that impact on the organisation of space 2.3 Establish criteria for the allocation of space based on key objectives 2.4 Allocate space according to agreed criteria 2.5 Identify, negotiate and resolve conflicting demands for space according to criteria 2.6 Evaluate and document requirements for all fixtures and fittings
3. Create plans for work space	3.1 Develop plans in an appropriate format 3.2 Facilitate creation of the space through inclusion of complete and accurate supporting information 3.3 Check and finalise plans prior to implementation

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to: consult with others about work space requirements provide clear information in plans for work space literacy skills to interpret a range of planning and design documentation numeracy skills to work with measurements and other spatial elements planning and organising skills to organise the planning process problem-solving skills to resolve issues associated with competing demands for space
Required knowledge
context in which the space is to be used, including user group requirements and commercial considerations options for planning of space, including advantages and disadvantages of different approaches sustainability considerations for the creation of the work space OHS requirements as they apply to use of space within the specific industry context, including specific equipment requirements

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 ability to: create a work space plan that meets objectives integrate safety and sustainability requirements into the planning of space.
Context of and specific resources for assessment	Assessment must ensure access to: a space to be planned.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of plans developed by the candidate problem solving and case studies to assess ability to adapt planning to meet different industry circumstances 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.

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.

Information may include:	architectural plans artist and installation instructions and requirements business plans concept sketches design concepts equipment specifications floor plans.
Work space may include:	exhibition space performance space office and administration space studio workshop.
Safety and sustainability issues may relate to:	access limitations equipment to be installed ergonomics hygiene materials to be used numbers of people using the space specific equipment requirements waste disposal.
Key objectives may relate to:	access issues balancing of competing demands for space commercial viability requirements of other users.
Fixtures and fittings may include:	furniture heating hanging equipment lighting permanent fixtures storage equipment technical equipment.
Appropriate format for plans may be:	annotated floor plans computer drawings sketches.

Unit Sector(s)

Industry capability – professional practice

CUVPRP501A Realise a body of creative work

Modification History

Version	Comments
CUVPRP501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to realise a coherent body of creative work. Practitioners integrate conceptual, technical and organisational skills to create work in their chosen creative form.

Application of the Unit

Creative practitioners at the beginning of their professional practice apply the skills and knowledge in this unit. They have a well-developed command of materials, process and technique. Completed work conveys strong conceptual and theoretical development.

This unit reflects the integrated creative process that is so important to artistic practice. It may be applied to any creative form and, in practice, is combined with other discipline-specific units that address specialised technical skills.

At this level, work is undertaken independently with mentoring and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop ideas for a coherent body of work	1.1 Establish and explore a developing range of sources to inform new ideas 1.2 Support professional practice by extending knowledge of historical and contemporary references 1.3 Evaluate developing ideas and options for creative work using critical and creative thinking approaches 1.4 Consider the professional potential of ideas 1.5 Where appropriate, refine personal thinking through consultation with relevant people 1.6 Develop ideas or designs based on research, reflection and suitability for the intended purpose
2. Plan and organise the production of work	2.1 Confirm the scope and objectives of the work based on the project concept 2.2 Evaluate and organise financial, physical and other resources based on in-depth knowledge of the creative form 2.3 Set up or gain access to an appropriate work space 2.4 Develop a realistic timeframe for the production of work 2.5 Evaluate and respond to project constraints 2.6 Monitor project workflow against the plan
3. Develop own approach to documenting the body of work	3.1 Evaluate options for documenting and recording work and the ideas and research that inform it 3.2 Consider information for inclusion and the need to reveal the process of work 3.3 Select and develop own approach and presentation style 3.4 Document production of work from initial ideas to realisation
4. Collaborate with others	4.1 Seek and be open to critical analysis of own work by others 4.2 Participate critically and knowledgably in conversations that explore different ways of doing things 4.3 Explore and experiment with ideas that come from collaboration
5. Create finished work	5.1 Use safe work practices to manipulate selected materials, processes and technologies with increasing confidence and skill 5.2 Challenge and test technical and conceptual aspects of the work during production 5.3 Finish work to professional standard
6. Evaluate own artwork	6.1 Review work in progress against personal, professional and artistic objectives 6.2 Identify and respond to opportunities for refinement and re-thinking 6.3 Evaluate efficiency and effectiveness of the work process 6.4 Evaluate finished work in terms of its coherence with the project concept, technical resolution and suitability for the intended purpose

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to: collaborate with others as part of the creative process discuss abstract ideas with others create a professional documentation of work critical thinking and analytical skills to: evaluate, distil and select ideas for application to own work evaluate own work in terms of its coherence initiative and enterprise skills to develop ideas and create work that responds to creative and professional objectives learning skills to: receive and integrate constructive criticism from others engage in an ongoing process of skills development literacy skills to: interpret information dealing with complex or abstract ideas document work in ways that communicate processes and ideas numeracy skills to manage project costs problem-solving skills to creatively resolve conceptual and technical issues that arise within the work self-management and planning skills to plan and coordinate a creative project from initial concept to realisation technical skills to apply, adapt and refine specialised skills relevant to the particular creative form
Required knowledge
relationship between technique, materials and process in the relevant creative form cultural, sociological, philosophical, aesthetic, political and commercial influences on chosen area of work, in historical and contemporary contexts critical and creative thinking techniques and how they work in the context of creative practice professional opportunities in the relevant area of creative practice typical problems that occur during the production of a body of creative work, and how to avoid or resolve them commonly used research methodologies for creative practitioners current and emerging practice for documenting work in a creative context basic project management techniques, particularly in relation to work planning, time management and resource management intellectual property issues and legislation associated with professional creative practice sustainability issues associated with the tools and materials used in the chosen creative form organisational and legislative OHS procedures in relation to chosen creative form

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 ability to: create a coherent body of creative work that is technically and conceptually resolved, is consistent with the project concept, and is finished to a professional standard consider the professional potential for proposed work document the work creatively from initial idea to realisation evaluate and discuss work in an informed way use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate resources for the production of work, including work space, tools, equipment and materials studio and workshop facilities.
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 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 group peer review of the work evaluation of a candidate’s visual diary or other forms of documentation showing the development of the 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, for example: specialisation units for any creative form.

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.

A developing range of sources provides access to:	ideas that challenge own work to date in-depth exploration of ideas already touched on previously unexplored ideas uses of new techniques, materials or processes ideas that challenge own beliefs.
Sources may include:	art critics art history texts artworks cultural theorists design ideas exhibitions films galleries images internet journal articles museums myths and legends objects oral history own experience performances presentations philosophers social commentators technical or medium-specific information writings.
Critical and creative thinking approaches may include:	blog or wiki brainstorming 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.
Professional potential may relate to:	collaboration market trends professional development saleability.
Relevant people may include:	employers mentors other creative practitioners peers potential customers teachers.
Scope and objectives of the work may relate to:	brief for the work competition criteria creative criteria ideas to be communicated number of items to be produced potential to exhibit and sell self-development potential time for creation.
Realistic timeframe takes account of:	availability of materials client needs complexity of the work other commitments potential for external factors to impact sponsor requirements.
Project constraints may include:	availability of outsourced production or assistance budget client preferences potential for burn-out public safety safety requirements saleability technical skills and knowledge time.
Options for documenting and recording work may include:	blog or wiki digital presentations maquettes notes and other written text online forum photographic record physical portfolio practice pieces verbal presentation visual diary.
Information for inclusion may include:	challenges encountered intellectual property considerations development of techniques early ideas external references and sources input from others refinement processes for ideas and techniques use of materials and processes work log, including time and expenses.
Critically and knowledgably may include:	familiarity with the work of others knowledge of materials, process and technique substantiated ideas and positions.
Opportunities for refinement and re-thinking may relate to:	collaboration ideas materials market demand processes techniques workflow.
Efficiency and effectiveness may relate to:	aesthetic or functional quality of the work completion on budget completion on time positive or negative impact on own health success in communicating ideas technical standard of work.
Coherence with the project concept may relate to:	connection of ideas within the work connections or divergence in process between initial concept and final product materials processes techniques.

Unit Sector(s)

Industry capability – professional practice

CUVPRP502A Prepare for sustainable professional practice

Modification History

Version	Comments
CUVPRP502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to establish professional practice goals and to determine how practice can be developed in a sustainable way. A sustainable practice is one that takes account of all aspects of sustainability – individual, social, environmental and economic.

Application of the Unit

Professional practitioners across all sectors and areas of expertise must consider the sustainability of their practice.

At this level, an individual is beginning the journey of establishing a professional practice. This is a largely self-directed activity, but may involve some mentoring and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop own practice goals	1.1 Reflect on professional goals and aspirations in the context of chosen area of practice 1.2 Identify and make contact with key people to support individual reflection 1.3 Evaluate factors that affect contemporary practice in chosen area, including specific opportunities 1.4 Question self and others about future directions for practice 1.5 Look for opportunities and ideas beyond the obvious 1.6 Develop goals that take account of individual personal circumstances 1.7 Make decisions about overall practice direction, based on reflection and research
2. Identify key sustainability issues	2.1 Identify and investigate the key components of sustainable professional practice in chosen area of work 2.2 Evaluate current practice and determine opportunities to enhance sustainability 2.3 Research and collate information to support future professional practice
3. Take action to develop sustainable individual practice	3.1 Develop practical and innovative strategies to enhance sustainability of practice 3.2 Develop and nurture own professional networks 3.3 Engage in sustainable work practices in all areas of activity 3.4 Recognise and integrate the idea of lifelong learning into practice 3.5 Engage in ongoing collaboration with peers and others 3.6 Challenge and refine own ideas and strategies for developing professional practice

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to collaborate with others on practice development issues critical thinking and analytical skills to reflect on complex issues and make judgements and decisions about those issues initiative and enterprise skills to develop new ideas for developing sustainable practice learning and self-management skills to engage in and commit to an ongoing process of professional development and lifelong learning literacy skills to interpret varied information dealing with complex issues from a range of sources numeracy skills to investigate issues around financial viability of own practice planning and organising skills to develop and action strategies for overall practice development problem-solving skills to adjust to constraints and limitations technology skills to use the internet as a research tool
Required knowledge
professional context for a given area of practice in terms of opportunities and constraints tools, techniques and strategies used by practitioners to build sustainable practice professional opportunities in own area of practice, across other areas of related practice and across the business and community more generally intellectual property issues and legislation and how they impact on the operation of a professional practice key aspects of individual, social, economic, environmental sustainability, and how they impact on a particular area of practice

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 ability to: develop realistic goals for own practice grounded in research and reflection develop a set of actions to enhance the sustainability of individual practice apply knowledge of key aspects of individual, social, economic and environmental sustainability.
Context of and specific resources for assessment	Assessment must ensure access to: industry networks and information.
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 presentation or documentation prepared by the candidate detailing goals and plans to achieve a sustainable practice questioning and discussion about candidate’s professional plans participation in discussions with the candidate and others about sustainable practice in a given area 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.

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.

Goals and aspirations may relate to:	creative impulse desire for collaboration exhibition or performance ambitions employment within public or private organisations income lifestyle locations for work professional credibility professional networks self-employment status.
Key people may include:	community Elders family members mentors peers potential customers potential employers professional associations recruitment agencies teachers.
Factors that affect contemporary practice may be:	buying trends current concerns in the community economic ideological impacts of technology on practice lifestyle trends location of practice political climate social issues.
Questions may be:	am I good enough? does my family life support my aspirations? how do other creative practitioners do this? how much money do I need? how quickly do I want to achieve it? what are the opportunities in my local market? what do I need to learn now and over time? what do I want to achieve? who do I need to talk to?
Opportunities beyond the obvious may include opportunities:	across disciplines and genres in community service or health contexts in industries across the full spectrum of the economy involving collaboration with professionals in different sectors using new and emerging materials and technologies.
Individual personal circumstances may relate to:	availability of time for developing practice ability to further develop skills family obligations financial needs geography and location health lifestyle objectives scope of existing skills work / life balance.
Key components of sustainable professional practice are:	economic: financially viable job opportunities sound financial management environmental: effective use of physical resources minimisation of waste protection of the physical environment use of alternative materials and processes human: lifelong learning own professional development personal health and nutrition safety of self stress management social: acknowledgment of the intellectual property of others legal activity community engagement safety of others social responsibility, such as taxation.
Opportunities to enhance sustainability may include:	additional safety measures in work space adopting new technology as a habit applying for grants applying for employment with arts organisations establishing new networks greater collaboration with others further study and skill development identifying philanthropic opportunities improved nutrition improved marketing and promotion effective financial management systems seeking assistance from experts setting up shared studio space.
Information may include:	business planning advice ideas, self-generated or from others industry publications marketing advice promotional ideas taxation information training opportunities.
Collaboration may involve:	engaging in professional networks participating in a community of practice sharing ideas and information working on joint projects.

Unit Sector(s)

Industry capability – professional practice

CUVPRP503A Present a body of own creative work

Modification History

Version	Comments
CUVPRP503A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use creative, technical and project management skills to develop a professional and innovative presentation of own creative work. It is based on the unit CUVPHI520A Produce an innovative presentation of professional work.

Application of the Unit

All creative practitioners need to produce, present and continually update a professional presentation package or portfolio of their own creative work. The presentation may be physical or virtual.

Work is undertaken independently with mentoring and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Evaluate and select presentation options	1.1 Research presentation options using appropriate sources of information 1.2 Explore ideas and options for presenting work in new and innovative ways, including those from other disciplines 1.3 Identify and consult with relevant people when developing presentation options 1.4 Select presentation methodologies based on intended purpose and other parameters
2. Plan presentation of work	2.1 Use critical thinking techniques to develop an overall presentation concept 2.2 Explore and refine how the presentation concept will impart explicit and implicit messages to its audience 2.3 Develop realistic production budget, timeline and workflow plan 2.4 Design a template for the presentation that supports key messages to be communicated
3. Create presentation	3.1 Select and integrate content that supports presentation objectives 3.2 Obtain and accurately record copyright clearance on all sourced content 3.3 Develop a cohesive presentation that supports objectives 3.4 Review projected and actual budget outcomes
4. Review and update presentation	4.1 Evaluate presentation in the context of its objectives and feedback from others 4.2 Proactively identify opportunities to update and refine presentation 4.3 Develop systems to identify and respond to future presentation opportunities

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to impart key messages about own creative work to the intended audience critical thinking and analytical skills to analyse and evaluate different options for presentation of work, including current and emerging professional trends initiative and enterprise skills to identify and act on new ideas for presenting work learning and self-management skills to keep up-to-date with emerging and innovative practice in professional presentation of work literacy skills to create a coherent presentation of work planning and organising skills to: manage the workflow for the production of a portfolio of work (research, concept development, production and post-production) organise resources required for the portfolio problem-solving skills to develop solutions for conceptual and technical challenges numeracy skills to estimate costs for presentation production technology skills to use digital media, design and presentation technologies appropriate to the creative work being presented
Required knowledge
typical and innovative ways in which portfolios of work are used by creative practitioners visual communication formats relevant to the presentation of creative work current and emerging trends in presentation technologies relevant to the particular area of work (including design, layout, typography, interactivity and accessibility) elements and principles of design as they apply to the creation of a professional presentation of work intellectual property issues and legislation and how they relate to the use of information in a professional presentation

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 ability to: research industry-standard presentation methodologies design and realise presentation concepts present creative products in a manner suited to the intended audience and purpose.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate technology and sources of information to research industry-standard presentation methodologies industry-standard presentation packages and technology.
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 presentation or portfolio created by the candidate direct observation of candidate presenting creative products evaluation of problem-solving activities to assess candidate's critical thinking skills 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.

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.

Presentation options may include:	bound books and folios brochures catalogues digital media presentations, including websites exhibitions of work in a variety of display spaces product demonstration product sample cases promotional folders printed images, bound in book form or in folios.
Sources of information may include:	books discussions with industry practitioners events government bodies industry associations internet libraries and archives journals media personal observations and experience professional development sources: awards competitions conferences exhibitions master classes suppliers of products and services technical publications.
New and innovative ways may include:	interactivity media not used before new distribution mechanisms storytelling or other interpretive techniques.
Relevant people may include:	members of relevant professional associations mentors and peers practising artists and designers presentation experts teachers.
Intended purpose may be:	application submission: association membership grant/commission industry accreditation artistic commercial educational entertainment job interview marketing/promotion promotional give-away to prospective clients.
Other parameters may relate to:	budgetary constraints competition rules environmental sustainability grant application requirements longevity requirements requirements of a brief time constraints viewing locations viewing requirements.
Critical thinking techniques may include:	analysing and evaluating actions and policies clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences reading and listening critically recognising contradictions transferring insights to new contexts using critical vocabulary.
Template may include:	chapter and section headings colour scheme outline script image specifications layout and design thematic connections typography to be used.
Content may include:	audio, video and DVD sequences drawings illustrations maquettes and other three-dimensional (3-D) forms paintings photo images.

Unit Sector(s)

Industry capability – professional practice

CUVPRP504A Establish and maintain environmentally sustainable creative practice

Modification History

Version	Comments
CUVPRP504A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to integrate environmentally sustainable approaches into creative art or design practice.

Application of the Unit

All art and design practitioners apply the skills and knowledge in this unit. Sustainability considerations apply both to activities within the practice and to the design of products and services that might be made, operated or used by others.

At this level, the practitioner applies a self-directed approach to ensuring the sustainability of the practice.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Evaluate current practice for environmental sustainability	1.1 Assess the source of materials used in current practice, taking account of its origin and abundance 1.2 Investigate and evaluate resource usage and sustainability issues in current practice 1.3 Identify and evaluate relevant legislation, codes and national standards that impact on workplace sustainability to ensure compliance 1.4 Analyse existing and potential environmental risks and hazards in the workplace
2. Conserve resources in own practice	2.1 Use sustainable work practices across all areas of activity 2.2 Explore alternative sources of materials, including recycled products where possible 2.3 Maximise use of waste products from the creative process 2.4 Source and use sustainable materials in preference to materials in short supply 2.5 Monitor and measure own use of resources on an ongoing basis and make positive changes to own practice
3. Make sustainable design decisions	3.1 Evaluate choice and use of materials in design briefs, whether generated by self or others 3.2 Assess the impact of user needs and preferences on sustainable design options 3.3 Assess the environmental impact of intended production processes 3.4 Determine opportunities to enhance sustainability by asking pertinent questions 3.5 Positively influence the sustainability of the design process within the scope of own responsibility 3.6 Include explicit reference to sustainability issues in design and production documentation
4. Maintain currency of knowledge on sustainability issues and options	4.1 Maintain currency of specialised knowledge relevant to own area of expertise 4.2 Proactively identify sources of information and professional development for sustainability skills 4.3 Integrate current and emerging ideas into own practice

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to work with others to positively influence sustainability critical thinking and analytical skills to reflect on the ways that the individual practice can be made more sustainable initiative and enterprise skills to develop new ideas for developing sustainable practice learning and self-management skills to engage in and commit to an ongoing process of enhanced sustainability literacy skills to interpret varied information on sustainability issues numeracy skills to measure resource usage in current practice planning and organising skills to develop and action strategies about sustainability problem-solving skills to find different and more sustainable approaches to work technology skills to use the internet as a research tool
Required knowledge
sources of raw materials used in the relevant area of creative practice specific sustainability issues that impact on the relevant area of creative practice in terms of both design and production ways to positively influence sustainability in the design and production of work tools, techniques and strategies used by practitioners to build sustainable practice legislation, codes of practice and standards about sustainability in the relevant areas of practice

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 ability to: develop a set of actions to enhance the environmental sustainability of individual practice apply knowledge of key aspects of sustainability in the relevant area of creative practice.
Context of and specific resources for assessment	Assessment must ensure access to: industry networks and information.
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 presentation or documentation prepared by the candidate detailing plans to achieve an environmentally sustainable practice participation in discussions with the candidate and others about sustainability issues in a given area review of written or verbal reports developed by the candidate 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.

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.

Resource usage will vary depending on the type of practice and may relate to:	energy raw materials water.
Sustainability issues may relate to:	emissions hazardous or toxic substances influence on ecosystems pollution short supply spills and leaks waste.
Areas of activity may include:	design methods of communication packaging production transport work space organisation.
Pertinent questions may relate to:	use of Fair Trade products use of plant-based materials use of recycled materials use of renewable resources different ways of working to avoid using materials in short supply potential release of toxins in processes amount of water used in processes interrogating origins of materials.
Ways to influence sustainable approaches may include:	asking suppliers for sustainable products explicitly incorporating sustainability in all projects participating in industry-based sustainability initiatives promoting and sharing information about sustainable options to colleagues selecting suppliers with sustainable products.

Unit Sector(s)

Industry capability – professional practice

CUVPRP505A Establish and maintain safe professional practice

Modification History

Version	Comments
CUVPRP505A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to determine and respond effectively to broad and specific safety requirements for a professional practice.

Application of the Unit

Professional practitioners across all sectors and areas of expertise are responsible for the management of safety. This unit applies to those who may be sole practitioners, or those who work in collaborative teams. For those employed in organisations, OHS units from BSB07 Business Services Training Package may be more appropriate.

At this level, the practitioner applies a self-directed approach to ensuring safety.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Determine OHS requirements for professional practice	1.1 Research key features of legislation that apply to professional practice 1.2 Source and evaluate practice-specific codes, standards and guidelines that affect the management of safety in the relevant work environment 1.3 Develop systems and procedures for effective integration of OHS in practice management 1.4 Evaluate the role of others in practice safety and ensure appropriate involvement
2. Manage hazards and risks	2.1 Assess existing and potential hazards and risks specific to the area of practice using relevant methods, templates and tools 2.2 Apply established processes for assessing and controlling hazards and risks according to OHS legislation and codes of practice 2.3 Adopt and monitor procedures for risk assessment and control 2.4 Develop and maintain current and accurate documentation to support hazard and risk management 2.5 Address the issues of hazard identification, risk assessment and control at the planning, design and evaluation stages of any change in the workplace to ensure that new hazards are not created
3. Monitor and enhance safety of the practice	3.1 Maintain currency of OHS knowledge relevant to own area of practice 3.2 Proactively identify sources of information and professional development opportunities relating to safety 3.3 Integrate current and emerging ideas and technologies into own practice

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to clearly articulate and document OHS requirements critical thinking skills to analyse and respond to specific OHS requirements learning and self-management skills to engage in ongoing professional development about safety issues literacy skills to interpret complex materials describing general and specific regulatory requirements for OHS numeracy skills to work with specific types of risks where control measures involve calculations, measurements and estimation planning and organising skills to develop and action safety management strategies problem-solving skills to develop responses to particular safety challenges
Required knowledge
OHS Acts, regulations and codes of practice, including legal responsibilities of employers, manufacturers, suppliers, employees and other parties with legal responsibilities relevant industry or process-specific safety guidelines as they apply to particular areas of work principles and practices of effective OHS management, including: elements of an effective OHS management system appropriate links to other management systems hierarchy of control measures participation and consultation over OHS incident and accident investigation role of technical information or experts in designing control measures, monitoring systems and health surveillance risk management approach hazards and associated risks that exist in the specific professional practice, including: range of control measures available for these hazards considerations for choosing between different control measures considerations regarding when to seek expert advice potential impacts of not addressing hazards and risks in the specific area of practice organisational OHS management systems, policies and procedures necessary to ensure OHS regulatory compliance for any professional practice, including systems and procedures for: communicating about OHS consulting about and participating in OHS management where relevant identifying and reporting on hazards assessing risks controlling risks monitoring risk control measures reporting on financial, technical and other resource needs responding to and dealing with hazardous events OHS training OHS record keeping and collection, and use of OHS related data other organisational systems, policies and procedures relevant to OHS management, including: business planning, especially new technology and organisational change purchasing maintenance training consultation where relevant

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 ability to: analyse the needs of a particular practice and develop a set of systems, procedures and practices to support safety in that context apply knowledge of key safety issues, including specific hazards and risks in the relevant area of practice apply knowledge of general OHS legislation and specific codes, standards or guidelines that apply to the particular work context.
Context of and specific resources for assessment	Assessment must ensure access to: general and practice-specific OHS information.
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 presentation or documentation prepared by the candidate detailing safety systems, procedures and practices to achieve a safe practice evaluation of reports prepared by the candidate detailing how OHS policies, systems and procedures were established and monitored in a given project participation in discussions with the candidate and others about safety issues in a given area oral or written questioning about OHS legislation and practice-specific issues 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.

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.

Key features of legislation relate to:	common law duties to meet general duty of care requirements regulations and approved codes of practice relating to hazards in the work area requirements for establishing consultative arrangements, including those for health and safety representatives, and health and safety committees requirements for effective management of hazards requirements for provision of information and training, including training in safe operating procedures, procedures for workplace hazards, hazard identification, risk assessment and risk control, and emergency and evacuation procedures requirements for the maintenance and confidentiality of records of occupational injury and disease.
Work environment may be:	field location office interior or exterior site performance venue studio workshop.
Methods, templates and tools may include:	methods: conduct of site safety audits creation and completion of safety checklists investigation of accidents and incidents regular inspections templates and tools: created by industry associations developed by suppliers and manufacturers developed by OHS authorities self-designed.
Established processes may include:	four step hierarchical process for risk assessment: identifying the injury or illness consequences that could result from the hazard determining the exposure to the hazard estimating the probability that an incident or injury will occur determining an overall risk level for the identified hazard five step hierarchical process for controlling risk: substituting a system of work or equipment with something safer isolating the hazard introducing engineering controls using personal protective equipment (PPE) implementing combined control methods to minimise risk.
Documentation may include:	material safety data sheets (MSDS) technical data sheets (TDS) equipment safety data (ESD) sheets MSDS labels for decanted materials tools and equipment operating manuals process manuals workplace floor plans, including details on: emergency exits electrical supply water and gas storage and plumbing hazardous chemicals storage equipment shutdown procedures.
Hazards may relate to:	environment: cleanliness moisture noise pollution, including dust, fumes and vapours temperatures workplace design equipment: machinery tools materials: chemicals gases raw materials, both man-made and natural people: ergonomics failure to monitor ignorance lack of systems taking short cuts unsafe work practices.

Unit Sector(s)

Industry capability – professional practice

CUVPRP601A Originate a body of independent creative work

Modification History

Version	Comments
CUVPRPR601A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to independently conceive, plan and realise a coherent body of creative work at a professional level.

Application of the Unit

Creative practitioners at this level have a capacity for independent thought and self-direction that allows them to conceive, plan and realise a body of work of a professional standard. They engage with peers and industry networks in ways that develop and confirm their place as arts professionals. Their command of materials, process and technique is highly developed. This unit may be applied to any creative form.

This unit lies at the heart of artistic practice and reflects processes of experimentation, refinement and maturation at both a conceptual and technical level.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Evolve conceptual thinking	1.1 Identify the potential for individualised or specialised research based on current practice 1.2 Investigate new sources and research opportunities 1.3 Reflect on own practice to evolve personal ideas 1.4 Challenge assumptions, preconceptions and norms to stretch the boundaries of own thinking 1.5 Use critical analysis to evolve own ideas and develop innovative approaches 1.6 Hone and adapt ideas for work based on emerging ideas and research
2. Seek professional opportunities and engagement	2.1 Pursue opportunities for professional work based on established goals and aspirations 2.2 Evaluate potential commercial opportunities as part of a viable professional practice 2.3 Engage with professionals within and outside the arts community to further develop own ideas, professional identity and opportunities for work 2.4 Establish sustainable ways to support ongoing professional engagement
3. Plan an independent project	3.1 Integrate individual research, personal ideas and professional realities to confirm the concept for a body of creative work 3.2 Develop and implement a sustainable project management approach for the work 3.3 Consider and integrate the promotion, exhibition and communication of the work in the planning process
4. Realise the body of creative work	4.1 Integrate command of technique, materials and process to create finished work of professional standard suitable for the public domain 4.2 Deepen individual engagement with techniques, ideas and the relationships between them 4.3 Apply critical and creative thinking to challenge, adapt and refine the creative work 4.4 Further evolve and refine ideas through processes of experimentation and exploration 4.5 Bring together the disparate challenges of the project to complete work on time
5. Evaluate professional work	5.1 Seek and apply constructive criticism from others to improve own work 5.2 Evaluate work against planned strategy for own creative practice 5.3 Evaluate own work in the context of work by others to extend own practice 5.4 Adjust work processes and practice as necessary to improve technical, conceptual and commercial outcomes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to engage with others at a professional level critical thinking and analytical skills to: independently analyse and evaluate ideas to inform original work evaluate own work in terms of its coherence and its place in a professional practice initiative and enterprise skills to independently generate new ideas and work opportunities learning skills to evaluate own skills against professional practice strategy literacy skills to: interpret information dealing with complex or abstract ideas document work in ways that communicate processes and ideas numeracy skills to calculate project costs problem-solving skills to: challenge, adapt and refine work projects creatively resolve conceptual and technical issues that arise within the work self-management and planning skills to plan and coordinate an independent project from initial concept to realisation technical skills to apply and adapt specialised skills related to particular creative form
Required knowledge
scope of research potential for professional artists within and beyond traditional creative areas relationship between ideas, technique, materials and process in the relevant art form cultural, sociological, philosophical, aesthetic, political and commercial influences on chosen area of work, in historical and contemporary contexts critical and creative thinking techniques and how they work in the context of creative practice commercial and professional opportunities for creative work in the context of own practice typical problems that occur during the production of a body of creative work, and how to avoid or resolve them project management methodologies intellectual property issues and legislation associated with artistic professional practice sustainability issues associated with the tools and materials used in the chosen creative form organisational and legislative OHS procedures in relation to chosen creative form

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 ability to: independently originate and realise a coherent body of creative work that effectively communicates the concept create work of a professional standard for sale, promotion or use in the public domain independently plan and monitor a creative project articulate and present ideas about the work evaluate and discuss work in a professional context.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate resources for the production of work, including work space, tools, equipment and materials.
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 work produced by the candidate evaluation of processes used by the candidate to independently conceive, plan and realise the work direct observation of work in progress evaluation of a candidate’s visual diary or other forms of documentation showing the development of the work, including research and ideas development group peer review of the 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.

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.

Individualised or specialised research may involve:	in-depth focus on a particular: idea material medium process technique investigation of a perceived deficiency in own work intensive mentoring with a more experienced peer.
New sources and research opportunities may relate to:	analysis of greater subtlety and distinction areas of research not already explored component resourcing consumer trends current business theories emerging government policy emerging research fashion/design trends individuals in any fields of endeavour innovative organisations international trends research in greater depth research of broader scope social trends.
Critical analysis may involve:	adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories critical path process debate and discussion developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions judging leap of faith making connections between seemingly unrelated information making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences openness questioning reading and listening critically.
Established goals and aspirations may be:	commercial creative developmental philosophical political social.
Commercial opportunities may include:	collaborative projects industrial applications innovative exhibitions new commercial outlets public art projects.
Professionals within and outside the arts community may include:	architects business people coaches community services professionals engineers government officers mentors politicians scientists technology experts.
Sustainable ways to support ongoing professional engagement may include:	engaging in community arts activities establishing professional networks joining professional associations participating in cultural debates speaking at arts events.
Sustainable project management approach would include:	a professional project management plan, including: contingency planning internal and external resources objectives and scope risk management timelines monitoring and adjusting the plan to complete work on time and within budget.
Constructive criticism may involve criticism in terms of:	aesthetics philosophical foundations social context technique.

Unit Sector(s)

Industry capability – professional practice

CUVPRP602A Collaborate in professional creative projects

Modification History

Version	Comments
CUVPRP602A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to collaborate in creative projects as a professional practitioner. It includes the establishment, realisation and evaluation of collaborative projects.

Application of the Unit

Independent creative practitioners apply the skills and knowledge in this unit, and collaboration is often an integral part of creative practice. Practitioners may collaborate on commercial or community projects in physical or virtual environments. They may work together on individual pieces of work or on thematically connected works in the broader context of a work brief, exhibition, competition or themed event. Projects may be self-generated or developed in response to opportunities presented by others.

This activity is self-directed.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Embrace collaboration as part of professional practice	1.1 Establish and maintain sustainable relationships based on mutual respect and trust 1.2 Cultivate collaborative communities and partnerships based on the potential benefits for self and others 1.3 Reflect on the blockers to effective collaboration and adopt personal philosophies and behaviours in response 1.4 Identify and pursue opportunities for collaboration
2. Establish collaborative projects	2.1 Establish shared understandings of project objectives and parameters 2.2 Agree on ways of working that acknowledge the different contributions of those involved 2.3 Acknowledge and integrate ethical approaches to questions of intellectual property for creative content 2.4 Identify and respond to professional and practical project considerations 2.5 Organise and allocate work activities in a cost-effective and equitable manner with clear, agreed outcomes
3. Realise collaborative projects	3.1 Demonstrate a high standard of personal engagement and professionalism to promote the confidence and support of others 3.2 Contribute and share own technical and creative expertise from ideas generation to final project realisation 3.3 Identify and act on opportunities to extend own expertise and learn from others as projects progress 3.4 Challenge, test and share ideas in a supportive way 3.5 Embrace technical, creative and organisational challenges and take responsibility for finding new ideas and solutions 3.6 Honour own commitments and take responsibility for project outcomes
4. Evaluate collaborative projects	4.1 Engage in an open process of review and evaluation with others involved in projects 4.2 Reflect on own level of participation, relationships with others, and personal behaviour 4.3 Identify and seek opportunities to refine and expand own expertise

Required Skills and Knowledge

Required skills
communication skills to: establish and maintain sustainable professional relationships through open and supportive communication in all project stages collaborate on complex issues, ideas and creative challenges encourage others in a collaborative process through effective modelling critical thinking and analytical skills to reflect on complex creative, technical and organisational issues and make judgements and decisions about those issues initiative and enterprise skills to identify and pursue professional work opportunities learning and self-management skills to independently progress a complex project and use the collaborative process as a development tool literacy skills to interpret and share varied information dealing with at times complex issues planning and organising skills to participate professionally in the set-up, monitoring and completion of a professional collaborative project problem-solving skills to evaluate and resolve complex problems of a technical, creative or organisational nature in a collaborative way
Required knowledge
types of behaviours that support effective collaborative relationships benefits of collaboration for individuals, businesses and communities, including the value of collaboration as a problem-solving tool typical blockers to the collaborative process, particularly in a creative context different roles played by people in a collaborative process types of collaboration and collaborative projects that apply to particular areas of creative practice key project management systems and procedures that apply to any project typical problems encountered in a collaborative process and how they may be avoided or resolved ways of evaluating projects in terms of their success as collaborative undertakings intellectual property issues that affect the development of creative content, including the concept of shared intellectual property

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 ability to: engage with the technical, creative and organisational aspects of a collaborative project to realise creative work of a professional standard make positive contributions to the collaborative effort by modelling ethical behaviour use the collaborative process as a means of extending own expertise.
Context of and specific resources for assessment	Assessment must ensure: active participation with others in a professional creative project.
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 creative work realised by the candidate as part of a collaborative effort evaluation of presentation or documentation prepared by the candidate detailing the processes and outcomes of a collaborative creative project questioning and discussion about candidate’s participation in the project participation in discussions with the candidate and others about the project 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.

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.

Collaborative communities and partnerships may include:	communities of practice formal and informal relationships formal and informal groups in collaborative relationships knowledge communities knowledge networks learning communities physical or virtual relationships supply chain communities virtual circles.
Potential benefits may include:	capacity to undertake particular projects community engagement exploration of new art forms or media increased professional profile learning from others new sources of ideas.
Blockers may include:	concerns about loss of intellectual property cultural considerations fear lack of trust prejudice unwillingness to share.
Opportunities for collaboration may include:	community art or design projects competition entries consortia bids for work exhibitions public art transdisciplinary projects.
Objectives and parameters may be:	aesthetic community participation creative financial organisational timelines.
Different contributions may relate to:	different approaches to expressing opinions or ideas inclinations to lead or follow influence with others interpersonal skills networks past experience technical skills and expertise.
Professional and practical project considerations may include:	clarity around who does what methods of payment need for project planning reporting requirements resources: financial human physical.
Review and evaluation may include:	brainstorming formal reporting professional critique reviewing feedback.

Unit Sector(s)

Industry capability – professional practice

CUVPRP603A Engage in the business of creative practice

Modification History

Version	Comments
CUVPRP603A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to adopt a professional approach to creative practice, including engaging in the business aspects of working as a creative practitioner.

Application of the Unit

Independent creative practitioners sometimes work as employees in small and large organisations. Depending on the particular creative practice, they often operate as sole practitioners, in artist cooperatives, or as freelance or contract workers. Regardless of the business model, all practitioners earning income from their practice must engage with the professional business requirements for a sustainable creative practice.

This activity is self-directed.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Adopt professional work practices	1.1 Develop a professional work ethic to support practice 1.2 Collaborate and communicate with other professionals about the business aspects of creative practice 1.3 Evaluate the skills and knowledge needed to operate as a successful creative practitioner 1.4 Evaluate own current skills and abilities and the need for further professional development 1.5 Assess the potential for using specialist expertise to complement own skills 1.6 Evaluate all aspects of own practice on an ongoing basis, as a key component of professional and personal growth
2. Evaluate different business practices	2.1 Investigate the different ways that creative practitioners do business 2.2 Investigate the range of business practices, systems and procedures that need to be considered as part of professional creative practice 2.3 Assess the relevance and implications of particular business structures 2.4 Consider the physical resources required by the practice and how they might be accessed 2.5 Develop an overall approach to the business aspects of own practice based on evaluation of relevant information
3. Address financial aspects of creative practice	3.1 Investigate financial considerations for creative practice 3.2 Research and assess different ways of commercialising work and ideas 3.3 Evaluate different ways of costing and selling creative work 3.4 Assess broader financial management requirements and their application to own practice 3.5 Develop individual approaches to financial aspects of practice
4. Analyse the rights and obligations of creative practitioners	4.1 Evaluate the legal and moral rights and obligations of professional creative practice 4.2 Practise work and business in ways that meet legal and moral obligations 4.3 Pursue own rights as a creative practitioner consistent with own professional and ethical standards 4.4 Establish and maintain sound approaches to safety and sustainability in professional practice
5. Evaluate professional opportunities	5.1 Evaluate work opportunities within and beyond the creative sectors 5.2 Be open to the potential for work opportunities in unexpected places, beyond established patterns of work 5.3 Identify and access sources of professional advice 5.4 Consider local and global opportunities for own practice 5.5 Identify and evaluate opportunities offered by current and emerging trends in the consumption of culture and creative products 5.6 Analyse the experiences of others as a way of discovering different opportunities

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to: collaborate with others on practice development issues interact with other creative and business professionals on management and development issues critical thinking and analytical skills to: research and evaluate information and ideas from a wide range of sources reflect on complex issues and make judgements and decisions about those issues initiative and enterprise skills to identify and pursue professional work opportunities learning and self-management skills to engage in and commit to an ongoing process of professional development and lifelong learning literacy skills to interpret varied information dealing with complex issues from a range of sources planning and organising skills to integrate a range of complex and varied information into a cohesive approach to development and management of own professional practice problem-solving skills to assess potentially competing and conflicting issues and develop solutions for own practice numeracy skills to manage the financial aspects of a professional practice technology skills to use the internet as a research tool
Required knowledge
types of behaviour and practice that constitute a professional way of working in the specific area of creative practice professional development opportunities for the specific area of creative practice types and sources of external expertise and professional advice for creative practitioners that could be used in professional practice, including different industry organisations general business structures, practices, systems and procedures that apply to all professional practitioners, as well as typical ways that business is done in the specific area of creative practice physical resources needed for different types of professional practice and different ways they may be set up or accessed financial management practices that apply to all professional practitioners, including financial models and structures that apply to the specific area of creative practice factors to consider when costing and selling work and methods of selling work, including commissions range of professional practice skills needed by creative practitioners range of work opportunities open to the creative practitioner, both within and outside the creative sectors trends in the consumption of culture and creative products and their impact on professional creative practice legal rights and obligations of creative practitioners, particularly in relation to intellectual property, OHS and duty of care

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 ability to: research and evaluate a broad range of business information, including business structures, financial considerations, and legal rights and obligations develop cohesive approaches and strategies for own practice that are grounded in research and reflection articulate the range of professional opportunities for creative practice within and beyond the creative sectors apply a highly developed understanding of the arts industry, including new and emerging trends in work practice.
Context of and specific resources for assessment	Assessment must ensure access to: industry networks and information general business information.
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 presentation or documentation prepared by the candidate detailing professional practice ideas and strategies questioning and discussion about candidate’s professional plans participation in discussions with the candidate and others about professional practice in a given area 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.

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.

Professional work ethic may refer to:	building sustainable professional relationships commitment to ongoing learning and development ethical behaviours honouring professional commitments maintaining work / life balance meeting timelines.
Skills and knowledge may be:	creative financial interpersonal practical promotional.
Professional development may include:	attendance at events further study industry engagement mentoring professional memberships research.
Specialist expertise may be:	business financial legal marketing.
Business practices, systems and procedures may relate to:	communication financial management marketing operations safety sales technology.
Business structures may include:	cooperatives companies partnerships sole practitioner structures trusts.
Physical resources may include:	equipment materials tools work space.
Financial considerations for creative practice may relate to:	costs, including: commissions consignment fees exhibition fees distribution channels for work income, such as: awards donations government grants residencies sponsorships.
Ways of costing and selling creative work may include:	consignment quoting for materials quoting for time taking commissions whole project quotations.
Financial management requirements may relate to:	accounting systems and software insurance invoicing paying accounts record keeping reporting requirements taxation issues.
Rights and obligations may relate to:	copyright and intellectual property duty of care moral rights safety of self and others taxation responsibilities.
Beyond the creative sectors may refer to contexts such as:	business community organisations science technology.
Current and emerging trends may relate to:	changing social mores economic climate habits of different age groups or genders impact of technology lifestyle trends political environment.

Unit Sector(s)

Industry capability – professional practice

CUVPRP604A Publicly present a body of own creative work

Modification History

Version	Comments
CUVPRP604A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to publicly present a body of professional creative work, from ideas generation, to the organisation process, through to the actual preparation of work for presentation. Evaluation is also a key focus of the unit.

Application of the Unit

Professional creative practitioners in many sectors apply the skills and knowledge in this unit.

At this level, practitioners publicly present a coherent body of professional work and may be involved in organisation and promotional processes associated with the presentation.

The presentation may be a physical or virtual exhibition, but may also include presentations such as shows, competitions or performances.

This activity is self-directed.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Create or confirm public presentation opportunity	1.1 Identify and confirm the purpose, scope and objectives of the public presentation in consultation with relevant people 1.2 Determine presentation requirements from relevant information
2. Generate public presentation ideas	2.1 Evaluate the nature of the audience, its needs and expectations 2.2 Evaluate the place of own work within the broader presentation context 2.3 Develop broad parameters for own content based on overall objectives, audience needs and nature of own work 2.4 Consider new and different ways of presenting work 2.5 Select and develop appropriate themes based on own work practice and presentation requirements 2.6 Challenge and refine ideas through collaboration and discussion with others
3. Plan and organise public presentation	3.1 Establish organisational roles and responsibilities, including own role 3.2 Evaluate and organise resources required for realising the presentation 3.3 Evaluate constraints and risks, and take action to address them 3.4 Develop, implement and monitor an action plan for the organisation process based on specific requirements 3.5 Consult with relevant people during the organisation process
4. Participate in promotion	4.1 Establish own role in promotion in consultation with relevant people 4.2 Undertake promotional activities within scope of individual responsibility
5. Prepare work for public presentation	5.1 Evaluate the actions needed to prepare work for presentation 5.2 Prepare the body of creative work for inclusion in presentation 5.3 Where appropriate, develop collateral material to support the presentation
6. Evaluate public presentation	6.1 Review and reflect on the overall success of the presentation 6.2 Evaluate implications for own creative work based on audience response and own reflection 6.3 Build learnings from the presentation into future practice

Required Skills and Knowledge

Required skills
communication skills to: liaise with others on practical operational issues share ideas about own work critical thinking and analytical skills to generate and refine ideas and themes initiative and enterprise skills to develop innovative approaches to presentation of own work learning and self-management skills to evaluate the presentation and integrate learning into future practice literacy skills to interpret a range of practical organisational documentation numeracy skills to estimate financial resources required for presentation planning and organising skills to coordinate the practical aspects of preparing work for public presentation problem-solving skills to evaluate constraints and risks and take action to address them
Required knowledge
key aspects of the presentation organisation process, including different roles and responsibilities basic presentation promotional activities current and emerging trends, ideas and theories for presentation of work in chosen area of practice intellectual property issues and legislation and how they relate to public presentations of creative work

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 ability to: prepare a coherent body of professional creative work for public presentation participate professionally in the presentation planning, promotion and organisational process evaluate presentation in terms of implications for future practice.
Context of and specific resources for assessment	Assessment must ensure: access to a public presentation site (physical or virtual) interaction with others as a part of the presentation planning and organisational process.
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 public presentation of the candidate’s work evaluation of reports prepared by the candidate detailing processes undertaken, challenges encountered and how they were addressed 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.

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.

Public presentation may be:	competition exhibition (virtual or physical) performance show.
Relevant people may include:	collaborators marketing and promotional personnel mentors other exhibitors venue managers.
Presentation requirements may relate to:	information to be supplied locations packaging or presentation of work style or theme of work timelines.
Place of own work within the broader presentation context may relate to:	cultural considerations juxtaposition of exhibitors number of exhibitors overall objectives of exhibition potential audience potential benefits potential risks synergies between exhibitors themes.
New and different ways of presenting work may relate to:	challenging the audience interpretation of work involving the audience physical presentation.
Organisational roles and responsibilities may relate to:	catering responsibility installation of work marketing and promotion project management venue management.
Resources may be:	financial human physical.
Constraints and risks may relate to:	availability of materials financial limitations physical venue constraints timelines.
Promotional activities may include:	developing background material developing interpretive material developing promotional material inviting people to view presentation providing lists of invitees to others placing information on social networking sites.
Collateral material may include:	catalogues interpretive material photographs work documentation.
Implications for own creative work may include:	commercial considerations confirmation of current approaches potential new directions for work need for further research need for further skill development.

Unit Sector(s)

Industry capability – professional practice

CUVPRP605A Evolve ideas for professional creative work

Modification History

Version	Comments
CUVPRP605A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to evolve the conceptual aspects of any creative practice. It involves processes of evaluation, critical thinking and research.

Application of the Unit

Creative practitioners at this level engage with ideas as a fundamental part of the day-to-day process of creating work. Ideas and thinking are integral to the practical exploration of materials, processes and techniques, but hold a special place in the creative process.

This unit may be applied to any creative form.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Evaluate own practice	1.1 Reflect on the history and development of own practice from a technical and conceptual perspective 1.2 Identify and analyse the external influences that have shaped ideas and directions in current work 1.3 Evaluate own relationship with work and how this has evolved over time 1.4 Consider how personal experiences and factors have affected work and the ideas that inform it 1.5 Involve others in the evaluation of own practice to broaden own perspectives
2. Evolve ideas and thinking through practice and research	2.1 Use practice and experimentation as a professional development tool 2.2 Allow practical work and critical thinking to work together as part of the creative process 2.3 Combine a belief in existing ideas with a willingness to move on as new ideas evolve 2.4 Integrate new and unpredictable ideas into the evolving work process 2.5 Deepen or broaden contextual research to support the generation and maturation of ideas 2.6 Collaborate with other professional practitioners about ideas and research 2.7 Articulate processes and ideas in work in ways that effectively communicate key messages 2.8 Produce experimental pieces, unfinished and finished works as a way of evolving ideas
3. Integrate ideas and professional opportunities	3.1 Evaluate own professional goals and aspirations and how they might be affected by new and evolving ideas 3.2 Develop new work projects and opportunities based on reflection, research and experimentation

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to engage with others at a professional level critical thinking and analytical skills to: independently analyse and evaluate ideas to inform original work evaluate own work in terms of its coherence and place in a professional practice initiative and enterprise skills to independently generate new ideas and work opportunities learning skills to evaluate own skills against professional practice strategy literacy skills to: interpret information dealing with complex or abstract ideas document work in ways that communicate processes and ideas problem-solving skills to: challenge, adapt and refine work projects creatively resolve conceptual and technical issues that arise within the work technical skills to apply and adapt specialised skills related to particular creative form
Required knowledge
relationships between artists and their work at different levels scope of research potential for professional artists within and beyond traditional creative areas relationship between ideas, techniques, materials and process in the relevant art form commercial and professional opportunities for creative work in the context of own practice intellectual property issues and legislation associated with artistic professional practice sustainability issues associated with the tools and materials used in the chosen art form organisational and legislative OHS procedures in relation to chosen art form

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 ability to: evolve ideas in professional work through a demonstrated process of evaluation, research and practice produce both experimental and finished work that demonstrates the evolution of ideas evaluate and discuss work in a professional context.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate resources for the production of work, including work space, tools, equipment and materials studio and workshop facilities.
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 work produced by the candidate evaluation of processes used by the candidate to independently conceive, plan and realise the work evaluation of a candidate’s visual diary or other forms of documentation showing the development of the work, including research and ideas development group peer review work produced by the candidate questioning and discussion about candidate’s intentions and the work outcome verbal and written reports produced by the candidate 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: CUVPRP601A Originate a body of independent creative work.

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.

External influences may be:	cultural economic political sociological technological.
Personal experiences and factors may be:	financial geographical negative physical political positive social spiritual.
Others may include:	family members mentors peers teachers technical experts.
Critical thinking may involve:	adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories critical path process debate and discussion developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions judging leap of faith making connections between seemingly unrelated information making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences openness questioning reading and listening critically.
Contextual research may relate to:	analysis of greater subtlety and distinction areas of research not already explored component resourcing consumer trends current business theories emerging government policy emerging research fashion and design trends individuals in any fields of endeavour innovative organisations international trends research in greater depth research of broader scope social trends.
Professional goals and aspirations may be:	commercial creative developmental philosophical political social.
Opportunities may include:	collaborative projects industrial applications innovative exhibitions new commercial outlets public art projects.

Unit Sector(s)

Industry capability – professional practice

CUVPRP606A Extend expertise in a specialised art form to professional level

Modification History

Version	Comments
CUVPRP606A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to extend expertise in a specialised art form to develop professional work for the public domain. It involves self-directed research and the independent use of specialised materials, processes and techniques.

Application of the Unit

Creative practitioners at this level produce work of a professional standard that demonstrates a mature engagement with the potential of their chosen art form. Their command of materials, process and technique is highly developed. This unit may be applied to any art form.

In practice, this unit is combined with the units CUVPRP601A Originate a body of independent creative work and CUVPRP605A Evolve ideas for professional creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Maintain currency of specialised knowledge in professional practice	1.1 Initiate own exposure to contemporary practice in chosen art form 1.2 Proactively identify and explore the potential of new and emerging technologies, materials and methodologies 1.3 Evaluate impacts of current and emerging trends on the creation of ideas, production of work and management of professional creative practice
2. Evolve ideas in a specialised art form	2.1 Research historical and contemporary themes and concepts in chosen art form 2.2 Analyse the motivations, philosophies and cultural origins of different works in chosen art form 2.3 Identify new sources and research opportunities 2.4 Identify the potential for individualised or specialised research based on current practice 2.5 Evolve own ideas and develop innovative approaches 2.6 Hone and adapt concepts for work based on emerging ideas and research
3. Manage specialised resources	3.1 Evaluate the requirements for the set-up, handling and storage of specialised materials, tools and equipment 3.2 Create resource management systems that support professional practice
4. Refine specialised technique to professional level	4.1 Integrate command of technique, materials and process to create finished work of professional standard suitable for the public domain 4.2 Deepen individual engagement with techniques, ideas and the relationships between them 4. 3Apply critical and creative thinking to challenge, adapt and refine the creative work
5. Resolve technical and conceptual challenges	5.1 Trouble shoot technical challenges that arise in the creation of work based on detailed understanding of specialised materials and processes 5.2 Develop innovative solutions that allow for experimental approaches 5.3 Find solutions that enhance the conceptual integrity of the work
6. Finish and prepare work for public presentation	6.1 Finish work to a professional standard using specialised techniques for the chosen art form 6.2 Develop and apply effective approaches to safety and sustainability in the final preparation of work
7. Evaluate professional work	7.1 Seek and apply constructive criticism from others 7.2 Evaluate work against planned strategy for own creative practice 7.3 Evaluate own work in the context of work by others 7.4 Adjust work processes and practice to improve technical, conceptual and commercial outcomes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills
communication skills to engage with others at a professional level critical thinking and analytical skills to independently analyse and evaluate ideas to inform original work initiative and enterprise skills to independently generate new ideas and work opportunities learning skills to evaluate own skills against professional practice strategy literacy skills to: interpret information dealing with complex or abstract ideas document work in ways that communicate processes and ideas numeracy skills to calculate resource costs problem-solving skills to: challenge, adapt and refine work projects creatively resolve conceptual and technical issues that arise within the work self-management and planning skills to plan and coordinate creative work from initial concept to realisation technical skills to apply and adapt specialised skills related to particular art form
Required knowledge
scope of research potential for professional artists in a specialised area of creative work relationship between ideas, technique, materials and process in the relevant art form cultural, sociological, philosophical, aesthetic, political and commercial influences on chosen area of work, in historical and contemporary contexts typical problems that occur during the production of a body of creative work, and how to avoid or resolve them resource management options relevant to the chosen art form specialised finishing techniques in the chosen art form intellectual property issues and legislation associated with creative professional practice sustainability issues associated with the tools and materials used in the chosen art form organisational and legislative OHS procedures in relation to chosen art form

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 ability to: apply knowledge of materials, processes and techniques for a particular art form manage specialised resources for the particular art form originate and realise a coherent body of creative work in a particular art form create work of a professional standard for sale, promotion or use in the public domain evaluate and discuss work in a professional context.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate resources for the production of work, including work space, tools, equipment and materials.
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 work produced by the candidate evaluation of processes used by the candidate to independently conceive, plan and realise the work direct observation of work in progress evaluation of a candidate’s visual diary or other forms of documentation showing the development of the work, including research and ideas development group peer review of the 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, for example: CUVPRP601A Originate a body of independent creative work CUVPRP605A Evolve ideas for professional creative work.

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.

Exposure to contemporary practice may include:	artist workshops current exhibitions professional networking self-initiated research of current and emerging methodologies.
New sources and research opportunities may relate to:	analysis of greater subtlety and distinction areas of research not already explored component resourcing consumer trends current business theories emerging government policy emerging research fashion/design trends individuals in any fields of endeavour innovative organisations international trends research in greater depth research of broader scope social trends.
Individualised or specialised research may involve:	in-depth focus on a particular: idea material medium process technique investigation of a perceived deficiency in own work intensive mentoring with a more experienced peer.
Resource management systems may relate to:	logistics of moving large scale materials or equipment managing studio preparation shared space systems storage of raw materials storage of work in progress storage of finished work systems for managing the life of materials transport options.
Specialised materials and processes are those that apply to a particular art form, such as:	ceramics digital content drawing glass art illustration jewellery design painting photo imaging printmaking public art sculpture textile design wood design.
Constructive criticism may involve criticism in terms of:	aesthetics philosophical foundations social context technique.

Unit Sector(s)

Industry capability – professional practice

CUVPUA501A Create works of art for public spaces

Modification History

Version	Comments
CUVPUA501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop ideas for public art and experiment with various techniques and media to produce art for public spaces.

Application of the Unit

Public art is art in any media that has been planned and executed with the specific intention of being sited or staged in the public domain. The term public art is especially significant within the art world, amongst curators, commissioning bodies and practitioners of public art, to whom it signifies a particular work practice, often with implications of site specificity, community involvement and collaboration.

Experienced artists usually create public art. At this level, the artist may already be skilled in one or more art forms and is exploring and experimenting specifically to create work for public spaces. Work is either independent or collaborative with some mentored guidance as required.

More complex skills associated with the professional aspects of completing a public art project are covered in the unit CUVPUA601A Realise a public art project.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop ideas for public artworks	1.1 Identify and explore a broad range of information relevant to public art 1.2 Critically evaluate findings in the context of own practice and the work of others 1.3 Collaborate with relevant people about public art projects 1.4 Evaluate potential or actual sites and the practical and creative relationships between site and work 1.5 Consider practical and organisational issues associated with public art 1.6 Confirm ideas for public art based on research, reflection and collaboration
2. Experiment with techniques and media for integration in public art	2.1 Explore and experiment with a broad range of advanced techniques and materials, tools and equipment to achieve different effects 2.2 Take account of safety and sustainability considerations associated with the use of different techniques and media 2.3 Research, adapt and use relevant ideas and approaches with consideration of intellectual property requirements
3. Establish and organise resources for public artwork	3.1 Assess specific resource requirements that arise from the use of techniques and experimental approaches 3.2 Research and evaluate costs and other constraints that may impact on work 3.3 Research and access sources of supply 3.4 Organise and maintain resources according to safety and other workplace or project requirements
4. Create the work	4.1 Realise public artwork using techniques and media selected from research and experimentation 4.2 Evaluate and respond to the potential for change as work progresses 4.3 Develop own ways of working to create individual style 4.4 Identify and resolve technical problems in projects based on developing expertise 4.5 Establish and follow safe work practices throughout the production of the public artwork
5. Evaluate own work	5.1 Regularly review work in progress in the context of personal, professional and artistic objectives 5.2 Identify and respond to opportunities for refinement and re-thinking 5.3 Evaluate the work process in terms of its efficiency and effectiveness 5.4 Evaluate finished work in terms of its coherence with the project concept, technical resolution and suitability for intended purpose

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

engage in critical discourse about creative objectives

work collaboratively with others on the production of public art

initiative and enterprise skills to:

experiment with techniques to produce effects that enhance the final work

apply critical thinking and analytical skills when developing ideas for public art

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to interpret information and material about the work of other artists involved in the production of public art

numeracy skills to evaluate resource costs

self-management and planning skills to:

undertake research to inform experimentation in public art

plan work tasks so that all deadlines are met

technical skills to evaluate, adapt and integrate a range of public art techniques

technology skills to search the internet for information to assist with the development of public art.

Required knowledge

different types of public art

factors that affect the relationship between public artworks and the sites where they are located

different roles and responsibilities of people typically involved in public art

practical and organisational considerations for different types of public art

historical and theoretical contexts for public artwork and how they may be used to inform own ideas for work

legislative requirements for development approval or building consent

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation associated with public artwork

sustainability considerations for public art in relation to different types of project and sites

typical safety issues that apply to the creation of public art.

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 ability to: produce examples of resolved public artwork that show well-developed command of selected techniques, processes and materials apply knowledge of the particular issues that need to be considered in creating works of art for public spaces.
Context of and specific resources for assessment	Assessment must ensure access to: a space/location in which to install and exhibit public art relevant tools, materials and equipment.
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 observation of the work in progress, including exploration of, and experimentation with, techniques evaluation of technical execution of work produced by the candidate evaluation of the work documentation 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, for example: CUVACD506A Refine 2-D design ideas and processes CUVACD507A Refine 3-D design ideas and processes refine technique specialisation units investigate materials and processes specialisation units.

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.

Public art:	may consist of work that is: devised by an individual artist the outcome of a community development process the result of a collaboration between artists may involve: animation architectural forms digital and video work ephemeral art floor pieces incorporation of the natural environment light work murals sculptures in time and space site-specific work sound work textile installations use of water wall pieces.
Relevant people may include:	clients colleagues industry practitioners local government personnel managers mentors performers representatives from commissioning body supervisors volunteers.
Practical and organisational issues may relate to:	client and user expectations environment in which public art will be viewed local government and planning authority regulations materials quality of final product timelines tools weather considerations.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting community consultation conducting material and technical experiments and tests establishing a management plan identifying and investigating a range of public artworks searching the internet seeking out information in books, journals and newspapers visiting exhibitions, museums and theatres.
Safety and sustainability considerations may include:	audience safety federal, state and territory legislation, regulations and standards need for a conservation plan personal protection recycling requirements to seek approval or permission safe disposal of waste.
Intellectual property requirements may relate to:	copyright laws design licensing regulations extent to which the work may be used form of acknowledgement or credit moral right laws procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others trademarks regulations.
Cost and other constraints may relate to:	availability of materials and tools budgeting geography or location requirements for development or building consent sponsorship timeframe weather.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Opportunities for refinement and re-thinking may relate to:	collaboration ideas materials processes techniques workflow.
Efficiency and effectiveness may relate to:	aesthetic quality of the work completion on budget completion on time positive or negative impact on own health success in communicating ideas technical standard of work.
Coherence with the project concept may relate to:	connection of ideas within the work connections or divergence in process between initial concept and final product materials processes techniques.

Unit Sector(s)

Visual communication – public art

CUVPUA601A Realise a public art project

Modification History

Version	Comments
CUVPUA601A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to realise all aspects of a public art project, from initial brief or idea to the actual installation of the work.

Application of the Unit

Public art is art in any media that has been planned and executed with the specific intention of being sited or staged in the public domain. The term ‘public art’ is especially significant within the art world, amongst curators, commissioning bodies and practitioners of public art, to whom it signifies a particular work practice, often with implications of site specificity, community involvement and collaboration.

Experienced artists usually create public art. Work is both independent and collaborative, and at this level the artist is fully involved in all project processes – creative, technical and organisational.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Originate ideas for public art	1.1 Use own creative impulse or brief supplied by others to develop ideas for work 1.2 Initiate site-specific research and planning processes 1.3 Research and explore relevant ideas and associations for the work, including those related to the site and its environment 1.4 Develop responses to accommodate practical requirements and constraints 1.5 Explore options for materials, technologies and processes that fulfil requirements of the site and the brief 1.6 Collaborate with relevant people about project ideas as part of an ongoing process of refining ideas
2. Articulate and present project ideas	2.1 Develop, critique and articulate creative responses to the objectives and contexts of the brief and the site 2.2 Apply guidelines for formal presentation of concept proposal and supporting documentation to the client, sponsor or selection panel 2.3 Formally present the design proposal with supporting documentation and practical planning data 2.4 Evaluate and re-work aspects of the presentation, as required
3. Plan and document work in response to the site and the brief	3.1 Develop and plan construction and installation with reference to the specific site and its contexts 3.2 Engage with key stakeholders in the public art project 3.3 Re-present planning and preparatory work using presentation mechanisms suited to the project
4. Create the public artwork	4.1 Integrate command of technique, materials and process to create public artwork that meets creative and other needs 4.2 Apply critical and creative thinking to challenge, adapt and refine the public artwork 4.3 Interrogate aspects of work in progress and participate in critical inquiry and discussion 4.4 Apply health and safety principles and guidelines to the development of public art projects
5. Finalise the public art project	5.1 Liaise with relevant people on finalisation processes 5.2 Bring together the disparate challenges of the public art project to complete work on time 5.3 Organise the installation of the work, engaging specialist expertise where necessary
6. Evaluate own work	6.1 Seek and apply constructive criticism to improve own work 6.2 Evaluate work against planned strategy for own creative practice 6.3 Consider place of own work in relation to other public art practitioners 6.4 Adjust work processes and practice to improve technical, conceptual and commercial outcomes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

collaborate with others as part of the creative process

engage with others involved in public art projects at a professional level

critical thinking and analytical skills to:

independently analyse and evaluate ideas to inform original work

evaluate own work in terms of its coherence and place in a professional practice

initiative and enterprise skills to independently generate new ideas and work opportunities

learning skills to evaluate own skills against professional practice strategy and requirements of public art projects

literacy skills to:

interpret information dealing with complex or abstract ideas

document work in ways that communicate processes and ideas

numeracy skills to work with budgets

problem-solving skills to:

challenge, adapt and refine work projects

creatively resolve conceptual and technical issues that arise within the work

embrace and respond to the range of practical challenges of public art projects

self-management and planning skills to plan and coordinate a public art project from initial concept to realisation

technical skills to apply and adapt specialised skills to works for public sites.

Required knowledge

range of potential sites used for public art projects, features of different types of sites and key considerations

techniques for exploring relationships between sites and artworks

key people involved in public art projects, their roles and interrelationships

types of documentation typically used in public art projects

practical planning issues to be considered in public art projects

types of specialist technical expertise that may be needed for realising public art projects

typical requirements and constraints of public art projects

sustainability considerations for public art projects

OHS considerations for public art projects, including those related to the site as well as the work itself.

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 ability to: originate and realise a complete public art project, including managing its creative, technical and organisational components create public artwork of a professional standard for the public domain articulate and present ideas about public artwork in relevant contexts evaluate, explain and discuss work in a professional context.
Context of and specific resources for assessment	Assessment must ensure access to: appropriate resources for the production of work, including work space, tools, equipment and materials.
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 public art project completed by the candidate evaluation of processes used by the candidate to independently conceive, plan and realise the work direct observation of work in progress evaluation of a candidate’s visual diary or other forms of documentation showing the development of the work, including research and ideas development group peer review of the 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.

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.

Site may be:	business community cross-cultural multi-cultural recreational rural social urban.
Relevant people may include:	collaborating artists community Elders council staff mentors site custodians site owners technical experts.
Supporting documentation may include:	concept drawings maquettes research scale models site plans.
Practical planning data may relate to:	budget engineering environmental considerations fabrication health and safety insurance technical specifications vandalism precaution.
Presentation mechanisms may be:	oral musical visual.
Critical and creative thinking involve:	analysis of complex and abstract ideas and theories working effectively with concepts, such as: adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories debating and discussing developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions judging making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences nuance, subtlety and distinction questioning reading and listening critically reflecting.
Specialist expertise may include:	builders engineers planners plumbers transport providers.
Constructive criticism may relate to:	aesthetics philosophical foundations techniques social context.

Unit Sector(s)

Visual communication – public art

Custom Content Section

Not applicable.

CUVPUB501A Develop and manage public relations strategies

Modification History

Version	Comments
CUVPUB501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop and implement plans for public relations activities within an organisation.

Application of the Unit

The skills and knowledge outlined in this unit are relevant to owner/managers of small businesses, departmental managers within organisations and marketing personnel.

At this level individuals are working independently and are expected to apply theoretical concepts in a broad range of contexts, which involve contingency planning and devising solutions to unpredictable problems.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Generate organisational identity consistent with organisation’s vision	1.1 Collect and analyse internal and external information relevant to the development of public relations strategies 1.2 Review the organisation’s core activities, business values and current business direction to identify potential images and messages 1.3 Identify and consult with key stakeholders about public relations issues
2. Prepare public relations plans or strategies	2.1 Identify target groups for public relations activities 2.2 Identify and select strategies that enhance and promote the organisation’s identity to target groups 2.3 Identify and plan for the range of potential situations and reactions to which the organisation may need to respond 2.4 Incorporate legal and ethical considerations into the planning process 2.5 Provide timely opportunities for colleagues to contribute to public relations planning 2.6 Negotiate changes to plans as required 2.7 Submit public relations plans for approval according to organisational policy as required
3. Manage the implementation of public relations plans	3.1 Define and clearly communicate all aspects of public relations plans to others involved in the public relations activities 3.2 Implement and monitor actions detailed in plans and take action to rectify anything that has the potential to impact negatively on activities 3.3 Produce public relations reports according to organisational policy 3.4 Share public relations information with colleagues to maintain awareness of current direction and priorities of organisation
4. Evaluate and review public relations plans	4.1 Establish appropriate mechanisms to obtain feedback about public relations activities and strategies 4.2 Evaluate public relations activities using agreed methods and benchmarks 4.3 Make adjustments according to feedback and evaluation 4.4 Communicate and implement agreed changes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

relate to people from diverse backgrounds and people with diverse abilities

discuss issues around public relations activities with a range of stakeholders

negotiate changes to public relations strategies in a constructive manner

brief colleagues about public relations activities

initiative and enterprise skills to:

devise public relations activities that best suit target groups

anticipate and manage risks to public relations activities

literacy skills to:

interpret a range of complex material

write reports and strategic materials

planning and organising skills to:

organise information in a logical way when producing public relations plans and reports

manage projects and processes

research skills to obtain necessary background information to assist with the development of public relations plans and strategies

technology skills to:

use a range of office equipment and software to produce public relations plans and reports

make effective use of the internet for research purposes.

Required knowledge

public relations context for the organisation, including ways in which similar organisations generate and promote their identity

ways in which public relations link to other aspects of marketing and management

issues and challenges that can arise in the context of developing and managing public relations strategies

structure and functions of a range of print and electronic media

planning techniques and formats in relation to public relations

formats, features and uses of different public relations resources

legal issues that specifically impact on public relations practice

intellectual property issues and legislation that impact on public relations activities.

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 ability to: develop a public relations plan for a specific organisation or area of an organisation work collaboratively with others on the development and implementation of public relations activities apply knowledge of public relations protocols, resources and activities.
Context of and specific resources for assessment	Assessment must ensure access to: an organisation for which public relations activities could be planned materials, resources and equipment needed to research public relations campaigns and media opportunities.
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 public relations plan developed by the candidate role play or simulation and practical activities to assess candidate’s consultation and communication skills and ability to interact with the media questioning and discussion about case studies, plans and strategies 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.

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.

Internal and external information may relate to:	business plans community activities competitor organisations current industry trends and developments current market conditions financial plans government activities legal environment marketing plans.
Public relations strategies may be for:	a department a program of events a single event a specific product or service an organisation.
Images and messages may relate to:	nature of products and services: exhibitions performances sale operational style: efficient ethical fair responsive relationship to public: leading edge responsive service provision: access hours of operation range of facilities services stylistic direction: classical contemporary folk indigenous innovative international track record of organisation visual identity: colour logo public appearance signage.
Stakeholders may include:	funding bodies patrons promoters representatives from boards and committees associated with organisation sponsors staff visitors.
Target groups may include:	audiences event organisers funding bodies media representatives: directors journalists editors producers patrons promoters related businesses sponsors staff suppliers vendors visitors volunteers.
Potential situations may include:	capitalising on favourable publicity minimising the impact of unfavourable press responding to unforeseen operational issues, such as: accidents shortages unprecedented or overwhelming support or attendance.
Legal and ethical considerations may relate to:	codes of practice cultural expectations and influences legislation social responsibilities.
Aspects may include:	budgets priorities responsibilities risks target groups timelines.
Feedback mechanisms may include:	consultation with colleagues direct questioning formal/written feedback measurements of level of support: attendance patronage sponsorship media monitoring.
Public relations activities may relate to:	charitable support cocktail parties direct advertising gifts guest appearances launches membership and loyalty programs openings sponsorship websites.

Unit Sector(s)

Business development – public relations

CUVRES201A Source and use information relevant to own arts practice

Modification History

Version	Comments
CUVRES201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to source information on history and theory relevant to one’s own area of creative work.

Application of the Unit

People developing their skills in any area of arts practice apply the skills and knowledge described in this unit. The effectiveness of any arts activity is enhanced when supported by an understanding of the history and theory associated with its genre, style or medium. Supervision and guidance would usually be provided.

More complex skills associated with applying historical and theoretical knowledge to own arts practice are covered in the unit CUVRES301A Apply knowledge of history and theory to own arts practice.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Locate information	1.1 Identify and access relevant sources of information on history and theory relevant to own arts practice 1.2 Check the credibility and reliability of information sources with appropriate people 1.3 Comply with copyright and cultural requirements when accessing information 1.4 Gather and organise information systematically
2. Review information	2.1 Review information as it relates to arts practice in general and to own area of work 2.2 Select information relevant to own area of work 2.3 Use information in a culturally appropriate way to enhance own arts practice
3. Update and maintain information sources	3.1 Update information sources on a regular basis 3.2 Store information in an easily accessible format 3.3 Share information with others 3.4 Use feedback from others to improve future information collection processes

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to share information with colleagues and peers

initiative and enterprise skills to identify areas of own arts practice that could be enhanced by applying knowledge of history and theory

learning skills to keep up-to-date with information relevant to own arts practice

literacy skills to read and understand relevant sources of information

planning and organising skills to:

collect and review information on a given topic

maintain filing and information retrieval systems

technology skills to access and download information from the internet.

Required knowledge

sources of information on history and theory for arts practice and own area of arts practice

techniques for organising information relating to history and theory and applying this information to own area of work

protocols to be observed when gathering information of a culturally sensitive nature

intellectual property issues and legislation as they relate to using information in own work.

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 ability to: source information about history and theory relevant to own area of work maintain currency of information.
Context of and specific resources for assessment	Assessment must ensure access to: a range of relevant and current information sources appropriate technology to source and collect information.
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: review of case studies prepared by the candidate to assess ability to apply collected information to own arts practice oral or written questioning about information sources and different aspects of history and theory 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: BSBCRT101A Apply critical thinking techniques CUFIND201A Develop and apply creative arts industry knowledge.

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.

Sources of information may include:	audio film images internet journal articles objects oral histories performances stories texts: cultural historical religious scientific spiritual technical or medium-specific information video.
Information may relate to:	aesthetics criticism cultural issues gender and identity issues histories of art, craft and design histories of performances or presentations and related skills land and place new technologies politics spiritual concerns world histories.
Arts practice may include:	arts administration dance design entertainment interactive digital media music photo imaging visual arts and craft writing.
Appropriate people may include:	content experts copyright representatives current industry practitioners industry association representatives information professionals, such as librarians and museum staff mentors teachers.
Ways to organise information may involve:	collecting diagrams compiling charts constructing mind maps sketching storing information in a range of formats, such as: diaries electronic and hard copy files scrapbooks.
Ways to enhance own arts practice may involve:	applying knowledge of: current trends historical developments in a particular area work of artists generally work of others in a particular field.

Unit Sector(s)

Knowledge management – research

CUVRES301A Apply knowledge of history and theory to own arts practice

Modification History

Version	Comments
CUVRES301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to review information on history and theory and apply that knowledge to one’s own work.

Application of the Unit

People working in all areas of arts practice apply the skills and knowledge described in this unit. The effectiveness of any creative work is enhanced if supported by an understanding of the history and theory associated with its genre, style or medium.

At this level, the individual uses evaluation skills and applies some judgement and autonomy to the research process.

More complex skills associated with undertaking historical and theoretical research are covered in the unit CUVRES401A Research history and theory to inform own arts practice.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Maintain and develop knowledge of history and theory	1.1 Monitor relevant sources of industry information based on areas of interest, work and learning 1.2 Develop processes to review and maintain knowledge of history and theory relevant to own arts practice in consultation with appropriate people
2. Evaluate information	2.1 Evaluate information gathered from a range of sources for possible relevance to own arts practice 2.2 Extract and evaluate key ideas relevant to own arts practice 2.3 Use information in a culturally appropriate way in own arts practice
3. Apply information to own arts practice	3.1 Formulate own ideas on specific ways in which information may be used in own arts practice 3.2 Integrate ideas into the development of own arts practice 3.3 Discuss application of knowledge of history and theory with appropriate people and incorporate feedback and ideas as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas with colleagues and peers

critical thinking skills to make connections between own arts practice and historical and theoretical information that has been gathered

literacy skills to review and evaluate relevant sources of information on history and theory for integration into own arts practice

planning and organising skills to collect and review information on a given topic

self-management skills to work to personal goals

technology skills to access and download information from the internet.

Required knowledge

sources of information on history and theory relevant to own arts practice

theoretical and historical contexts relevant to own arts practice, including work of other artists

ways in which history and theory may be used in the development of own arts practice

techniques for organising information to enhance own arts practice

intellectual property issues and legislation in relation to the use of information and ideas in own work.

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 ability to: review a range of information and evaluate its relevance to own arts practice apply knowledge of history and theory to own arts practice.
Context of and specific resources for assessment	Assessment must ensure access to: a range of relevant and current information services appropriate technology to collect, download and store information.
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: review of case studies prepared by the candidate to assess ability to review information for application to different work contexts questioning and discussion around 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: BSBCRT301A Develop and extend critical and creative thinking skills CUFIND201A Develop and apply creative arts industry knowledge.

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.

Sources of information may include:	audio film images internet journal articles objects oral histories performances stories technical or medium-specific information texts: cultural historical religious scientific spiritual video.
Information may relate to:	aesthetics criticism cultural issues gender and identity issues histories of art, craft and design histories of performances or presentations and related skills land and place new technologies politics spiritual concerns world histories.
Arts practice may include:	arts administration dance design interactive digital media music photo imaging visual arts and contemporary craft writing.
Appropriate people may include:	clients content experts copyright representatives current industry practitioners industry association representatives information professionals, such as librarians and museum staff mentors teachers.
Ways to evaluate ideas and concepts may involve:	comparing considering constraints or parameters of key ideas and concepts considering merit contrasting discussion and debate reflecting.
Ideas may relate to:	cultural traditions elements and principles of design technical characteristics and qualities of specific work by others in own area of arts practice relationship of the work to a theoretical and historical context subject matter or theme relevant to work in own area of arts practice, such as: identity land and place political, cultural and social issues the body spiritual concerns.
Ways in which information may be used may relate to:	current trends in practice deliberate contrast with current trends shared philosophies with other artists use of contrasting techniques use or adaptation of particular techniques.

Unit Sector(s)

Knowledge management – research

CUVRES401A Research history and theory to inform own arts practice

Modification History

Version	Comments
CUVRES401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research history and theory for application to artistic practice.

Application of the Unit

People working in all areas of arts practice apply the skills and knowledge described in this unit. The effectiveness of any creative work is enhanced if supported by a well-developed understanding of the history and theory associated with its genre, style or medium.

At this level, conclusions drawn from research may involve challenging different points of view as part of the process of developing one’s own creative voice. Research activity is largely independent with some guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research history and theory	1.1 Discuss research ideas with appropriate people and identify implications for own arts practice 1.2 Identify and explore potential new and alternative sources of information that could be relevant to own arts practice 1.3 Use formal and informal research techniques appropriately to access information 1.4 Organise research materials and findings for current and future use
2. Link research to own arts practice	2.1 Evaluate information in the context of own arts practice and the work of others 2.2 Assess ways in which different aspects of history and theory may be used, adapted and challenged 2.3 Distil key themes, messages and positions to assist in clarity of thought 2.4 Develop conclusions on research findings in consultation with appropriate people as required
3. Update and maintain knowledge of trends in own arts practice	3.1 Identify and use opportunities to update and expand own knowledge of history and theory 3.2 Incorporate and integrate knowledge into own arts practice 3.3 Seek feedback on the quality of research methodology and outcomes and note areas for future improvement

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage in discussions about history and theory relevant to own arts practice

critical thinking skills to analyse and interpret complex and varied references

initiative and enterprise skills to make connections between own arts practice and conclusions drawn from research

learning skills to continually monitor sources of information to expand knowledge base

literacy skills to interpret and summarise information and research findings

planning and organising skills to document and store research findings in a way that enables easy access in the future

technology skills to access and download information from the internet.

Required knowledge

sources of information about history and theory relating to own arts practice and the work of others

information-organisation practices and how they can be applied to own arts practice and the practices of others

intellectual property issues and legislation and how they relate to the use of information in own arts practice.

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 ability to: use research and critical thinking techniques to evaluate information and distil key themes and ideas apply knowledge of historical and theoretical references to own arts practice.
Context of and specific resources for assessment	Assessment must ensure access to: a range of relevant and current information services appropriate technology to collect, download and store information.
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 presentation or documentation prepared by the candidate explaining research processes and how issues surrounding history or theory have been incorporated into work review of case studies prepared by the candidate to assess ability to apply collected information to own arts practice 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, for example: BSBCRT401A Articulate, present and debate ideas.

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.

Appropriate people may include:	clients content experts copyright representatives current industry practitioners industry association representatives information professionals, such as librarians and museum staff mentors teachers.
Arts practice may include:	arts administration dance design interactive digital media music photo imaging visual arts and contemporary craft writing.
Ways to explore may involve:	attendance at performances interviews with innovative arts practitioners participation in performances visits to: trade fairs galleries special events, such as biennial exhibitions laboratories.
Sources of information may include:	archives audio film images internet journal articles objects oral histories performances stories technical or medium-specific information video texts: cultural historical religious scientific spiritual.
Information may relate to:	aesthetics criticism cultural issues gender and identity issues histories of art, craft and design histories of performances or presentations and related skills land and place new technologies politics spiritual concerns world histories.
Ways to organise information may involve:	collecting diagrams compiling charts constructing mind maps sketching storing information in a range of formats, such as: diaries electronic and hard copy files scrapbooks.
Ways to evaluate information may include:	comparing considering merit contrasting critiquing discussion and debate reflecting.
Key themes, messages and positions may include:	essence of the idea or concept influences on the idea or concept problems and challenges with the idea or concept reasons why the idea or concept should be supported relationship of idea or concept to: established tradition or practice new and emerging technology selling a creative team selling creative ideas self-promotion as a creative person way the idea or concept was developed who had developed the idea or concept and why.

Unit Sector(s)

Knowledge management – research

CUVRES501A Critique cultural works

Modification History

Version	Comments
CUVRES501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and analyse a range of information to produce critiques of cultural works.

Application of the Unit

People who produce verbal or written critiques of cultural works apply the skills and knowledge outlined in this unit. Critiques are required in a range of contexts. For example, an artist may critique his or her own work or the work of other artists, a specialist gallery or museum guide may create commentary on particular works, or a writer might develop reviews to appear in specialist magazines or academic publications.

At this level, work is self-directed, though there would be an expectation of discussion with professionals and experts in areas associated with the cultural works.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare to critique cultural works	1.1 Confirm the cultural works to be critiqued in consultation with relevant personnel 1.2 Identify factors that may impact on critiques and plan accordingly 1.3 Discuss plans or preliminary ideas with relevant personnel as required 1.4 Identify and explore relevant sources of information on cultural works in a culturally appropriate way 1.5 Use formal and informal research techniques to access information 1.6 Organise research materials and findings for current and future use
2. Link research to cultural works	2.1 Critically evaluate works and related information 2.2 Assess ways in which different influences are applied, adapted or challenged within cultural works 2.3 Develop substantiated positions to inform critical analysis of works 2.4 Discuss research findings with others as required and, if appropriate, modify positions to integrate other perspectives
3. Present critiques	3.1 Produce written or spoken texts on cultural works to meet organisational or publishing requirements 3.2 Take into account specifications arising from the nature of the audience for, and purpose of, critiques 3.3 Apply relevant cultural protocols to critiques of cultural works 3.4 Present critiques in agreed format and within agreed timelines 3.5 Seek feedback on quality of critiques from relevant personnel and note areas for future improvement
4. Maintain knowledge of trends related to domain of cultural works	4.1 Identify and use opportunities to update and expand knowledge of influences on cultural works 4.2 Incorporate and integrate knowledge into cultural analysis and reporting

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

present complex and varied information in relation to cultural works

develop and structure content in a style appropriate to target audience for critiques

knowledgably discuss concepts and theories about cultural works with others

initiative and enterprise skills to make connections between cultural works and conclusions drawn from research into history, theory and other influences

learning skills to:

monitor sources of information to expand knowledge base on cultural works

respond positively to feedback on own work

literacy skills to interpret cultural works and information about cultural works

planning and organising skills to document and store research findings

self-management and planning skills to manage own work to meet professional requirements

technology skills to use the internet as a research tool.

Required knowledge

sources of information about history, theory and cultural practices relating to cultural works

conventions associated with producing critiques of cultural works in the relevant context

issues and challenges that arise in the context of producing critiques of cultural works

information-organisation practices and how they can be applied to the critique of cultural works

communication and presentation techniques for the relevant medium

intellectual property issues and legislation and how they relate to cultural critiques.

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 ability to: apply research and analytical skills to critically evaluate cultural works apply knowledge of history, theory and other influences to the critique of cultural works observe conventions associated with cultural works being critiqued produce written or spoken texts for specific audiences.
Context of and specific resources for assessment	Assessment must ensure access to: materials, resources and equipment needed to research information and to present critiques of cultural works.
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 presentation or documentation prepared by candidates explaining research processes and how issues surrounding history or theory and other influences have been used in the analysis of works case studies to assess ability to research and use different types of information in the analysis of cultural works questioning and discussion about cultural works 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 which interrupted schooling).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUVRES502A Analyse cultural history and theory.

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.

Cultural works may relate to:	arts administration cultural heritage dance design multimedia museums music performing arts photo imaging visual arts and craft writing.
Relevant personnel may include:	academic supervisors managers advertising agencies artists and performers authors broadcasters choreographers directors editors or other writers graphic designers production companies production managers production personnel producers program or event managers promoters, agents and marketers.
Factors may include:	budget complexity of topic confidentiality contractual arrangements copyright clearances deadlines editing process expectations of target audience/readers intellectual property length location number of content items photos or other visual material to accompany critique production schedule purpose of critique research requirements structure.
Sources may include:	archives dance electronic and print media exploring new and alternative sources: attendance at performances interviews with innovative arts practitioners participation in performances visits to: exhibitions galleries laboratories special events trade fairs films images internet libraries objects oral histories performances presentations stories technical or medium-specific information texts: historical religious scientific secondary spiritual the writings of cultural theorists and philosophers.
Information may relate to:	aesthetics criticism cultural issues gender and identity issues histories of art, craft and design land and place linguistics myth and legends new technologies philosophy politics signs and symbols spiritual concerns technical aspects of performances and presentations world histories.
Research techniques may include:	analysing and comparing information critical discourse discussion judgement note taking observation reflection summarising.
Ways to organise information may involve:	charts database diagrams files indices mind maps sketches.
Ways to evaluate may include:	comparing considering merit contrasting critiquing discussion and debate judging reflecting.
Influences may relate to:	cultural practices and heritage history local traditions and events media political frameworks related discourses techniques temporal considerations theory works of other artists.
Developing substantiated positions may involve:	examination and justification from a range of viewpoints within: culture ecology gender philosophy politics society spirituality.
Written or spoken texts may include:	academic texts articles or reviews for: journals magazines newspapers websites art talks or presentations brochures flyers guiding presentations for: cultural/heritage sites galleries institutions museums studios program notes for: exhibitions performances seminar presentations.
Specifications may include:	conventions of art criticism grammar appropriate to written or spoken texts layout and format conventions of written or spoken texts length terminology tone of critique, including: dramatic entertaining formal humorous informal or casual informational.
Audience requirements may relate to the level of sophistication or understanding of cultural works by:	academic and teaching staff listeners peers readers visitors to: cultural/heritage sites galleries museums organisations studios theatres.
Purpose may relate to:	critical review of works examination of works as examples of: derivative pieces other practitioners' works prototypes specific approaches specific periods styles or schools of cultural works judgement of value of cultural works.
Cultural protocols may include:	extent to which reference to works may be used in presentation modes (written or spoken) intellectual property requirements permission to refer to and use works, including systems for the administration of copyright of images protocols for the reference of works or practitioners by others.
Opportunities may include:	discussions with innovative practitioners in relevant areas of arts practice searching the internet visits to: exhibitions events cultural or heritage sites performances presentations studios laboratories manufacturers.

Unit Sector(s)

Knowledge management – research

CUVRES502A Analyse cultural history and theory

Modification History

Version	Comments
CUVRES502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research, analyse and debate cultural history and theory, and to use those processes to develop individual approaches to creative work.

Application of the Unit

People working across all cultural sectors enrich their professional practice through their understanding of cultural history and theory.

This unit may also apply to individuals working much more broadly in business and community roles.

History and theory may cover a particular period of time, a particular area of cultural practice, a particular social issue, or be broader in nature.

At this level, a person engages in a largely independent research process that begins to inform practice at a professional level. The research may be guided by others in terms of its scope and objectives.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Select a focus for cultural research	1.1. Select a focus for research in consultation with others based on individual needs and perspectives 1.2. Make an initial determination of the information and ideas to be sought 1.3. Challenge own assumptions and preconceptions about the research process and potential information sources 1.4. Select relevant historical and contemporary sources for investigation
2. Conduct critical analysis	2.1. Seek out and compare the critical views of others in chosen area of inquiry 2.2. Investigate issues around the historical and contemporary production, interpretation, promotion and consumption of culture 2.3. Allow the process of analysis to take exploration of issues in new and unintended directions
3. Discuss cultural history and theory	3.1. Develop substantiated opinions and ideas about cultural history and theory 3.2. Make informed contributions to discussions of cultural history and theory 3.3. Encourage and participate in open and constructive discussion
4. Develop own practice from research	4.1. Determine potential for integration of research findings into own work 4.2. Relate cultural history and theory to professional practice issues 4.3. Recognise connections and associations between history and theory and contemporary cultural practice 4.4. Develop ideas about how research might impact on or enrich own professional practice and its future direction

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to participate in debate and discussion of cultural history and theory

critical thinking skills to analyse information and develop substantiated positions about cultural history and theory

initiative and enterprise skills to use, challenge and adapt research to develop own professional practice

literacy skills to interpret varied information sources dealing with at times complex ideas

learning and self-management skills to use the research process as a professional development tool

planning and organising skills to set up and undertake a research process.

Required knowledge

ways of selecting a meaningful individual research focus

opportunities offered by cultural history and theory in terms of value to a developing professional practice in the arts and in the broader community

intellectual property issues and legislation and how they relate to the research process.

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 ability to: select an appropriate research focus analyse cultural ideas and information and develop substantiated positions to support professional practice participate in informed discussion of cultural history and theory.
Context of and specific resources for assessment	Assessment must ensure access to: a range of cultural history and theory information sources.
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 presentation or documentation prepared by the candidate explaining research processes and how issues surrounding history and theory have been incorporated into work evaluation of case studies to assess ability to research and use different types of information evaluation of the candidate’s cultural literacy skills and ability to recognise, review and analyse different cultural productions, artworks, artistic values, artists, performers or authors 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.

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.

Individual needs and perspectives may be influenced by:	art form focus commercial aspirations or requirements discussions and ideas of others materials and processes presence of a multidisciplinary focus previous research techniques used in own practice.
Assumptions and preconceptions may relate to:	different cultural responses to research how information is presented level of formality required in the research process own preconceptions preconceptions of others what types of research are acceptable where to find information.
Historical and contemporary sources may include:	artworks commercial brief critical writing events exhibitions experiences of self or others films images internet music objects other people performances presentations printed texts technical information.
Others may include:	arts critics other artists peers teachers.
New and unintended directions may be those which:	challenge preconceptions about work process and outcomes generate completely new ideas lead the individual to work in a different medium take the individual back to earlier ideas.
Substantiated opinions and ideas are:	grounded in appropriate research the result of rational and logical thought subjected to the analysis of others (e.g. peer review) supported by relevant information.
Integration of research findings may relate to:	design strategies genres ideas and themes materials media motifs processes styles techniques technologies.
Professional practice issues may relate to:	marketing and promotion of work need for collaboration need for further research and development time new opportunities.

Unit Sector(s)

Knowledge management – research

CUVRES601A Extend cultural research expertise

Modification History

Version	Comments
CUVRES601A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to extend and refine individual cultural research capability, both in the context of own practice and as part of the broader cultural context.

Application of the Unit

Independent professional practice in the creative industries involves the ability to research and engage with current cultural debate and with cultural history and theory.

At this level, the practitioner engages in a self-directed independent research process.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Situate own practice in the wider context	1.1. Reflect on the nature of own practice and its relationship to the broader contemporary cultural context 1.2. Explore the relationship of individual practice to particular aspects of cultural history and theory 1.3. Consider how own work connects to or diverges from the work of other professionals 1.4. Analyse the ways in which individual practice has evolved, and the influences that have affected this evolution
2. Extend research capability	2.1. Investigate ways to extend individual research to support professional practice and self-development 2.2. Develop potential areas of research based on current or planned developments in practice and broader areas of interest 2.3. Conduct in-depth analysis of critical writing as part of an ongoing research practice
3. Refine and articulate own positions and ideas	3.1. Evolve personal ideas based on developing research activity and critical analysis 3.2. Participate in current cultural debate with peers and within the wider community 3.3. Seek and apply critical feedback from others 3.4. Develop substantiated ideas on cultural topics 3.5. Develop and present information in formats that meet professional and relevant academic standards and conventions

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

articulate complex arguments

participate in debate and discussion of cultural history and theory

analytical and literacy skills to:

examine the nature of own practice and its place in the wider context

analyse varied information sources dealing with complex ideas

initiative and enterprise skills to seek proactive involvement in cultural debate

planning and organising skills to set up and undertake a research process

learning and self-management skills to extend individual research capability through self-directed projects

technology skills to:

present information in appropriate formats

use the web as a research tool.

Required knowledge

potential research opportunities for individual cultural practice

range of historical and contemporary critical writing relevant to individual research focus

conventions for the presentation of information and ideas

intellectual property issues and legislation and how they relate to the research process.

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 ability to: interrogate own practice to a depth that allows the candidate to make connections with the broader cultural context develop a professional research capability in the area of cultural history and theory articulate and present complex ideas following appropriate conventions.
Context of and specific resources for assessment	Assessment must ensure access to: a range of cultural history and theory information sources.
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 research projects undertaken by the candidate evaluation of the candidate’s cultural literacy skills and ability to recognise, review and analyse different cultural productions, artworks, artistic values, artists, performers and authors 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.

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.

Broader contemporary cultural context may be:	economic environmental geographic heritage historical local, national and international political philosophical social and cultural style or design related.
Ways to extend individual research may involve:	community engagement connecting to areas of research beyond the obvious further study greater levels of specialisation and depth in research mentored reflection self-analysis.
Critical analysis may involve:	adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories critical path process debate and discussion developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions judging leap of faith making connections between seemingly unrelated information making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences openness questioning reading and listening critically reflecting.
Current cultural debate may relate to:	arts education arts funding artists’ rights emerging trends and practices government policy philosophical issues.
Substantiated ideas are:	grounded in appropriate research the result of rational and logical thought supported by relevant information subjected to the analysis of others (e.g. peer review).
Professional and relevant academic standards and conventions may relate to:	copyright and intellectual property cultural considerations presentation of work referencing protocols report writing use of terminology.

Unit Sector(s)

Knowledge management – research

CUVSCU201A Develop sculptural skills

Modification History

Version	Comments
CUVSCU201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic sculpture techniques to produce creative work.

Application of the Unit

People with little or no experience in working with sculpture apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design, drawing or craft skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce sculptures from simple design concepts. Sculpture is defined quite broadly as any three-dimensional form. Supervision and guidance would usually be provided.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare sculpture resources	1.1 Identify and obtain sculpture tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test sculpture techniques	2.1 View a range of sculpture in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce sculptures 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on sculptural work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss the process for producing sculptures with others

understand and follow instructions

learning skills to:

improve techniques for producing sculptures through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for making sculptures

major styles of sculpting and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of sculpture work

cleaning and maintenance techniques for tools and equipment used in making sculptures

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of sculptural tools, materials and equipment

OHS procedures that apply to sculpture work.

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 ability to: produce at least one sculpture where the techniques and materials support the idea for the work apply knowledge of sculptural tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used in sculptural 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: direct observation of sculptural work in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	carving tools hammers heat guns knives nails power tools protective clothing saws screwdrivers screws spatulas.
Materials may include:	clay drawing materials flexible industrial materials flexible natural materials found objects glues blocks latex metal and alloys oxidising agents and other patina agents paint plaster rope rubber soap stone stains string thread wax wire wood and wood products.
Workplace procedures may relate to such things as:	cost control process-specific procedures recycling reporting safety use of materials.
Key people may include:	arts practitioners mentors supervisors teachers.
Sculpture may be:	abstract assembled contemporary free-standing kinetic relief representational traditional.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques.
Techniques would generally be quite limited in nature and may include:	assemblage carving casting modelling mould making.

Unit Sector(s)

Visual communication – sculpture

CUVSCU301A Produce sculpture

Modification History

Version	Comments
CUVSCU301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce sculpture through the exploration and application of a range of techniques, tools, equipment and materials.

Application of the Unit

People still developing their sculptural expertise apply the skills and knowledge in this unit. They produce finished sculpture, building on and combining a range of techniques to support the ideas of the work.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Plan sculptural work through exploration	1.1 Explore ideas and techniques for sculptural work in consultation with key people as required 1.2 Review historical and contemporary sculpture practice as a potential source of ideas 1.3 Clarify ideas for sculpture based on exploration and discussion 1.4 Assess the capabilities of sculptural techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work
2. Prepare, maintain and store sculptural resources	2.1 Select and organise sculptural tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources 2.4 Store resources according to the needs of different items
3. Create finished sculptures	3.1 Safely use and adapt sculptural techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas for sculptures with others

learning skills to:

improve techniques to produce sculptures through practice and some experimentation

respond constructively to feedback

literacy skills to interpret information about historical and contemporary sculpture practice

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce sculptures

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in sculptures

physical properties and capabilities of a range of materials, tools and equipment used in producing sculptures

work space requirements for producing sculptures, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for sculptural tools, materials and equipment

historical and theoretical contexts for producing sculptures

elements and principles of design and their particular application to sculpture work

intellectual property considerations for any person making creative work

sustainability considerations associated with the use of sculptural tools, materials and equipment

OHS procedures that apply to sculptural work.

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 ability to: produce multiple pieces of sculpture or a single major work that show some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt the capabilities of sculptural techniques and resources.
Context of and specific resources for assessment	Assessment must ensure access to: tools, equipment and materials used in sculptural 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 technical execution of work pieces produced by the candidate direct observation of sculptural work in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP301A Produce creative work.

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.

Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Techniques may include:	assemblage binding carving digital techniques casting modelling mould making slumping welding.
Sculptural work may be:	abstract assembled contemporary free-standing kinetic relief representational traditional.
Key people may include:	mentors other artists peers supervisors teachers.
Strategies used to assess the capabilities of techniques may involve:	experimenting directly with work in progress producing test pieces or samples systematically testing a range of processes.
Tools and equipment may include:	carving tools chisels clamps and pliers files foundry tools and equipment hammers knives mallets power tools protective clothing saws screw drivers spatulas tin snips tongs wedges wood turning equipment.
Materials may include:	brackets clay clips drawing materials fibres found objects and materials glues blocks industrial materials latex leather metal and alloys nails natural materials oxidising agents and other patina agents paints plaster rope rubber screws stains stone string thread wax wire wood and wood products.
Needs of the work may relate to:	availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability.

Unit Sector(s)

Visual communication – sculpture

CUVSCU401A Experiment with techniques to produce sculpture

Modification History

Version	Comments
CUVSCU401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to proactively experiment and innovate with various sculptural techniques and ideas to develop an individual style or voice.

Application of the Unit

People with a command of sculptural techniques apply the skills and knowledge in this unit. They often produce work at a preprofessional level for sale in a range of outlets, such as markets and fairs.

At this level, work is undertaken independently with supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop proficiency with a range of sculptural techniques and media	1.1 Evaluate the potential for new approaches to sculpture based on capabilities of techniques already used 1.2 Adapt or introduce new tools, equipment and materials to achieve different effects 1.3 Extend the capabilities of sculptural techniques through experimentation 1.4 Take account of the safety and sustainability considerations for different techniques and media
2. Develop ideas for sculptures	2.1 Articulate creative and other goals for sculpture work 2.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3 Apply knowledge of different sculptural techniques to inform ideas 2.4 Allow techniques and ideas to work together to inform each other 2.5 Consider the professional potential and other criteria of work when developing ideas 2.6 Refine and confirm ideas based on experimentation, research and collaboration with others
3. Organise sculpture resources	3.1 Assess specific resource requirements for the chosen work 3.2 Research and access potential sources of supply for sculpture resources 3.3 Evaluate cost and other constraints that impact on the development of work 3.4 Evaluate and respond to presentation considerations for finished sculptures 3.5 Set up or coordinate resource requirements according to safety and other workplace requirements
4. Create finished sculptures	4.1 Create sculptures using techniques and media selected from research and experimentation 4.2 Review and refine ideas and approaches based on ongoing experience with the production of work 4.3 Use safe and sustainable work practices throughout the production of sculptures 4.4 Document and record the development of the work and the research and ideas that inform it
5. Evaluate own sculptural work	5.1 Reflect on own work in terms of conceptual development and technical execution 5.2 Identify areas for future improvement especially in terms of own skill development 5.3 Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss ideas and techniques in own work

create a record of the sculptural work

initiative and enterprise skills to:

experiment with sculptural techniques to enhance final sculptures

apply critical thinking and analytical skills when developing ideas for sculptures

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of other sculptors and arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources

problem-solving skills to identify and resolve technical and conceptual issues in sculptural work

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining ideas for sculptures and how it relates to the development of an individual style or voice

ways to adapt, extend and combine the capabilities of a wide range of sculptural materials and techniques

physical properties and capabilities of an extended range of materials and tools used in creating sculptures

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

formal elements and principles of design and how they may be used, adapted and challenged in sculptural work

research methodologies used by artists

historical and theoretical contexts for sculpture and how they may be used to inform individual practice

sources of raw, part-processed and processed sculpture materials

sources of other resources needed in a professional sculpture making practice

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a sculpture-making practice

OHS requirements for the set-up and operation of sculpture-making work space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce multiple finished sculptures or a single major work that demonstrate a command of techniques apply knowledge of sculptural techniques, equipment and materials and the ways they may be adapted and combined use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: the equipment, materials and tools to produce sculptural 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 technical execution of work pieces produced by the candidate direct observation of sculptural work in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP401A Realise a creative project.

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.

Sculpture may be:	abstract assembled contemporary free-standing kinetic relief representational traditional.
Techniques may include:	assemblage binding carving casting digital techniques modelling slumping welding.
Tools and equipment may include:	carving tools chisels clamps and pliers electronic equipment files foundry tools and equipment hammers knives mallets power tools protective clothing saws screw drivers soldering irons spatulas tin snips tongs wedges welding equipment wood turning tools and equipment.
Materials may include:	blocks brackets clay clips drawing materials fibres found objects and materials glues industrial materials latex leather metal and alloys nails natural materials oxidising agents and other patina agents paints plaster rope rubber screws stains stone string thread wax wire wood and wood products.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests seeking out information in books, journals and newspapers searching the internet visiting exhibitions and museums.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Intellectual property requirements may relate to:	extent to which the work may be used form of acknowledgement or credit procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Criteria may relate to:	audience client and user expectations environment in which sculpture will be viewed local government and planning authority regulations materials quality of final product techniques timelines tools weather considerations.
Process followed to refine ideas may include:	adjustment to subject matter or theme adjustment to take account of elements and principles of design adjustment to use extended capabilities of techniques.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials and tools budgeting environment in which sculpture will be viewed sponsorship timeframe.
Presentation considerations may include:	availability of space cost practical considerations presentation context timeframe.

Unit Sector(s)

Visual communication – sculpture

CUVSCU501A Refine sculptural techniques

Modification History

Version	Comments
CUVSCU501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to refine sculptural technique and to develop an individual style in a body of creative work. This occurs through a process of research, refinement and evaluation.

Application of the Unit

Visual artists and designers working with three-dimensional (3-D) forms may apply the skills and knowledge in this unit. They have a well-developed command of technical sculptural skills and may work in one or more media. This is combined with the conceptual and creative skills to create a coherent body of work.

Technique refinement is a largely independent activity with mentoring and guidance as required. It would normally include work with several different techniques as part of the process of developing an individual style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research sculptural ideas and techniques	1.1 Support professional practice by expanding own knowledge of historical and contemporary sculpture 1.2 Research ways that other artists have used different sculptural techniques 1.3 Investigate how particular sculptural techniques work to achieve different technical effects 1.4 Evaluate the relationships between sculptural techniques and ideas 1.5 Adapt and use relevant ideas and approaches with consideration of intellectual property requirements
2. Select sculptural techniques for refinement	2.1 Consider the opportunities offered by different sculptural techniques 2.2 Determine limitations and constraints of particular techniques 2.3 Select sculptural techniques for refinement
3. Determine safety requirements for sculptural work	3.1 Investigate safety issues associated with sculptural work 3.2 Set up work space according to safety requirements 3.3 Use and adapt materials, techniques, tools and equipment 3.4 Establish and follow safe work practices 3.5 Monitor key safety issues during the production of work
4. Consolidate sculptural technique to professional level	4.1 Develop increasing confidence and skill through practice and experimentation 4.2 Proactively identify and resolve technical problems in sculptural projects based on developing expertise 4.3 Challenge and test ideas, and allow new and unpredictable ideas to emerge 4.4 Evolve ideas and other professional skills through ongoing experimentation with technique 4.5 Develop own ways of working with techniques to create individual style 4.6 Create a coherent body of sculptural work that shows command of selected sculptural techniques
5. Evaluate own sculptural technique	5.1 Evaluate development of own technique with others and seek feedback 5.2 Seek and participate in conversations that challenge and explore different concepts and approaches 5.3 Reflect on the particular ways that experimentation with different techniques has informed own artwork 5.4 Identify ways in which technique may be further developed as part of a professional practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about the technical and conceptual aspects of sculptural work

critical thinking and analytical skills to:

evaluate and make judgements about relationships between sculptural technique, effects and ideas

make critical evaluations of own sculptural technique

make critical evaluations of research findings

initiative and enterprise skills to identify and act on opportunities for own practice presented by research and experimentation

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse complex and varied information about sculptural technique

problem-solving skills to identify and resolve technical problems in sculptural work

self-management and planning skills to create a coherent body of sculptural work

technical skills to show command of chosen sculptural techniques at a professional level

technology skills to use the internet as a research tool.

Required knowledge

relationship between sculptural technique, and particular effects and ideas – in the work of other artists and in the context of own practice

extended range of information sources that support research in sculptural practice

cultural, sociological, philosophical, aesthetic, political and commercial influences on sculpture, in historical and contemporary contexts

professional development opportunities for artists and designers seeking to develop a practice that includes sculptural work relevant to the medium of work

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation associated with sculpture as a professional practice

sustainability issues for the professional operation of a creative practice

OHS requirements for the set-up and operation of a professional work space for sculptural work.

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 ability to: evolve and refine sculptural technique through a demonstrated process of experimentation develop individual style in own work produce a coherent body of professional work that includes the use of well-developed sculptural technique research sculptural technique in the broader context of other artwork and artists use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce sculptural 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 sculptural technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine sculptural technique evaluation of the work documentation direct observation of sculptural work in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP501A Realise a body of creative work.

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.

Sculpture may be:	abstract assembled contemporary free-standing kinetic relief representational traditional.
Sculptural techniques may include:	applications of alternative modelling and mould-making materials used to: block and case moulds for casting production make dies for extruders make moulds make larger site-specific works make patterns or templates using a variety of physical support materials for armatures and reinforcement techniques for: assemblage bending carving casting ephemeral installation fabrication joining laminating modelling mould making pressing slumping and draping surface treatment and decoration use of machinery for: cutting forming finishing use of materials, such as: clay found objects glass materials from nature metal plastics recycled materials stone wood use of hand and power tools for forming models, patterns and templates.
Technical effects may include:	combination of two or more materials multiple layering of different surface treatments surface treatments, such as: eroded finishes, including sandblasting, water erosion and acid etching fumed finishes lustres painted and glazed finishes patinas polishing and burnishing wax use of colour.
Intellectual property requirements may relate to:	copyright design licensing regulations form of acknowledgement or credit moral rights protocols for the adaptation of work by others trademarks.
Opportunities may relate to:	communication of ideas personal affinity with particular techniques potential for combining techniques potential for interactions between technique and media private and public commissions short-run production of series of small sculptures themes in work.
Limitations and constraints may relate to:	availability of materials capacity of technique to deliver required effect finances location and geography own interaction with technique resources time.
Refinement may include:	ability to use selected techniques with confidence ongoing demonstration of the development of selected skills and techniques use of selected techniques in a body of professional work.
Safe work practices may include:	completing material safety data sheets (MSDS) correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents safe use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Technical problems may include:	limitations of own technical skill required for: forming techniques surface treatments assembly and installation limited availability of space for: production of work (making, assembling and finishing) clean, dry and secure storage of work in progress displaying finished results other limitations, such as: limited availability of and/or access to specialist tools and equipment equipment and machinery breakdown.
Coherent body of sculptural work is:	conceptually resolved technically resolved thematically connected documented in terms of its development subject to critical feedback by others.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – sculpture

Custom Content Section

Not applicable.

CUVSCU502A Investigate sculptural materials and processes

Modification History

Version	Comments
CUVSCU502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and explore selected sculptural materials and processes and integrate their use into creative practice.

Application of the Unit

Visual artists whose practice includes the creation of three-dimensional (3-D) sculptural forms apply the skills and knowledge in this unit.

Material and process exploration at this level is a largely independent activity with mentoring and guidance as required. It would normally include investigation of a range of materials and processes to develop an individual professional style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research sculptural materials and processes	1.1 Research the detailed physical properties and capabilities of different sculptural materials 1.2 Extend the notion of sculptural materials by exploring the ways that other media are used in sculpture work 1.3 Investigate the safety issues associated with different materials and processes prior to use 1.4 Collate and store safety and technical data to meet safety requirements and inform future practice 1.5 Investigate the relationship between materials and sculptural processes 1.6 Determine cost and supply parameters for different materials
2. Select materials and processes for in-depth exploration in sculptural work	2.1 Assess the creative and professional opportunities offered by different materials and processes for own approach to sculptural work 2.2 Determine limitations and constraints of particular materials and processes 2.3 Select particular materials and processes that suit own practice
3. Integrate sculptural materials and processes into own work	3.1 Explore different ways of working with materials and processes to achieve desired outcomes 3.2 Challenge and stretch the capabilities and uses of different materials and processes through experimentation 3.3 Develop own ways of working with materials and processes 3.4 Engage in informed discussion with others about the characteristics and opportunities of particular sculptural materials and processes 3.5 Establish and follow safe work practices
4. Manage sculptural resources in professional practice	4.1 Establish a sustainable supply of sculptural resources 4.2 Develop ways of working with resources that minimise waste 4.3 Maintain the quality and life of sculptural resources through appropriate handling and storage

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage in informed discussion around materials, processes and their relationship with ideas

critical thinking and analytical skills to evaluate and make judgements about relationships between sculptural materials, techniques and processes

initiative and enterprise skills to:

develop individual ways of working with materials and processes

identify and act on own professional development needs

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse varied and technical information about sculptural materials and processes

problem-solving skills to identify and resolve technical problems in sculptural work

self-management and planning skills to:

develop own ways of working with sculptural materials and processes

research and organise sustainable supply of materials and processes

technology skills to use the internet as a research tool.

Required knowledge

ways in which a wide range of sculptural materials and processes can be used, adapted, combined and challenged by the professional artist

physical properties and capabilities of selected materials and processes

types of technical and other data that may need to be stored for safety and other reasons

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

cost and supply parameters for sculptural materials and tools in the context of professional practice

storage requirements and options for different materials

intellectual property issues and legislation associated with sculptural work as a professional practice

sustainability issues for the professional operation of a practice that includes sculpture

OHS requirements for the set-up and operation of a professional work space.

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 ability to: apply knowledge of sculptural materials and processes and how they may be adapted and extended at a professional level evolve and refine ways of working with materials and processes through a demonstrated process of experimentation integrate materials and processes into own work in a way that supports coherence of the creative work demonstrate technical proficiency in the independent use of selected materials and processes use safe work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce sculptural work a safe work space
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 the use of materials and processes in terms of the coherence of the body of work evaluation of processes used by the candidate to develop new ways of working with sculptural materials and processes evaluation of the work documentation 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, for example: CUVPRP501A Realise a body of creative work.

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.

Physical properties and capabilities may relate to:	physical properties and capabilities of forming materials: absorbency appropriateness of material for selected process appropriateness of material for size of project durability environmental safety inherent and worked strength or fragility personal safety resistance to heat and/or frost suitability for selected site useability weight workability: plasticity, ductility and rigidity physical properties and capabilities of surface treatment materials: durability ease of application environmental safety of: fired finishes painted finishes patinas.
Sculptural materials may include:	casting materials: cement products clay slip fibreglass flexible compounds: silicone and latex glass metal mould releases for various casting materials paper pulp plaster products: casting and pottery plaster and gypsum, Forton MG resins: epoxies, polyurethanes and polyesters wax joining materials and fasteners: glues and adhesives nails, clips, brackets and screws wire, rope, string, thread and fibres modelling, carving, fabricating and assemblage materials: cardboard, paper and other paper products clay bodies glass and glass products blocks and other cement products industrial and recycled materials metals and metal products stone textiles and fibre products waxes wood and wood products oxides and earths plant materials: cane found objects other natural materials reed surface finishing materials: coloured paints and enamels fired ceramic finishes patinas shellac and varnish stains wax.
Safety issues may relate to:	compressed air dust and airborne particles electrical safety equipment used for sculpture fire fumes furnaces, kilns and torches heat manual handling requirements noise sharp objects use and labelling of chemicals use of equipment with moving parts wet surfaces work posture.
Data may include:	equipment data sheets (EDS) material safety data sheets (MSDS) quantity calculations recipes for patinas records of experimentation technical data sheets (TDS) work logs.
Sculptural processes may include:	forming techniques: assemblage bending carving casting combination of techniques ephemeral installation fabrication laminating modelling mould making pressing slumping and draping surface treatment techniques: additive processes: applied components subtractive processes: carving, incising, impressing and eroding use of patina and colour use of pattern and texture.
Cost and supply parameters may include:	budgetary restrictions capacity to share costs with others continuity of supply delivery issues location of suppliers potential for use of found objects reliability of energy and fuel supplies terms of payment use of freely available natural materials use of recycled materials.
Creative and professional opportunities may relate to:	creative potential: communication of ideas personal affinity with particular materials and processes potential for combining materials and processes potential for interactions of different materials and processes themes in work professional potential: collaboration emerging market trends professional development saleability.
Limitations and constraints may include:	access to skilled and experienced personnel availability of supplies financial expenditure location and geography safety aspects of process or materials skill level required for use of selected materials and processes storage facilities studio space timeframe transportation.
Different ways of working with materials and processes may involve:	combining materials and processes in new ways making samples, prototypes and maquettes varying established approaches to achieve new effects working collaboratively with a particular material or process.
Own ways of working may include:	approaches that reflect and support individual voice particular nuances and subtleties unique to the individual artist.
Safe work practices may include:	completing MSDS correct disposal of waste materials dust and fume extraction ergonomic safety managing risk procedures for using specialist materials, tools and equipment reporting accidents and incidents safe use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Sustainable supply is:	available when needed environmentally friendly of appropriate quality safe within budgetary requirements.
Appropriate handling and storage may relate to:	appropriate storage, such as racks, shelves, cupboards and containers for: bulk materials chemicals dry materials incompatible materials liquid materials materials with limited shelf life solvents containers for recycling materials.

Unit Sector(s)

Visual communication – sculpture

Custom Content Section

Not applicable.

CUVTEX201A Develop skills in textile work

Modification History

Version	Comments
CUVTEX201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic textile techniques to produce creative work.

Application of the Unit

People with little or no textile experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design, drawing or textile skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce textile or fibre items from simple design concepts. Supervision and guidance would usually be provided.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare textile resources	1.1 Identify and obtain textile tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test textile techniques	2.1 View a range of textile work in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce textile works 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on textile work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss the process for producing textile work with others

understand and follow instructions

learning skills to:

improve techniques for producing textile work through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for textile work

major styles of textile work and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of textile work

cleaning and maintenance techniques for tools and equipment used in textile work

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of textile work tools, materials and equipment

OHS procedures that apply to textile work.

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 ability to: produce multiple pieces of textile work where the techniques and materials support the ideas for the work apply knowledge of textile work tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used to produce textile fibre 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: direct observation of textile work in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	blenders bobbins brushes dyeing and casting vats hotplates looms measuring containers moulds and deckles needles printing blocks and screens saucepans scales scrapers sewing machines spatulas spoons squeegees steamer tjantings.
Materials may include:	cellulose fibres chemical powders and solutions cold and hot water dyes dye powders fabric lengths or pieces fabricated fibres found fabrics and fibres natural fibres paints and fabric inks printing block and screen materials recycling paper resist dyes.
Workplace procedures may relate to:	cost control process-specific procedures recycling reporting safety use of materials.
Key people may include:	artists mentors peers supervisors teachers.
Textile work may include:	decorated or embellished fabric using: dyeing embroidery techniques printing stitching resist dyeing felt knitted objects or garments paper simple objects, such as: baskets mats woven fabric.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Testing may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques.
Techniques would generally be quite limited in nature and may include:	dyeing felt making techniques hand painting techniques hand paper making techniques knitting and knotting techniques printing: block silk screen stamps stitching: appliqué embroidery patchwork tapestry weaving: basket on and off loom.

Unit Sector(s)

Visual communication – textile work

CUVTEX301A Produce textile work

Modification History

Version	Comments
CUVTEX301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce textile work through the exploration and application of a range of techniques, tools, equipment and materials.

Application of the Unit

People still developing their textile expertise apply the skills and knowledge in this unit. They produce finished items building on and combining a range of techniques to support the ideas of the work.

At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Plan textile work through exploration	1.1 Explore ideas and techniques for textile work in consultation with key people as required 1.2 Review historical and contemporary textile work practice as potential sources of ideas 1.3 Clarify ideas for textile work based on exploration and discussion 1.4 Assess the capabilities of textile work techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work
2. Prepare, maintain and store textile work resources	2.1 Select and organise textile work tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources 2.4 Store resources according to the needs of different items
3. Create finished textile work	3.1 Safely use and adapt textile work techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas for textile work with others

learning skills to:

improve techniques to produce textile work through practice and some experimentation

respond constructively to feedback

literacy skills to interpret information about historical and contemporary textile practice

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce textile work

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in textile work

physical properties and capabilities of a range of materials, tools and equipment used in textile work

work space requirements for textile work, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for textile work tools, materials and equipment

historical and theoretical contexts for textile work

elements and principles of design and their particular application to textile work

intellectual property considerations for any person making creative work

sustainability considerations associated with the use of textile work tools, materials and equipment

OHS procedures that apply to textile work.

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 ability to: produce multiple textile works or a single major work that shows some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt the capabilities of textile work techniques and resources.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce textile 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 technical execution of work pieces produced by the candidate direct observation of textile work in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP301A Produce creative work.

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.

Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Techniques may include:	hand painting hand-paper making: casting embossing pulp painting knitting and knotting techniques printing: block mono printing screen stamp stencil resist dying techniques: batik shibori tie dying stitching: appliqué embroidery patchwork tapestry weaving: backstrap basket loom weave off loom.
Textile work may include:	cast paper decorated or embellished objects or fabric lengths: appliqué embroidery patchwork printing stitching tapestry dyed fabric lengths or objects felt cloth or objects handmade paper objects: baskets containers mats printed fabric lengths printed objects: fashion for home-wear two-dimensional and three-dimensional works interior markets sheets of paper.
Key people may include:	mentors other artists peers supervisors teachers.
Strategies used to assess the capabilities of techniques may involve:	experimenting directly with work in progress producing test pieces or samples systematically testing a range of processes.
Tools may include:	brushes cutting tools equipment for tie dyeing scrapers spatulas spoons tjantings weaving shuttles needles: weaving knitting embroidery.
Equipment may include:	blenders/electric beater hotplate/stove for heating wax light box for exposing photo emulsion for screen printing looms: backstrap table loom moulds and deckles press saucepans screens and carousel for printing sewing machine squeegees vacuum table vats for dyeing fabric and casting paper.
Materials may include:	cellulose fibres recycled acid free mount board plant fibres: pampas grass banana leaf flax kozo cold and hot water dyes and necessary chemicals for dyeing fabric drawing materials for colouring fabrics: cotton linen silk synthetic fabrics tapa cloth materials for embedding in paper: other fibres magazine images methyl cellulose natural fibres: vines willow branches flexible twigs pandanus palm fronds reeds bark wool cotton fibre spun or twisted into string painting materials photo emulsion and stencils for screen printing pigment dyes for paper printing inks sizing agents for paper synthetic fibres various waxes for resist dyeing water-based paints.
Needs of the work may relate to:	availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability.

Unit Sector(s)

Visual communication – textile work

CUVTEX401A Experiment with techniques to produce textile work

Modification History

Version	Comments
CUVTEX401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to proactively experiment and innovate with various textile techniques and ideas to develop an individual style or voice.

Application of the Unit

People with a command of textile techniques apply the skills and knowledge in this unit. They often produce work at a preprofessional level for sale in a range of outlets, such as markets and fairs.

At this level, work is undertaken independently with some supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop proficiency with a range of textile techniques and media	1.1 Evaluate the potential for new approaches to textile work based on capabilities of techniques already used 1.2 Adapt or introduce new tools, equipment and materials to achieve different effects 1.3 Extend the capabilities of techniques through experimentation 1.4 Take account of the safety and sustainability considerations for different techniques and media
2. Develop ideas for textile work	2.1 Articulate creative and other goals for textile work 2.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3 Apply knowledge and understanding of different textile techniques to inform ideas 2.4 Allow techniques and ideas to work together to inform each other 2.5 Consider the professional potential and other criteria for work when developing ideas 2.6 Refine and confirm ideas based on experimentation, research and collaboration with others
3. Organise textile resources	3.1 Assess specific resource requirements for the chosen work 3.2 Research and access potential sources of supply for textile resources 3.3 Evaluate cost and other constraints that impact on the development of work 3.4 Evaluate and respond to presentation considerations for finished textile work 3.5 Set up or coordinate resource requirements according to safety and other workplace requirements
4. Create finished textile work	4.1 Create textile work, using techniques and media selected from research and experimentation 4.2 Review and refine ideas and approaches based on ongoing experience with the production of work 4.3 Use safe and sustainable work practices throughout the production of textile work 4.4 Document and record the development of the work and the research and ideas that inform it
5. Evaluate own textile work	5.1 Reflect on own work in terms of conceptual development and technical execution 5.2 Identify areas for future improvement especially in terms of own skill development 5.3 Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss ideas and techniques in own work

create a record of the textile work

initiative and enterprise skills to:

experiment with textile techniques to enhance final textile work

apply critical thinking and analytical skills when developing ideas for textile work

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of other textile workers and other arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources

problem-solving skills to identify and resolve technical and conceptual issues in textile work

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining ideas for textile work and how this relates to the development of an individual style or voice

ways to adapt, extend and combine the capabilities of a wide range of textile materials and techniques

physical properties and capabilities of an extended range of materials and tools used in textile work

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

formal elements and principles of design and how they may be used, adapted and challenged in textile work

research methodologies used by artists

historical and theoretical contexts for textile work and how they may be used to inform individual practice

sources of raw, part-processed and processed textile work materials

sources of other resources needed in a professional textile practice

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a textile practice

OHS requirements for the set-up and operation of a textile work space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce multiple finished textile works or a single major work that demonstrate a command of techniques apply knowledge of textile techniques, equipment and materials and the ways they may be adapted and combined use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce textile 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 technical execution of work pieces produced by the candidate direct observation of textile work in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP401A Realise a creative project.

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.

Textile work may include:	cast paper decorated or embellished objects or fabric lengths: printing appliqué tapestry patchwork embroidery stitching dyed fabric lengths or objects felt cloth or objects handmade paper objects, such as: baskets containers mats printed fabric lengths printed objects: fashion for home-wear interior markets sheets of paper two-dimensional and three-dimensional works.
Techniques may include:	dyeing embroidery and stitching hand papermaking: casting embossing pulp painting knitting and knotting techniques printing: block combined printing techniques photographic techniques screen stamp resist dyeing: batik shibori tie dying tritik tapestry weaving: backstrap basket loom weave off loom.
Tools and equipment may include those used for:	papermaking and painting: blenders brushes containers couching bards and blankets drying racks tables boards moulds and deckles press for water extraction pulp baths stainless steel cooking utensils for plant fibre preparation printing and painting: brushes carousel ink mixing surface light box measuring containers padded table pressing tools and equipment rollers screens spatulas vacuum table resist dyeing: brushes container dye and rinse baths hangers hotplate and stove metal wax melting containers stirrers tjantings twine for tie dying vats weaving, knitting and knotting and embroidery techniques: bobbins frames loom needles for weaving, embroidery and knitting sewing machine.
Materials may include those used for:	papermaking: caustic soda dyes objects for casting objects for embedding and embossing plant fibres recycled pulp printing and painting: dyes and inks matrix materials such as lino, wood and screens photographic processes stencils resist dyeing: caustic soda cold and hot water dyes (natural and synthetic) cotton or silk lengths salt and resist salt soda ash urea wax weaving, knitting and knotting and embroidery: beads, sequins and metal fragments fabric fragments and lengths found materials metal threads and wire synthetic and natural fibres, including grasses, vines, twigs and reeds twine, wool and synthetic threads.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests searching the internet seeking out information in books, journals and newspapers visiting exhibitions and museums.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Intellectual property requirements may relate to:	extent to which the work may be used form of acknowledgement or credit procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Criteria may relate to:	client and user expectations duration environment in which textile work will be viewed materials quality of final product techniques timelines tools.
Process followed to refine ideas may include:	adjustment to subject matter or theme adjustment to take account of elements and principles of design adjustment to use extended capabilities of the technique.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials and tools budgeting sponsorship timeframe.
Presentation considerations may include:	availability of space cost practical considerations presentation context timeframe.

Unit Sector(s)

Visual communication – textile work

CUVTEX501A Refine techniques for textile work

Modification History

Version	Comments
CUVTEX501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to refine techniques for textile work and to develop own style in a body of creative work. This occurs through a process of research, refinement and evaluation.

Application of the Unit

Visual artists and designers whose practice includes the design and making of textiles apply the skills and knowledge in this unit. Other technical and design skills for textiles are also described in the textile design and development units in LMT07 Textiles, Clothing and Footwear Training Package.

At this level, the practitioner has a well-developed command of technical skills as well as the conceptual and creative skills to create a coherent body of work.

Technique refinement is a largely independent activity with mentoring and guidance as required. It would normally include work with several different techniques as part of the process of developing an individual style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research textile ideas and techniques	1.1 Support professional practice by expanding own knowledge of historical and contemporary textile practice 1.2 Research ways that other artists and designers have used different textile techniques 1.3 Investigate how particular textile techniques work to achieve different technical effects 1.4 Evaluate the relationships between textile techniques and ideas 1.5 Adapt and use relevant ideas and approaches with consideration of intellectual property requirements
2. Select textile techniques for refinement	2.1 Consider the opportunities offered by different textile techniques 2.2 Determine the limitations and constraints of particular techniques 2.3 Select textile techniques for refinement
3. Consolidate textile technique to professional level	3.1 Establish and follow safe work practices for selected techniques 3.2 Develop increasing confidence and skill through practice and experimentation 3.3 Proactively identify and resolve technical problems in textile projects based on developing expertise 3.4 Challenge and test ideas, and allow new and unpredictable ideas to emerge 3.5 Evolve ideas and other professional skills through ongoing experimentation with technique 3.6 Develop own ways of working with techniques to create individual style 3.7 Create a coherent body of textile work that shows command of selected techniques
4. Evaluate own textile technique	4.1 Evaluate development of own technique with others and seek feedback 4.2 Seek and participate in conversations that challenge and explore different concepts and approaches 4.3 Reflect on the particular ways that experimentation with different techniques has informed own work 4.4 Identify ways in which technique may be further developed as part of a professional practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about the technical and conceptual aspects of textile work

critical thinking and analytical skills to:

evaluate and make judgements about relationships between textile techniques, effects and ideas

make critical evaluations of own textile technique

make critical evaluations of research findings

initiative and enterprise skills to identify and act on opportunities for own practice presented by research and experimentation

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse complex and varied information about textile technique

problem-solving skills to identify and resolve technical problems in textile work

self-management and planning skills to create a coherent body of textile work

technical skills to show command of chosen textile techniques at a professional level

technology skills to use the internet as a research tool.

Required knowledge

relationship between textile technique, particular effects and ideas – in the work of other artists and designers and in the context of own practice

extended range of information sources that support research in textile practice

cultural, sociological, philosophical, aesthetic, political and commercial influences on textile technique, in historical and contemporary contexts

professional development opportunities for artists seeking to develop a textile practice

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation associated with textile design as a professional practice

sustainability issues for the professional operation of a textile design practice

OHS requirements for the set-up and operation of a professional work space for textile work.

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 ability to: evolve and refine textile technique through a demonstrated process of experimentation develop individual style in own work produce a coherent body of professional work that includes the use of well-developed textile technique research textile technique in the broader context of other artwork and artists use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce textile 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 technique within a body of textile work produced by the candidate evaluation of processes used by the candidate to evolve and refine textile technique evaluation of the work documentation direct observation of textile in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP501A Realise a body of creative work.

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.

Textile techniques may include:	application of pigment beading bleaching constructing three-dimensional (3-D) forms dissolving (fabric and dye) dyeing felting hand and machine embroidery knitting knotting and tufting layering manipulating surfaces printing, screen and transfer twining weaving.
Technical effects may include:	atmosphere drape illusion light reflective qualities sculptural aspects texture transparency.
Intellectual property requirements may relate to:	copyright design licensing regulations form of acknowledgement or credit moral rights protocols for the adaptation of work by others trademarks.
Opportunities may relate to:	communication of ideas natural affinity with particular techniques potential for combining techniques potential for interactions between technique and media themes in work.
Limitations and constraints may relate to:	availability of materials capacity of technique to deliver required effect own interaction with technique resources time.
Refinement relates to:	ability to use selected techniques with confidence ongoing demonstration of development of technique use of selected techniques in a body of professional work.
Safe work practices may include:	completing material safety data sheets (MSDS) correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents safe use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Technical problems may include:	implications of scale and size limitations of materials limitations of processes or technology.
Coherent body of textile work is:	conceptually resolved documented in terms of its development subject to critical feedback by others technically resolved thematically connected.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – textile work

Custom Content Section

Not applicable.

CUVTEX502A Investigate materials and processes for textile work

Modification History

Version	Comments
CUVTEX502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and explore selected textile materials and processes and integrate their use into creative practice.

Application of the Unit

Visual artists, textile designers and designer-makers apply the skills and knowledge in this unit.

Material and process exploration at this level is a largely independent activity with mentoring and guidance as required. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research textile materials and processes	1.1 Research the detailed physical properties and capabilities of different textile materials 1.2 Investigate the safety issues associated with different materials and processes prior to use 1.3 Collate and store safety and technical data to meet safety requirements and inform future practice 1.4 Investigate the relationship between materials and textile processes 1.5 Determine cost and supply parameters
2. Select textile materials and processes for exploration	2.1 Assess the creative and professional opportunities offered by different textile materials and processes 2.2 Determine limitations and constraints of particular materials and processes 2.3 Select particular materials and processes that suit own practice
3. Integrate textile materials and processes into own work	3.1 Explore different ways of working with materials and processes to achieve desired outcomes 3.2 Challenge and stretch the capabilities and uses of different materials and processes through experimentation 3.3 Develop own ways of working with materials and processes 3.4 Engage in informed discussion with others about the characteristics and opportunities of particular textile materials and processes 3.5 Establish and follow safe work practices
4. Manage textile resources in professional practice	4.1 Establish a sustainable supply of textile resources 4.2 Develop ways of working with resources that minimise waste 4.3 Maintain the quality and life of textile resources through appropriate handling and storage

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage in informed discussion around materials, processes and their relationship with ideas

critical thinking and analytical skills to evaluate and make judgements about relationships between textile materials, techniques and processes

initiative and enterprise skills to:

develop individual ways of working with materials and processes

identify and act on opportunities for own practice presented by different materials and processes

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse varied and technical information about textile materials and processes

problem-solving skills to identify and resolve technical problems in textile work

self-management and planning skills to:

develop own ways of working with textile materials and processes

research and organise sustainable supply of materials and processes

technology skills to use the internet as a research tool.

Required knowledge

ways in which a wide range of textile materials and processes can be used, adapted, combined and challenged by the professional artist

physical properties and capabilities of the selected materials and processes

types of technical and other data that may need to be stored for safety and other reasons

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

cost and supply parameters for textile materials and tools in the context of professional practice

storage requirements and options for different materials

intellectual property issues and legislation associated with textiles as a professional practice

sustainability issues for the professional operation of a textile practice

OHS requirements for the set-up and operation of a professional work space.

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 ability to: apply knowledge of textile materials and processes and how they may be adapted and extended at a professional level evolve and refine ways of working with materials and processes through a demonstrated process of experimentation integrate materials and processes into own work in a way that supports coherence of the creative work demonstrate technical proficiency in the use of selected materials and processes use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce textiles 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 the use of materials and processes in terms of the coherence of the body of work evaluation of processes used by the candidate to develop new ways of working with textile materials and processes evaluation of the work documentation 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, for example: CUVPRP501A Realise a body of creative work.

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.

Physical properties and capabilities may include:	dryness flexibility fluidity hardness opacity permanency softness transparency.
Textile materials may include:	binders and extenders canvas dyes and pigments fabric paints fabrics: natural and man-made feathers and natural found objects glues inks modelling paste permanent and opaque markers perspex raw materials: natural and man-made threads, ropes and yarns.
Safety issues may relate to:	dust and airborne particles equipment used for textile fire fumes manual handling requirements noise sharp objects use and labelling of chemicals use of equipment with moving parts work posture.
Data may include:	material safety data sheets (MSDS) quantity calculations results of experimentation.
Textile processes may include:	chiaroscuro digital imaging and photographic techniques digital textile techniques fugato graffito integration of text and textile layering using resist monoprinting stencilling and masking trompe l’oeil.
Cost and supply parameters may relate to:	budgetary restrictions capacity to share costs with others continuity of supply delivery issues location of suppliers potential for use of found objects terms of payment use of freely available natural materials use of recycled materials.
Creative and professional opportunities may relate to:	creative potential: communication of ideas personal affinity with particular materials and processes potential for combining materials and processes potential for interactions of different materials and processes themes in work professional potential: collaboration emerging market trends professional development saleability.
Limitations and constraints may include:	availability of supplies financial expenditure safety aspects of process storage facilities studio space timeframe transportation.
Different ways of working with materials and processes may involve:	combining materials and processes in new ways making samples, prototypes and maquettes varying established approaches to achieve new effects working collaboratively with a particular material or process.
Own ways of working relate to:	approaches that reflect and support individual voice particular nuances and subtleties unique to the individual artist.
Safe work practices may include:	completing MSDS correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents safe use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Sustainable supply is:	available when needed environmentally friendly of appropriate quality safe within budgetary requirements.
Appropriate handling and storage may relate to:	damage prevention insect proofing interactions between different materials light sensitivity temperature sensitivity mould prevention.

Unit Sector(s)

Visual communication – textile work

Custom Content Section

Not applicable.

CUVWOO201A Develop woodworking skills

Modification History

Version	Comments
CUVWOO201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic woodworking techniques to produce wood objects from simple design concepts.

Application of the Unit

People with little or no experience in working with wood apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or craft and may have acquired general design, drawing or woodworking skills either at school or through self-directed learning and experimentation.

At this level, supervision and guidance would usually be provided.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare woodworking resources	1.1 Identify and obtain woodworking tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test woodworking techniques	2.1 View a range of wooden objects in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce wooden objects 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on woodworking from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss the process for producing wooden objects with others

understand and follow instructions

learning skills to:

improve techniques for producing wooden objects through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for woodworking

major styles of woodworking and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of wooden objects

cleaning and maintenance techniques for tools and equipment used in woodworking

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of woodworking tools, materials and equipment

OHS procedures that apply to woodwork.

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 ability to: produce multiple wooden objects where the techniques and materials support the ideas for the work apply knowledge of woodworking tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used to produce wood objects.
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 observation of woodworking in progress questioning and discussion of the candidate’s intentions and work 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	fastening and fitting tools fixed equipment hand tools marking-out devices measuring devices portable equipment power tools protective equipment specialised items for: branding carving engraving shaping trimming wood turning.
Materials may include:	finishing materials: lacquers paints sandpapers stains wood wood products.
Workplace procedures may relate to:	cost control process-specific procedures recycling reporting safety use of materials.
Key people may include:	arts practitioners mentors supervisors teachers.
Wooden objects may include:	carved panels implements, such as: cutlery letter openers jewellery other functional items, such as: boxes clocks trays walking sticks sculpture simple furniture, such as: lamps tables simple musical instruments turned flatware and bowls.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces applying nominated techniques to make samples.
Techniques would generally be quite limited in nature and may include:	design and construction of jigs joint construction model making simple assemblage techniques simple wooden tool making or modification timber preparation wood bending and forming wood carving wood turning.

Unit Sector(s)

Visual communication – wood

CUVWOO301A Produce wood objects

Modification History

Version	Comments
CUVWOO301A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to produce wood objects through the exploration and application of a range of techniques, tools, equipment and materials.

Application of the Unit

This unit describes the performance outcomes, skills and knowledge required to produce wood objects through the exploration and application of a range of techniques, tools, equipment and materials.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Plan woodworking through exploration	1.1 Explore ideas and techniques for the creation of wood objects in consultation with key people as required 1.2 Review historical and contemporary woodworking practice as a potential source of ideas 1.3 Clarify ideas for woodworking based on exploration and discussion 1.4 Assess the capabilities of woodworking techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work
2. Prepare, maintain and store woodworking resources	2.1 Select and organise woodworking tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources 2.4 Store resources according to the needs of different items
3. Create finished wood objects	3.1 Safely use and adapt woodworking techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss ideas for wood items with others

learning skills to:

improve techniques to produce wood objects through practice and some experimentation

respond constructively to feedback

literacy skills to interpret information about historical and contemporary wood practice

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce wood objects

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in woodworking

physical properties and capabilities of a range of materials, tools and equipment used in woodworking

work space requirements for woodworking, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for woodworking tools, materials and equipment

historical and theoretical contexts for woodworking

elements and principles of design and their particular application to woodwork

intellectual property considerations for any person making creative work

sustainability considerations associated with the use of woodworking tools, materials and equipment

OHS procedures that apply to woodworking.

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 ability to: produce multiple wood objects or a single major work that show some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt the capabilities of woodworking techniques and resources.
Context of and specific resources for assessment	Assessment must ensure access to: tools, equipment and materials used to produce wood objects.
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 technical execution of work pieces produced by the candidate direct observation of woodworking in progress questioning and discussion of the candidate’s intentions and work 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: CUVPRP301A Produce creative work.

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.

Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Techniques may include:	assemblage carving combining with other materials – synthetic and natural jig making laminating timber and timber products making mock-ups and prototyping model making steam bending timber preparation wood finishing wood turning wooden tool modification and/or making.
Wood objects may include:	carved panels: carved vessels low or high relief furniture, such as: chairs lamps tables implements, such as: cutlery letter openers jewellery other functional items, such as: boxes clocks trays walking sticks sculpture simple musical instruments turned tableware.
Key people may include:	mentors other artists peers supervisors teachers.
Strategies used to assess the capabilities of techniques may involve:	experimenting directly with work in progress producing test pieces or samples systematically testing a range of processes.
Tools and equipment may include:	fastening and fitting tools fixed equipment hand tools marking-out devices measuring devices portable equipment power tools protective equipment specialised items for: branding carving engraving shaping trimming wood turning.
Materials may include:	found objects and materials other materials that support work: leather metals stone oxidising agents and other patina agents finishing materials: lacquers paints sandpapers stains assembling, joining or binding materials: other fibres rope string thread wire wood wood products.
Needs of the work may relate to:	availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability.

Unit Sector(s)

Visual communication – wood

CUVWOO401A Experiment with techniques to produce wood objects

Modification History

Version	Comments
CUVWOO401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to proactively experiment and innovate with various woodworking techniques and ideas to develop an individual style or voice.

Application of the Unit

People with a command of woodworking techniques apply the skills and knowledge in this unit. They often produce work at a preprofessional level for sale in a range of outlets, such as markets and fairs.

At this level, work is undertaken independently with some supervision and guidance as required.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop proficiency with a range of woodworking techniques and media	1.1 Evaluate the potential for new approaches to wood objects based on capabilities of techniques already used 1.2 Adapt or introduce new tools, equipment and materials to achieve different effects 1.3 Extend the capabilities of woodworking techniques through experimentation 1.4 Take account of the safety and sustainability considerations for different techniques and media
2. Develop ideas for wood objects	2.1 Articulate creative and other goals for drawing work 2.2 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3 Apply knowledge of different woodworking techniques to inform ideas 2.4 Allow techniques and ideas to work together to inform each other 2.5 Consider the professional potential and other criteria for work when developing ideas 2.6 Refine and confirm ideas based on experimentation, research and collaboration with others
3. Organise woodworking resources	3.1 Assess specific resource requirements for the chosen work 3.2 Research and access potential sources of supply for woodworking resources 3.3 Evaluate cost and other constraints that impact on the development of work 3.4 Evaluate and respond to presentation considerations for finished wood objects 3.5 Set up or coordinate resource requirements according to safety and other workplace requirements
4. Create finished wood objects	4.1 Create wood objects, using techniques and media selected from research and experimentation 4.2 Review and refine ideas and approaches based on ongoing experience with the production of work 4.3 Use safe and sustainable work practices throughout the production of wood objects 4.4 Document and record the development of the work and the research and ideas that inform it
5. Evaluate own wood objects	5.1 Reflect on own work in terms of conceptual development and technical execution 5.2 Identify areas for future improvement especially in terms of own skill development 5.3 Discuss completed work with others and respond positively to feedback

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss ideas and techniques in own work

create a record of the wood objects

initiative and enterprise skills to:

experiment with woodworking techniques to enhance final wood objects

apply critical thinking and analytical skills when developing ideas for wood objects

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of other woodworkers and other arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources

problem-solving skills to identify and resolve technical and conceptual issues in woodworking

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining ideas for wood work and how this relates to the development of an individual style or voice

ways to adapt, extend and combine the capabilities of a wide range of woodworking materials and techniques

physical properties and capabilities of an extended range of materials and tools used in woodworking

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

formal elements and principles of design and how they may be used, adapted and challenged in woodworking

research methodologies used by artists

historical and theoretical contexts for woodworking and how they may be used to inform individual practice

sources of raw, part-processed and processed woodworking materials

sources of other resources needed in a professional woodworking practice

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a woodworking practice

OHS requirements for the set-up and operation of woodworking work space.

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 ability to: develop ideas and techniques through a process of research and experimentation produce multiple finished wood objects or a single major work that demonstrate a command of techniques apply knowledge of woodworking techniques, equipment and materials and the ways they may be adapted and extended use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce wood objects.
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 technical execution of work pieces produced by the candidate direct observation of woodworking in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP401A Realise a creative project.

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.

Wood objects may include:	carved panels: carved vessels low or high relief small or large scale furniture and hardware items, such as: carved doors other architectural elements windows implements tableware, including a range of flatware and bowls jewellery musical instruments other functional items, such as clocks sculpture.
Techniques may include:	assemblage carving combining with other materials – synthetic and natural digital techniques jig making laminating manufacture of full scale mock-ups model making prototyping simple marquetry steam bending welding (for metal elements) wood finishing wood turning wooden tool making.
Tools and equipment may include:	fastening and fitting tools fixed equipment hand tools marking-out devices measuring devices portable equipment power tools protective equipment specialised items for: branding carving engraving shaping trimming wood turning.
Materials may include:	found objects and materials other materials that support work: leather metals stone oxidising agents and other patina agents finishing materials: lacquers paints sandpapers stains assembling, joining and binding materials: other fibres rope string thread wire wood wood products.
Safety and sustainability considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests searching the internet seeking out information in books, journals and newspapers visiting exhibitions and museums.
Ideas may be influenced by:	artistic aspirations current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Intellectual property requirements may relate to:	extent to which the work may be used form of acknowledgement or credit procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
Criteria may relate to:	client and user expectations duration environment in which work will be viewed materials quality of final product techniques timelines tools.
Process followed to refine ideas may include:	adjustment to subject matter or theme adjustment to take account of elements and principles of design adjustment to use extended capabilities of the technique.
Sources of supply may include:	commercial outlets found objects and materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials, tools and equipment budgeting sponsorship timeframe.
Presentation considerations may include:	availability of space cost practical considerations presentation context timeframe.

Unit Sector(s)

Visual communication – wood

CUVWOO501A Refine woodworking techniques

Modification History

Version	Comments
CUVWOO501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to refine techniques for working with wood and to develop an individual style in a body of creative work. This occurs through a process of research, refinement and evaluation.

Application of the Unit

Visual artists and designers whose practice includes the design and making of wooden objects apply the skills and knowledge in this unit. Those objects may be works in their own right or be components of other works in other media. Technical skills for specific woodworking processes are also described in the furniture design units in LMF02 Furnishing Training Package.

At this level, the practitioner has a well-developed command of technical woodworking skills as well as the conceptual and creative skills to create a coherent body of work.

Technique refinement is a largely independent activity with mentoring and guidance as required. It would normally include work with several different techniques as part of the process of developing an individual style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research woodworking ideas and techniques	1.1 Support professional practice by expanding own knowledge of historical and contemporary woodworking practice 1.2 Research ways that other artists and designers have used different woodworking techniques 1.3 Investigate how particular woodworking techniques achieve different technical effects 1.4 Evaluate the relationships between woodworking techniques and ideas 1.5 Adapt and use relevant ideas and approaches with consideration of intellectual property requirements
2. Select woodworking techniques for refinement	2.1 Consider opportunities offered by different woodworking techniques 2.2 Determine limitations and constraints of particular techniques 2.3 Select woodworking techniques for refinement
3. Determine safety requirements for woodwork	3.1 Investigate safety issues associated with woodwork 3.2 Set up work space according to safety requirements 3.3 Establish and follow safe work practices 3.4 Monitor key safety issues during the production of work
4. Consolidate woodworking technique to professional level	4.1 Develop increasing confidence and skill through practice and experimentation 4.2 Proactively identify and resolve technical problems in woodworking projects based on developing expertise 4.3 Challenge and test ideas, and allow new and unpredictable ideas to emerge 4.4 Evolve ideas and other professional skills through ongoing experimentation with technique 4.5 Develop own ways of working with techniques to create individual style 4.6 Create a coherent body of woodwork that shows command of selected techniques
5. Evaluate own woodworking technique	5.1 Evaluate development of own technique with others and seek feedback 5.2 Seek and participate in conversations that challenge and explore different ideas and approaches 5.3 Reflect on ways that experimentation with different techniques has informed own work 5.4 Identify ways in which technique may be further developed as part of a professional practice and build ideas into future work

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage with others about the technical and conceptual aspects of woodwork

critical thinking and analytical skills to:

evaluate and make judgements about relationships between woodworking techniques, effects and ideas

make critical evaluations of own woodworking technique

make critical evaluations of research findings

initiative and enterprise skills to identify and act on opportunities for own practice presented by research and experimentation

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse complex and varied information about woodworking technique

problem-solving skills to identify and resolve technical problems in woodworking work

self-management and planning skills to create a coherent body of woodwork

technical skills to show command of chosen woodworking techniques at a professional level

technology skills to use the internet as a research tool.

Required knowledge

relationship between woodworking technique, particular effects and ideas – in the work of other artists and designers and in the context of own practice

extended range of information sources that support research in woodworking practice

cultural, sociological, philosophical, aesthetic, political and commercial influences on woodwork, in historical and contemporary contexts

professional development opportunities for artists developing a woodworking practice

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation associated with woodworking as a professional practice

sustainability issues for the professional operation of a woodworking practice

OHS requirements for the set-up and operation of a professional work space for woodwork.

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 ability to: evolve and refine woodworking technique through a demonstrated process of experimentation develop individual style in own work produce a coherent body of professional work that includes the use of well-developed woodworking technique research woodworking technique in the broader context of other artwork and artists use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce woodworking 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 woodworking technique within a body of work produced by the candidate evaluation of processes used by the candidate to evolve and refine woodworking technique evaluation of the work documentation direct observation of woodworking in progress, including exploration of, and experimentation with, techniques 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, for example: CUVPRP501A Realise a body of creative work.

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.

Woodworking techniques:	may include: advanced wood machining laminating marquetry steam bending carving complex hand techniques complex jig making digital techniques extended computer-aided drafting extended wood turning skills manufacture of full scale mock-ups model making production and use of simple jigs prototyping assemblage technical drawing texturing wood finishing wood turning may involve use of the following tools and equipment: CNC routers metal cutting and forming equipment metal lathes spindle moulders wood turning lathes.
Technical effects may include:	colour form shapes surface texture use of hardware.
Intellectual property requirements may relate to:	copyright design licensing regulations form of acknowledgement or credit moral rights protocols for the adaptation of work by others trademarks.
Opportunities may relate to:	communication of ideas natural affinity with particular techniques potential for combining techniques potential for interactions between technique and media themes in work.
Limitations and constraints may relate to:	availability of materials capacity of technique to deliver required effect own interaction with technique resources time.
Refinement may include:	ability to use technique with confidence use of technique in a body of professional work.
Safe work practices may include:	completing material safety data sheets (MSDS) correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents safe use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Technical problems may include:	innovative use of materials and practices need to modify and develop hardware need to modify and develop tools and equipment.
Coherent body of woodwork is:	conceptually resolved documented in terms of its development subject to critical feedback by others technically resolved thematically connected.
Ways in which technique may be further developed may include:	collaboration further study intensive workshops mentored guidance new projects.

Unit Sector(s)

Visual communication – wood

Custom Content Section

Not applicable.

CUVWOO502A Investigate woodworking materials and processes

Modification History

Version	Comments
CUVWOO502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and explore selected woodworking materials and processes and integrate their use into creative practice.

Application of the Unit

Visual artists, designers and designer-makers whose practice involves the use of wood apply the skills and knowledge in this unit. Practitioners could be making functional items or art pieces.

Material and process exploration at this level is a largely independent activity with mentoring and guidance as required. It would normally include investigation of a range of materials and processes to develop an individual professional style. In practice, this process is integrated with the skills described in the unit CUVPRP501A Realise a body of creative work.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research woodworking materials and processes	1.1 Research the detailed physical properties and capabilities of different woodworking materials 1.2 Investigate the safety issues associated with different materials and processes prior to use 1.3 Collate and store safety and technical data to meet safety requirements and inform future practice 1.4 Investigate the relationship between materials and woodworking processes 1.5 Determine cost and supply parameters
2. Select woodworking materials and processes for exploration	2.1 Assess the creative and professional opportunities offered by different woodworking materials and processes for own art practice 2.2 Determine limitations and constraints of particular materials and processes 2.3 Select particular materials and processes that suit own practice
3. Integrate woodworking materials and processes into own work	3.1 Explore different ways of working with materials and processes to achieve desired outcomes 3.2 Challenge and stretch the capabilities and uses of different materials and processes through experimentation 3.3 Develop own ways of working with materials and processes 3.4 Engage in informed discussion with others about the characteristics and opportunities of particular woodworking materials and processes 3.5 Establish and follow safe work practices
4. Manage woodworking resources in professional practice	4.1 Establish a sustainable supply of woodworking resources 4.2 Develop ways of working with resources that minimise waste 4.3 Maintain the quality and life of woodworking resources through appropriate handling and storage

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to engage in informed discussion around materials, processes and their relationship with ideas

critical thinking and analytical skills to evaluate and make judgements about relationships between woodworking materials, techniques and processes

initiative and enterprise skills to:

develop individual ways of working with materials and processes

identify and act on own professional development needs

learning skills to develop and refine own skills to a professional practice standard

literacy skills to analyse varied and technical information about woodworking materials and processes

problem-solving skills to identify and resolve technical problems in woodworking work

self-management and planning skills to:

develop own ways of working with woodworking materials and processes

research and organise sustainable supply of materials and processes

technology skills to use the internet as a research tool.

Required knowledge

ways in which a wide range of woodworking materials and processes can be used, adapted, combined and challenged by the professional artist

physical properties and capabilities of the selected materials and processes

types of technical and other data that may need to be stored for safety and other reasons

characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

cost and supply parameters for woodworking materials and tools in the context of professional practice

storage requirements and options for different materials

intellectual property issues and legislation associated with woodworking as a professional practice

sustainability issues for the professional operation of a wood design practice

OHS requirements for the set-up and operation of a professional work space.

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 ability to: apply knowledge of woodworking materials and processes and how they may be adapted and extended at a professional level evolve and refine ways of working with materials and processes through a demonstrated process of experimentation integrate materials and processes into own work in a way that supports coherence of the creative work demonstrate technical proficiency in the use of selected materials and processes use safe and sustainable work practices.
Context of and specific resources for assessment	Assessment must ensure access to: equipment, materials and tools used to produce woodwork.
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 the use of materials and processes in terms of the coherence of the body of work evaluation of processes used by the candidate to develop new ways of working with woodworking materials and processes evaluation of the work documentation 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, for example: CUVPRP501A Realise a body of creative work.

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.

Physical properties and capabilities may relate to:	appropriateness of material for: selected process size of project durability environmental safety inherent and worked strength and fragility personal safety resistance to heat and cold useability weight workability.
Woodworking materials may include:	assembling, joining or binding materials, such as: other fibres rope string thread wire finishing materials, such as: lacquers paints sandpapers stains found objects and materials other materials that support work, such as: leather metals stone oxidising agents and other patina agents wood wood products.
Safety issues may relate to:	dust and airborne particles equipment used for woodworking fire fumes manual handling requirements noise sharp objects use and labelling of chemicals use of equipment with moving parts work posture.
Data may include:	material safety data sheets (MSDS) quantity calculations results of experimentation.
Woodworking processes may include:	assemblage carving combining with other materials - synthetic and natural jig making laminating timber and timber products making mock-ups and prototyping marquetry model making steam bending of timber timber preparation and machining wood finishing wood turning wooden tool modification and/or making.
Cost and supply parameters may relate to:	budgetary restrictions capacity to share costs with others continuity of supply delivery issues location of suppliers potential for use of found objects terms of payment use of freely available natural materials use of recycled materials.
Creative and professional opportunities may relate to:	creative potential: communication of ideas personal affinity with particular materials and processes potential for combining materials and processes potential for interactions of different materials and processes themes in work professional potential: collaboration emerging market trends professional development saleability.
Limitations and constraints may include:	availability of supplies financial expenditure safety aspects of process storage facilities studio space timeframe transportation.
Different ways of working with materials and processes may involve:	combining materials and processes in new ways making samples, prototypes and maquettes varying established approaches to achieve new effects working collaboratively with a particular material or process.
Own ways of working relate to:	approaches that reflect and support individual voice particular nuances and subtleties unique to the individual artist.
Safe work practices may include:	completing MSDS correct disposal of waste materials dust and fume extraction ergonomic safety managing risk reporting accidents and incidents safe use of tools and equipment using clearly designated wet and dry areas using personal protective equipment (PPE).
Sustainable supply is:	available when needed environmentally friendly of appropriate quality safe within budgetary requirements.
Appropriate handling and storage may include:	avoidance of trip hazards safe storage of timber and sheet material, such as: fall hazards heavy materials height constraints security considerations.

Unit Sector(s)

Visual communication – wood

Custom Content Section

Not applicable.

AHCCCF405A Develop community networks

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers developing community networks and defines the standard required to: identify groups in the community and key contacts within the community; investigate equity requirements and cultural protocols for dealing with community groups; establish networks of common interests through individual contacts and contacts with other groups; promote land management activities and issues to community groups through networking; document networks and community contacts to provide a consultation mechanism for land management programs.

Application of the Unit

Application of the unit	This unit applies to those who develop relationships that support the establishment and development of the group and provide support from within the community for the group.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Make contacts within community	1.1. Connections are made through business, social and personal contacts and programs to the community. 1.2. Connections are identified for the potential in regard to some group program or activity. 1.3. Plans for developing contacts and relationships are formulated in conjunction with relevant group members and leaders. 1.4. Equity requirements and cultural backgrounds of people being contacted are respected. 1.5. Appropriate cultural protocols are observed to establish positive contacts. 1.6. Appropriate mechanisms are followed to establish contacts with Indigenous communities. 1.7. Community requests for information on or participation in programs or activities are addressed to promote the group(s) and program.
2. Form and create links	2.1. Contact is developed through promotional activities, programs and activities of mutual interest to community members and groups. 2.2. Activities, programs and personal contact are structured to allow trust and understanding to develop within group and community. 2.3. Working relationships are developed in areas of common interest and goals to bring benefit to all parties. 2.4. Feedback on programs and community group activities is sought from participants and community, and used to modify their application. 2.5. Appropriate records are developed to maintain ongoing contracts and relationships.
3. Build networks	3.1. Individual contacts and contacts with other groups are used to establish networks of common interest. 3.2. Programs and activities are reviewed to incorporate networks and the network resources in areas of common interest and goals. 3.3. Progress in establishing links and networks is evaluated and opportunities for further action are identified. 3.4. Relationships and networks are managed to ensure compliance with cultural protocols and with agency/enterprise procedures and guidelines.
4. Report on community liaison	4.1. Community liaison activities are evaluated in terms of their costs, benefits to the group(s) program and contribution to the community. 4.2. Reports on community liaison activities are prepared and submitted in line with group and program/agency guidelines.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
identify community cultures and goals use manual or electronic index systems give presentations to diverse groups of people handle contentious issues raised by others in conjunction with strong views use literacy skills to read, interpret and follow organisational policies and procedures, develop sequenced written instructions, record accurately and legibly information collected and select and apply procedures to a range of tasks use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views use numeracy skills to estimate, calculate and record routine and more complex workplace measures and data use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
community structures, organisations and cultures relevant government community action program(s) process of delivery of program(s) broad Australian and regional history current social and environmental affairs for local community and wider region rural industry operations and structures (for rural programs) relevant legislation affirmative action and anti-discrimination policies occupational health and safety requirements.

Evidence Guide

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	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: identify groups in the community and key contacts within the community investigate equity requirements and cultural protocols for dealing with community groups establish networks of common interests through individual contacts and contacts with other groups promote land management activities and issues to community groups through networking document networks and community contacts to provide a consultation mechanism for land management programs.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Networks may include:	the range of business and community networks associated with agriculture, horticulture and land management.

Unit Sector(s)

Unit sector	Community coordination and facilitation

Co-requisite units

Co-requisite units

Competency field

Competency field

BSBADM307B Organise schedules

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage appointments and diaries for personnel within an organisation, using manual and electronic diaries, schedules and other appointment systems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments who provide administrative support to teams and individuals in the management of diaries, schedules and other appointment mechanisms.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish schedule requirements	1.1. Identify organisational requirements and protocols for diaries and staff planning tools 1.2. Identify organisational procedures for different types of appointments 1.3. Determine personal requirements for diary and schedule items for individual personnel 1.4. Establish appointment priorities and clarify in discussion with individual personnel
2. Manage schedules	2.1. Identify recurring appointments and deadlines, and schedule these in accordance with individual and organisational requirements 2.2. Establish availability of attendees, and schedule new appointments in accordance with required time lines and diary commitments 2.3. Negotiate alternative arrangements and confirm when established appointments are changed 2.4. Record appointments and manage schedules in accordance with organisational policy and procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to discuss and confirm requirements and priorities of others and to question others to clarify information literacy skills to read a range of procedural texts and to write simple instructions negotiation skills to schedule appointments where there are competing demands numeracy skills to estimate time, plan accurately and keep records problem-solving skills to negotiate task distribution and timing for appointments with other members of the group time management skills to allow realistic time lines to schedule appointments.
Required knowledge
key provisions of relevant legislation from all forms of government, standards and codes that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) relationship between satisfactorily organising another person's schedule and achieving team goals responsibility that is involved in making arrangements for others.

Evidence Guide

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: maintaining schedules which meet individual and organisational needs prioritising and negotiating competing demands.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to a range of diaries, planners and calendars to record and schedule appointments.
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 by the candidate review of authenticated documents from the workplace or training environment analysis of responses to case studies and scenarios demonstration of techniques in a workplace or simulated environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other general administration units.

Range Statement

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.
Organisational requirements may include:	availability of information electronic linked diaries and schedules linking personal and executive diaries priority clients and personnel protocols in contacting other personnel within and outside organisation recording systems
Planning tools may include:	appointment book appointment view and planner view in electronic scheduling systems calendar desk diary electronic calendar or diary in/out boards and whiteboards manual planners planning wall chart
Diary and schedule items may include:	conferences deadlines leave (for both immediate person and others whose absence affects the person) meetings recurring appointments teleconferences travel
Recurring appointments may include:	board meetings committee meetings staff meetings
Alternative arrangements may include:	cancelling pre-arranged appointments inserting additional appointments after a schedule has been prepared re-scheduling existing appointments
Appointments may be recorded in:	calendar diary electronic system filing system paper system
Organisational policy and procedures may include:	adequate time between appointments leave limit on total appointments in any one day lunch breaks OHS issues stress minimisation sufficient time to complete projects and to meet deadlines time off in lieu

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - General Administration

Co-requisite units

Co-requisite units

BSBADM311A Maintain business resources

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to determine, administer and maintain resources and equipment to complete a variety of tasks. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of business resources and their maintenance to provide technical advice and support to a team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Advise on resource requirements	1.1. Calculate estimates of future and present business resource needs in accordance with organisational requirements 1.2. Ensure advice is clear, concise and relevant to achievement of organisational requirements 1.3. Provide information on the most economical and effective choice of equipment, materials and suppliers 1.4. Identify resource shortages and possible impact on operations
2. Monitor resource usage and maintenance	2.1. Ensure resource handling is in accordance with established organisational requirements including occupational health and safety requirements 2.2. Use business technology to monitor and identify the effective use of resources 2.3. Use consultation with individuals and teams to facilitate effective decision making on the appropriate allocation of resources 2.4. Identify and adhere to relevant policies regarding resource use in the performance of operational tasks 2.5. Routinely monitor and compare resource usage with estimated requirements in budget plans
3. Acquire resources	3.1. Ensure acquisition and storage of resources is in accordance with organisational requirements, is cost effective and consistent with organisational timelines 3.2. Acquire resources within available time lines to meet identified requirements 3.3. Review resource acquisition processes to identify improvements in future resource acquisitions

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and understand organisation's policies and procedures; to write simple instructions for a particular routine task evaluation skills to diagnose faults and to monitor resource usage problem-solving skills to determine appropriate fault repair actions numeracy skills to calculate resource expenditure technology skills to select and use technology appropriate to a task.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational resource acquisition policies, plans and procedures functions of a range of business equipment organisational procedures for record keeping/filing systems, security and safe recording practices.

Evidence Guide

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: collecting and recording data on resource use observing resource use over defined and operational timeframes carrying out routine maintenance knowledge of organisational resource acquisition policies, plans and procedures.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources.
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 by the candidate review of documentation estimating future and present business resource needs analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of equipment maintenance procedures review of information provided on the most economical and effective choice of equipment, materials and suppliers evaluation of documentation reviewing resource acquisition processes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other general administration units.

Range Statement

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.
Business resources may include:	equipment facilities human resources raw materials software stock and supplies
Organisational requirements may include:	access and equity principles and practice business and performance plans defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements management and accountability channels manufacturer's and operational specifications OHS policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manuals security and confidentiality requirements
Occupational heath and safety requirements may include:	decision making delegations equipment use first aid kit medical attention reporting requirements site access
Business technology may include:	computer applications computers modems personal schedules photocopiers
Policies regarding resource use may include:	budgeting limits ordering procedures purchasing authorities recruitment and personnel time management transport/travel policies
Resource acquisition processes may include:	contracted supplier ordering internal approvals non-tendered processes periodic forecasts tendered processes

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - General Administration

Co-requisite units

Co-requisite units

BSBADM405B Organise meetings

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to organise meetings including making arrangements, liaising with participants, and developing and distributing meeting related documentation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments who organise a variety of meetings. They may provide administrative support within an enterprise, or have responsibility for these tasks in the context of a particular team, workgroup or project.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Make meeting arrangements	1.1. Identify type of meeting and its purpose 1.2. Identify and comply with any legal or ethical requirements 1.3. Identify requirements of meeting and participants 1.4. Make meeting arrangements in accordance with requirements of meeting 1.5. Advise participants of meeting details
2. Prepare documentation for meetings	2.1. Prepare notice of meeting, agenda and meeting papers in accordance with meeting requirements 2.2. Check documentation for accuracy and correct any errors 2.3. Distribute documentation to participants within designated time lines 2.4. Prepare spare sets of documents
3. Record and produce minutes of meeting	3.1. Take notes with the required speed and accuracy to ensure an accurate record of the meeting 3.2. Produce minutes that reflect a true and accurate account of the meeting 3.3. Check minutes for accuracy and submit for approval by the nominated person 3.4. Despatch copies of minutes within designated time lines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to coordinate and consult with participants, to orally present written reports with a number of defined sections, and to clarify points made in meetings literacy skills to: write and compile agenda items record minutes make notes from spoken texts in meetings use a variety of strategies for planning, reviewing and proofreading documentation time management skills to allow sufficient time to prepare for and conduct meetings.
Required knowledge
culturally appropriate communication techniques formats for agendas and minutes key provisions of relevant legislation from all forms of government, standards and codes that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety.

Evidence Guide

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: organising meetings, including informing participants and preparing materials preparing an agenda taking minutes during a meeting and preparing draft minutes after the meeting.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources.
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 by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: writing units other general administration units.

Range Statement

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.
Type of meeting may include:	annual general meeting board meeting face-to-face staff meeting teleconference videoconference
Legal and ethical requirements may include:	codes of practice legislation relating to companies or associations requirements for public meetings
Requirements of meeting may include:	meeting structure: formal informal self-managed semi-formal structured number of participants purpose of the meeting specific needs of participants specific resources and equipment required by participants e.g. video and data projectors, whiteboards teleconferencing or videoconferencing meeting protocols and equipment voting procedures
Arrangements may include:	booking an appropriate venue establishing costs and operating within a budget organising accommodation and transport organising appropriate communication technology organising catering preparing relevant documentation for participants scheduling the date and time for the meeting
Agenda may include:	correspondence date of next meeting date, time and location of meeting general business major agenda items matters or business arising from the minutes minutes of the previous meeting reports statement of the meeting's purpose welcome
Papers may include:	chairperson's report committee reports correspondence draft documentation financial reports itemised meeting papers minutes of previous meeting research reports
Notes may include:	action items arrangements for next meeting decisions taken at the meeting formal motions future action issues raised at the meeting points discussed at the meeting record of participants who were present at or absent from the meeting (attendees and apologies) suggestions made at the meeting
Minutes may include:	meeting details (e.g. title, date, time, location) agenda items apologies names of absent and attending participants approval of the record of the previous minutes correspondence lists rather than complete sentences matters arising from the previous meetings other business reports date of the next meeting using organisation templates using previous minutes to determine required format

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - General Administration

Co-requisite units

Co-requisite units

BSBADM407B Administer projects

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes performance outcomes, skills and knowledge required to perform the activities associated with the administrative aspects of a project, such as measurement, monitoring, reporting, and winding up the project on completion. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The unit focuses on the administration requirements within any project undertaken under the supervision of an experienced project manager. The administrative skills are applied within the context of a project environment. The unit does not apply to project managers or specialist project managers. For specialist project managers, the units of competency in the Project Management competency field will be applicable.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan project administration	1.1. Identify and record the purpose, scope and objectives of projects 1.2. Develop project plans identifying project activities and key administrative milestones and timelines in accordance with the requirements of the project brief / contract and in consultation with stakeholders 1.3. Identify and address factors that affect timeframes in project planning to ensure timeframes are realistic and achievable 1.4. Link project budgets to key outcomes within projects and incorporate reporting mechanisms to ensure payments are made / received as outcomes are achieved 1.5. Identify monitoring and reporting arrangements for project activities and budgets within project plans in accordance with organisational, statutory and auditing requirements
2. Coordinate project administration	2.1. Allocate and monitor tasks and resources in accordance with project requirements 2.2. Detail project expenditure in financial control systems, and monitor against project budgets in accordance with project plan 2.3. Monitor project timeframes and milestones and report to designated person/s in accordance with organisational requirements 2.4. Maintain project records in accordance with project and organisational requirements
3. Finalise and review project administration	3.1. Identify and complete procedures for winding up projects in accordance with statutory, organisational and auditing requirements 3.2. Review project administration against project plan and measure and report outcomes in accordance with organisational and task requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to interpret organisation's goals for the project; write clear and detailed instructions organised sequentially; and identify administrative activities of project communication skills to consult with project members; listen and respond constructively; listen to a range of material and process information in a systematic way, including evaluative comments on how these ideas may be applied to a group; and define and monitor objectives of the project group problem-solving skills to propose solutions from a range of possible solutions research skills to select categories by which to organise information and assess information for relevance, accuracy and completeness numeracy skills to forecast and predict timelines; interpret, compare and calculate with money; and use estimation to check calculations and outcomes ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities.
Required knowledge
relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues OHS organisational policies and procedures organisational structure, and lines of authority and communication within the organisation planning tools budgeting strategies for projects techniques for project planning and setting milestones.

Evidence Guide

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: integrated demonstration of all elements of competency and their performance criteria construction of charts; use of project planning tools to assist with project monitoring monitoring of timelines, milestones and budgets.
Context of and specific resources for assessment	Assessment must ensure access to: workplace project documentation relevant enterprise policies and procedures.
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 by the candidate observation of presentations oral or written questioning to assess knowledge review of project administrative arrangementswithin project plans evaluation of project monitoring processes and reports evaluation of the outcomes of the administrative processes applied within several projects.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other general administration units.

Range Statement

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.
Projects may include:	internal (eg newsletter) external (eg contracted by external client) small large complex (eg feasibility study)
Project activities may include:	coordinating staff ensuring tasks are carried out communicating advice/information to team meetings, including preparation of minutes, papers and reports preparing project plan preparing project documentation monitoring financial arrangements processing invoices monitoring timelines monitoring progress
Key administrative milestones may relate to:	contract requirements developing a work plan use of project planning software timelines progress reports achievement of key tasks/project phases measurement / achievement of set outcomes completion of tasks completion of contract phases/requirements
Requirements of the project brief / contract may include:	project scope performance standards agreed timelines goals and objectives names of parties bound by contract payment issues project description completion requirements timelines staffing ownership of materials indemnity and insurance
Monitoring and reporting arrangements may include:	team reports project control chart control point chart milestone chart budget control chart
Allocating tasks and resources may include:	identifying tasks to be completed in order to achieve project outcomes prioritising and scheduling tasks breaking tasks into sub-tasks arranging tasks into groups facilitating team involvement in task allocation assisting to identify team skills and skills gaps allocating responsibility assessing workloads matching skills to tasks delegating tasks budget constraints necessary documents and reference material identifying resources required
Expenditure may include:	budget considerations allocated costs capital expenditure labour costs cost of materials and supplies overhead costs sub-contractor costs
Monitored timeframes and milestones may include and/or require:	project progress performance communication with team members coordination of team meetings feedback sessions solving problems/issues facilitating change to project plan
Procedures for winding up projects may include:	'signing off' on project completion/delivery of project outcomes evaluation and review of actual costs compared to budgeted costs auditing formal reporting
Measured outcomes may include:	project objectives project outcomes benchmarks standards key performance indicators project monitoring process achievement of timelines costs

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - General Administration

Co-requisite units

Co-requisite units

BSBADV509A Create mass print media advertisements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create mass print media advertisements that communicate the key features of a product, service or idea to the consumer. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in a supervisory or management advertising role within an advertising team or media organisation who are primarily responsible for the development of mass print advertisements. Individuals undertaking this unit may develop mass print media advertisements themselves or coordinate a team to produce the advertisement.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Interpret a creative brief	1.1. Confirm the central idea or creative concept, technique/s for expressing the idea/concept and mass print media to be used 1.2. Identify and check the advertising content and supporting information for accuracy and completeness 1.3. Confirm the time, schedule and budget requirements for creating the advertisement/s 1.4. Identify legal and ethical constraints
2. Create a mass print media advertisement	2.1. Determine and produce the elements of a print advertisement to communicate the required image, features and benefits of the product or service 2.2. Size and position each element of the print advertisement to achieve balance and focus for the advertisement 2.3. Ensure the typeface selections suit the product and the central idea of the advertisement, and the layout balances white space and margins 2.4. Ensure the layout of the advertisement unifies the elements, attracts the reader to the focal point and guides the reading sequence 2.5. Ensure the advertisement meets the requirements of the advertising brief and that it meets legal and ethical requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
creativity and innovation skills to write engaging scripts, and to use visual and design techniques to communicate advertising messages efficiently and effectively literacy skills to interpret requirements and to write for a variety of audiences and purposes.
Required knowledge
industry, services, products and organisation legal and ethical requirements relating to the advertising industry principles and purposes of advertising principles of consumer behaviour and influences on buyer behaviour principles of creative elements in print advertisements range of available advertising approaches for different markets identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act requirements for advertising timelines, budget, central idea, resources as specified in the advertising brief.

Evidence Guide

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: the production of at least three mass print advertisements in accordance with an advertising and creative brief including: a newspaper advertisement a magazine advertisement an outdoor advertisement.
Context of and specific resources for assessment	Assessment must ensure: access to advertising copy to be used in the advertisement access to an actual workplace or simulated environment access to office equipment and resources access to advertising and creative briefs.
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: analysis of responses to case studies and scenarios assessment of written reports/examples of mass print advertisements demonstration of techniques used to create mass print advertisements direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of principles and purposes of advertising review of legal and ethical constraints identified.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWRT501AWrite persuasive copy.

Range Statement

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.
Central idea may include a verbal (text or headline) or visual (illustration) device used to present the content to the reader, listener or viewer of the advertisement, such as:	analogy and association case histories celebrities continuing characters demonstrations exaggerated situations fantasy photographic tricks or special effects product uses recipes slice-of-life situations testimonials
Mass print media may include:	magazines newspapers outdoor advertising
Advertising content may include information to be communicated to the audience such as:	brand or image factors competitive advantages features of the product/service product/service colour product/service price where the product/service may be obtained
Supporting information may include:	evidence to support the claimed benefit purchasing information reassurances for existing users requirement to specify the target audience
Legal and ethical constraints may include:	codes of practice such as those issued by: Advertising Federation of Australia Australian Communications and Media Authority Australian Competition and Consumer Commission Australian Performing Right Association Commercial Radio Australia Free TV Australia cultural expectations and influences ethical principles legislation, including occupational health and safety legislation policies and guidelines regulations social responsibilities such as protection of children, environmental issues societal expectations
Elements of a print advertisement may include:	borders boxes captions colour copy coupons headlines logos mandatory product or service information shading signatures slogans visuals

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Advertising

Co-requisite units

Co-requisite units

BSBADV510A Create mass electronic media advertisements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to communicate the key features of a product, service or idea to a consumer using mass electronic media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in a supervisory or management advertising role within an advertising team or media organisation who are primarily responsible for the development of mass electronic advertisements. Individuals undertaking this unit may develop mass electronic media advertisements themselves or coordinate a team to produce the advertisement.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Interpret a creative brief	1.1. Confirm the central idea or creative concept, technique/s for expressing the idea/concept and mass electronic media to be used 1.2. Identify and check the advertising content and supporting information for accuracy and completeness 1.3. Confirm the time, schedule and budget requirements for creating the advertisement/s 1.4. Identify legal and ethical constraints
2. Create a radio advertisement	2.1. Determine the length, pace and format for the radio advertisement in accordance with the creative brief and the allocated budget 2.2. Determine the content of the opening, middle and close of the radio advertisement to create impact, introduce the central idea, provide support for key product benefits, and provide information to facilitate consumer action 2.3. Prepare scripts to meet the requirements of the producer and performer/s and the allotted time 2.4. Ensure the radio advertisement meets the requirements of the advertising brief and that it meets legal and ethical requirements
3. Create a television or cinema advertisement	3.1. Determine the length, pace and format for the advertisement in accordance with the creative brief and the allocated budget 3.2. Prepare scripts and storyboards to record the visual plan and to identify creative elements that meet the requirements of the creative brief 3.3. Ensure the advertisement attracts attention and sustains interest through coordination of action and motion visual effects, with audio to support the visual image/s 3.4. Ensure the advertisement meets the requirements of the advertising brief and that it meets legal and ethical requirements
4. Create an internet, web or podcast advertisement	4.1. Determine and produce copy and design elements to communicate the required image, features and benefits of the product or service 4.2. Size and position each element of the advertisement to achieve balance and focus for the advertisement 4.3. Ensure typeface selections suit the product and the central idea of the advertisement, and the layout balances white space and margins 4.4. Design site map, navigation buttons, frames and multiple pages for ease of use 4.5. Ensure sound, animation and graphics do not distract from the content of the advertisement 4.6. Ensure the advertisement meets the requirements of the advertising brief and that it meets legal and ethical requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
creativity and innovation skills to write engaging scripts, and to use visual and design techniques to communicate advertising messages efficiently and effectively research, data collection and evaluation skills to compare and weigh advantages of one medium over another, and to match characteristics with media requirements literacy skills to interpret the characteristics of different media and to match them to the requirements of the advertising brief technology skills to use a range of office equipment and software.
Required knowledge
industry, services, products and organisation legal and ethical requirements relating to the advertising industry principles and purposes of advertising principles of consumer behaviour and influences on buyer behaviour principles of creative elements in electronic advertisements range of available advertising approaches for different markets identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act requirements for advertising timelines, budget, central idea, resources as specified in the advertising brief.

Evidence Guide

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: the production of at least three mass electronic advertisements in accordance with an advertising and creative brief, including: a radio advertisement a television or cinema advertisement a web or podcast advertisement.
Context of and specific resources for assessment	Assessment must ensure: access to advertising copy to be used in the advertisement access to an actual workplace or simulated environment access to office equipment and resources access to advertising and creative briefs.
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: analysis of responses to case studies and scenarios assessment of written reports/examples of mass electronic advertisements demonstration of techniques used to create mass electronic advertisements in a workplace or simulated environment direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of principles of consumer behaviour and influences on buyer behaviour review of internet, web or podcast advertisements.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWRT501AWrite persuasive copy.

Range Statement

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.
Central idea may include a verbal (text or headline) or visual (illustration) device used to present the content to the reader, listener or viewer of the advertisement, such as:	analogy and association case histories celebrities continuing characters demonstrations exaggerated situations fantasy photographic tricks or special effects product uses recipes slice-of-life situations testimonials
Mass electronic media may include:	cinema internet podcasting radio television
Advertising content may include information to be communicated to the audience such as:	brand or image factors competitive advantages features of the product/service where the product/service may be obtained product/service price product/service colour
Supporting information may include:	evidence to support the claimed benefit purchasing information reassurances for existing users requirement to specify the target audience
Legal and ethical constraints may include:	codes of practice such as those issued by: Advertising Federation of Australia Australian Communications and Media Authority Australian Competition and Consumer Commission Australian Performing Right Association Commercial Radio Australia Free TV Australia cultural expectations and influences ethical principles legislation, including occupational health and safety legislation policies and guidelines regulations social responsibilities such as protection of children, environmental issues societal expectations
Advertising copy consists of:	the words used in print and broadcast advertising
Requirements of the producer and performer/s may include:	audio direction coordination of music and sound effects with spoken words cues descriptions detailed message content instructions manner of delivery words to be spoken
Creative elements may include:	action progression action scenes audio details camera shots composition of film and video shots film and video details graphics effects interaction of audio and video key frames lighting effects location music props set sound effects talent voices

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Advertising

Co-requisite units

Co-requisite units

BSBCCO201A Action customer contact

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to respond effectively to customer contact. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit is applied in any customer contact environment where a variety of communication channels and technologies are used and calls are inbound and/or outbound. Competence in this unit requires responding to a wide range of customer enquiries and contacts over a variety of communication methods (telephone, email, letter, facsimile). Compliance with organisational, legislative and regulatory requirements is required, as is the ability to respond in a manner that meets both customer and business needs. This work is undertaken with some supervision and guidance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for customer contact	1.1. Obtain and study product or service details relating to customer contact 1.2. Study prepared call/contact guides or scripts 1.3. Locate sources of information that may be required to develop product or service expertise 1.4. Develop a clear understanding of enterprise policies and procedures 1.5. Develop proficiency with equipment and systems to effectively and efficiently manage contact 1.6. Clarify any unclear details with relevant manager 1.7. Identify and use safe working methods
2. Provide responsive and quality service in response to customer queries	2.1. Greet customer in accordance with enterprise protocol 2.2. Respond in a manner to effectively encompass cultural diversity 2.3. Effectively establish and clarify customer needs 2.4. Satisfy customer needs promptly, efficiently and effectively to maximise customer satisfaction, and to minimise delays and the need to refer customer elsewhere 2.5. Respond to customer concerns in a positive manner and in line with enterprise policy for complaint resolution 2.6. Treat customer with respect and courtesy, and enhance and develop customer loyalty 2.7. Complete follow-up action effectively in accordance with the timeframes, business rules and practices, and in line with customer expectations
3. Arrange provision of a product or service	3.1. Respond appropriately to customer requirements and identify relevant options 3.2. Select appropriate product or service in consultation with customer 3.3. Agree actions or orders with customer giving consideration to maximising value and service delivery to customer 3.4. Consider any customer retention options that can be applied to the contact 3.5. Use clear, simple and easy to understand language and ensure responses are comprehensive
4. Manage customer contact	4.1. Record details of contact in accordance with policy 4.2. Record and report any difficulties not escalated but that may present an opportunity for continuous improvement 4.3. Adapt to the requirements and expectations of various customers when working in an outsource environment and dealing with multiple customer bases 4.4. Escalate inquiries or orders that cannot be satisfied immediately 4.5. Supply follow-up information to customer as required and in a timely manner 4.6. Observe relevant legislation, codes, regulations and standards throughout transaction

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to deliver required level and quality of customer service communication skills to relate to people from diverse backgrounds and people with diverse abilities interpersonal skills to establish rapport and to build relationships with customers listening and questioning skills to understand and clarify the needs of customers literacy skills to communicate and articulate effectively over the required channels numeracy skills to analyse, calculate and validate data accurately as required organisational skills to manage own tasks and to meet timeframes stress and time management skills to handle difficult customers and peak periods of activity in a positive and enthusiastic manner.
Required knowledge
enterprise communications channels enterprise performance and customer service expectations enterprise policies, procedures, protocols and guidelines financial delegations policy operational environment - customer base, company products and services principles of customer service stress and time management techniques technology and systems.

Evidence Guide

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: accurate recording of data knowledge of enterprise products and services knowledge of compliance requirements meeting of agreed standards of contact understanding of performance targets use of technology (may be modified for use by people with a disability).
Context of and specific resources for assessment	Assessment must ensure: access to IT equipment access to workplace information and data access to performance management records and data access to quality assurance guidelines and call/contact guides.
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 by the candidate direct observation during contact (may be done by doublejacking on telephone system) review of documentation of performance against target review of quality assurance feedback review of accuracy of data and record entry oral and/or written questioning to assess knowledge of the enterprise, legislative and regulatory requirements, and products and services observation of practical demonstration of sourcing required information.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCCO301AUse multiple information systems BSBCUS301ADeliver and monitor a service to customers.

Range Statement

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.
Customer contact may include:	email face-to-face facsimile internal, external and outsourced customers internet letter telephone
Call/contact guides or scripts may relate to:	call closing technique call flow features and benefits greeting etiquette pricing product/service features regulatory, legislative and organisational requirements
Sources of information may include:	brochures and pamphlets campaign briefs internet and intranet instruction or product manuals
Enterprise policies and procedures may include:	scope of the services to be provided financial and decision making delegations referral/escalation paths
Equipment and systems may include:	computer equipment - may be modified for use by people with a disability information management systems telecommunications equipment - may be modified for use by people with a disability workflow management systems
Customer retention options may include:	loyalty programs or incentives offering value added services or products re-contracting special offers as determined by the enterprise from time to time
Outsource environment may include:	customer contact environment servicing customers of another enterprise or business unit by agreement customer contact environment taking contacts for multiple enterprises customer contact environment taking overflow calls for another enterprise
Relevant legislation, codes, regulations and standards may include:	Consumer Credit Code Do Not Call Register equal employment opportunity and anti-discrimination legislation Freedom of Information industry specific codes, regulations and legislation occupational health and safety legislation Privacy Act Trade Practices Act
To respond appropriately participants may be required to:	record details in enterprise system/s discuss, agree and record supply arrangements with customer discuss and agree on payment options with customer conduct a credit check

Unit Sector(s)

Unit sector

Competency field

Competency field	Stakeholder Relations - Contact Centre Operations

Co-requisite units

Co-requisite units

BSBCOM501B Identify and interpret compliance requirements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify and interpret the range of internal and external compliance requirements and obligations that must be fulfilled by an organisation. A range of legislation, rules, regulations and codes of practice may apply to this unit at the time of endorsement, depending on job roles and jurisdictions.

Application of the Unit

Application of the unit	This unit applies to individuals working as a chief executive or manager in a small organisation (where it would be part of their broad role) or as a member of a compliance management team within a larger organisation. These individuals require a sound theoretical knowledge of compliance and well established skills in identifying and interpreting compliance requirements relevant to the operations and sphere of business of the organisation and/or industry sector concerned. The unit also applies to internal or external consultants as part of a broader advisory role to the chief executive or management team of a large or small organisation on compliance management policies and systems. As the activities are focused primarily on identifying and interpreting specific legislative requirements, codes of practice, and internal standards and procedures as they relate to a particular organisation, this unit differs from BSBCOM601B Research compliance requirements and issues. Researching compliance issues is a higher order competence aimed at carrying out research into a wider range of compliance-related issues, such as the costs of compliance, the potential impact of compliance on an organisation or industry, and the risks and consequences of non-compliance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Clarify the scope of operations	1.1. Identify and review the relevant range of operations and the sphere of business arrangements of the organisation 1.2. Conduct an analysis of the operations and business arrangements of the organisation and identify the functions, products and services that may be subject to compliance requirements 1.3. Develop and document work activity plans for determining relevant compliance requirements 1.4. Obtain approval of plans from relevant organisational personnel
2. Identify compliance requirements	2.1. Conduct a search of information on internal and external compliance requirements using appropriate search resources, including relevant Australian and international standards 2.2. Ensure the search of compliance requirements scans across all relevant jurisdictions of laws, regulations, and industry and organisational codes and standards and identify pertinent compliance requirements 2.3. Progressively review information collected in terms of its relevance to the organisation's operations, services and products 2.4. Organise and store gathered information on relevant compliance requirements in an appropriate format for further analysis
3. Interpret, analyse and prioritise identified compliance requirements	3.1. Review and interpret collected information in terms of its relevance to the organisation's functions, services and products 3.2. Discuss and clarify with relevant internal or external personnel ambiguities, uncertainties and problems experienced in interpreting identified compliance information 3.3. Identify, analyse and prioritise relevant compliance requirements in terms of critical implications for the organisation and risks and consequence of possible breaches 3.4. Group pertinent compliance requirements into those that are critical and central to the organisation's operations, those that are important in some circumstances but are not central to the organisation's operations, and those that are pertinent but are incidental to the organisation's operations
4. Document compliance requirements	4.1. Organise and document outcomes of the identification and interpretation activities 4.2. Prepare and communicate reports of relevant compliance requirements and assessment of implications to relevant personnel performing specific compliance management functions

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
interpersonal skills to: contribute to the development of a positive culture of compliance within an organisation work with internal and external personnel with an interest in an organisation's compliance program and management system interpersonal and communication skills to relate to internal and external personnel, including those representing relevant regulatory authorities, professional institutes and organisations, including standards' organisations literacy skills to read and interpret various types of documents and to write reports containing complex concepts organisational and time-management skills to conduct compliance management activities project management skills to: scope and plan the conduct of compliance requirement identification activities manage other personnel involved in the identification and interpretation of compliance management activities research and analytical skills to identify and interpret compliance requirements technical skills to use communications technology effectively
Required knowledge
elements of compliance programs and related management systems, including: documentation of compliance requirements relevant to the organisation specification of compliance management functions, accountabilities and responsibilities within the organisation compliance-related management information systems record-keeping systems required for compliance management liaison procedures with relevant internal and external personnel on compliance-related matters breach management policies and processes, including the identification, classification, investigation, rectification and reporting of breaches in compliance requirements compliance reporting procedures corporate induction and training processes related to compliance management processes for the internal and external distribution and promotion of information on compliance requirements, and compliance programs and management systems complaints handling systems continuous improvement processes for compliance, including monitoring, evaluation and review strategies for developing a positive compliance culture within the organisation techniques and performance indicators for monitoring the operation of a compliance program or management system reporting processes on compliance management, including reports on breaches and rectification action relevant organisational policies and procedures, including: compliance plans and policies in various compliance areas organisational standards for operations and ethics relevant Australian and international standards, including: AS 3806:2006 Compliance programs AS ISO 10002:2006 Customer satisfaction - Guidelines for complaints handling in organizations AS ISO 15489:2004 Records management AS/NZS 4360:2004 Risk management relevant organisational policies and procedures, including: plans and policies in various compliance areas organisational standards for operations and ethics

Evidence Guide

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 ability to: document processes used to identify, analyse and interpret organisational compliance requirements apply knowledge of elements of compliance programs and related management systems.
Context of and specific resources for assessment	Assessment must ensure access to: organisational policies and procedures, standard operating procedures, and plans relevant published material on legislation, regulations, licensing requirements, codes of practice, standards, etc. appropriate computer resources for online searching and review of relevant compliance requirements.
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: observation of activities undertaken to identify compliance requirements assessment of reports identifying compliance requirements and containing analysis of the implications of those requirements on organisational objectives, processes and systems direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate observation of interactions with internal and external stakeholders while identifying compliance requirements oral or written questioning to assess knowledge of compliance requirements and their impact on organisational objectives, processes and systems review of authenticated compliance promotional documents or computer files from the workplace or training environment.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Range of operations may include:	full range of operations of an organisation at a particular site full range of operations of an organisation distributed across multiple sites full range of operations of an organisation, including mobile units such as vehicles, railway trains, maritime vessels and aircraft operations of a particular section or organisational unit.
Compliance requirements may include:	cross-industry, industry-specific and internal organisational compliance requirements in such areas as (examples in alphabetical groupings): anti-discrimination, including discrimination by race, sex, disability, religion, etc.; alcohol licensing, including licensing regulations covering clubs, pubs, licensed premises, etc.; aviation bankruptcy chemical use, child protection, construction, conveyancing/real estate, copyright, corporate governance, customs, credit education, electricity, environmental protection, equal opportunity financial services, including banking; fire; food hygiene; freedom of information; freight forwarding gambling, gene technology health, human rights insurance, immigration, intellectual property land management maritime, mining pharmaceuticals, patents, privacy quarantine racing, rail transport, road transport safety, including cross-industry generic regulations as well as industry, equipment or product-specific subcategories, e.g. marine safety, rail safety, food safety, aviation safety, road safety, dangerous goods, construction safety, mine safety, etc.; security; sewage; superannuation taxation, telecommunications, tobacco, trade practices and consumer protection water supply, workers compensation, workers rehabilitation different types of internal and external compliance requirements, including: accreditation requirements of an institute, professional organisation or registration body internal policies, procedures, standards or codes of practice of an organisation regulations of a state or territory, national or international regulatory authority requirements for certification under statutory licensing systems statutory standards or codes of practice.
Information on internal and external compliance requirements may include:	internal policies, standard operating procedures, standards, and codes of practice published material relevant to compliance held in either internal or external libraries relevant legislation, regulations and licensing requirements pertinent to the organisation's operations and sphere of business.
Search resources may include:	computer terminals linked to data sources either via the internet, internal networks, or CDs library resources and materials, including compliance-related books, journals, manuals, standards, CDs and other multimedia resources published information on such things as relevant legislation, regulations, licensing requirements, codes of practice and Australian standards.
Relevant Australian and international standards may include:	AS 3806:2006 Compliance programs AS ISO 10002:2006 Customer satisfaction - Guidelines for complaints handling in organizations AS ISO 15489:2004 Records management AS/NZS 4360:2004 Risk management.
Jurisdictions of laws, regulations, industry and organisational codes and standards may include:	global industry local national organisational state or territory.
Information on relevant compliance requirements may include:	correspondence, emails and other written information provided by internal and external personnel contacted during search activities information downloadable from relevant websites newsletters, bulletins and information sheets and other similar periodic documentation distributed by relevant regulatory authorities and standards bodies published information on legislation, regulations, codes of practice, standards, licensing requirements, standard operating procedures, etc. records of conversations and meetings with relevant internal and external personnel.
Relevant internal personnel may include:	board of directors chief executive officer compliance management team compliance specialists at the operational level frontline managers senior management team.
Relevant external personnel may include:	legal and business advisors and consultants with expertise in compliance management representatives of professional associations and institutes relevant to the organisation's operations and sphere of business representatives of relevant authorities in pertinent compliance areas.
Relevant personnel performing specific compliance management functions may include:	compliance management consultants compliance management officers compliance managers legal personnel specialising in compliance management line managers with specific compliance functions.

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, licensing and risk - compliance

Co-requisite units

Co-requisite units

BSBCOM502B Evaluate and review compliance

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to evaluate and review an organisation's compliance program/management system and how it is fulfilling its obligations and responsibilities under applicable compliance requirements. This unit has been designed to be consistent with AS 3806:2006 Compliance programs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to managers with responsibility for evaluating and reporting on the operation and effectiveness of an organisation's planned compliance program/management system to ensure that compliance is an integral part of normal business operations. It also applies to individuals working as an owner-manager (where it would be part of their broad role), as a senior manager in a small organisation, as an external consultant or as a section or frontline manager in an operational unit within the organisation. In addition, it applies to members of a compliance management team or a frontline manager within a larger organisation. Application of this unit must be consistent with the pertinent sections of relevant Australian and international standards and legislative requirements including: AS 3806:2006 Compliance programs, AS ISO 10002:2006 Customer satisfaction - Guidelines for complaints handling in organizations, AS/NZS 4360:2004 Risk management and AS ISO 15489:2004 Records management.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop the evaluation plan	1.1. Obtain details of the organisation's compliance policies, objectives and assessment criteria 1.2. Obtain and interpret information on current compliance requirements applicable to the organisation 1.3. Develop a suitable evaluation methodology to enable sufficiently valid and reliable outcomes for the required research and suitable arrangements for both internal and external monitoring processes 1.4. Prepare the evaluation plan for the proposed project including the detailing of established evaluation criteria and the data to be collected 1.5. Obtain approval of plan from relevant internal and/or external personnel
2. Gather required evaluation data	2.1. Collect relevant evaluation data on how the organisation is fulfilling its compliance requirements using appropriate techniques and sources in accordance with the agreed evaluation plan 2.2. Organise, interpret and review collected data against established evaluation criteria including those specified in relevant Australian and international standards 2.3. Discuss ambiguities, uncertainties and problems experienced while interpreting collected data and address appropriately in conjunction with relevant internal and/or external personnel 2.4. Organise interpreted evaluation data for later analysis
3. Analyse the collected data	3.1. Analyse evaluation data in accordance with planned methodology 3.2. Review and discuss outcomes and findings of the analysis with relevant internal and/or external personnel
4. Determine evaluation findings and outcomes	4.1. Develop and discuss preliminary findings and any identified issues with relevant internal and/or external personnel 4.2. Undertake any additional data collection and analysis required to clarify aspects of findings, issues and related action options if necessary 4.3. Prepare recommendations for any action to improve identified deficiencies in conjunction with relevant internal and/or external personnel
5. Document and disseminate the outcomes and recommendations of the evaluation	5.1. Prepare a draft report of the outcomes, findings and recommendations of the compliance evaluation in accordance with the agreed structure and format and distribute to relevant internal and/or external personnel for comment and feedback 5.2. Edit the report based on the feedback obtained 5.3. Proofread the report in preparation for publishing 5.4. Ensure the report of outcomes, findings and recommendations of the evaluation is signed off by authorised personnel 5.5. Produce and disseminate the report to nominated internal and external personnel in accordance with agreed arrangements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
interpersonal skills to contribute to a positive culture of compliance within an organisation investigative skills to evaluate and review compliance project management skills to: develop project plans manage other personnel involved in the evaluation activity meet project timelines mange project finances interpersonal skills to relate to internal and external personnel and in particular those representing relevant regulatory authorities, professional institutes and organisations, standards organisations research and evaluation skills to: conduct literature searches and internet searches analyse and organise evaluation data using appropriate techniques conduct various types of evaluation surveys conduct quantitative data analysis using appropriate techniques technical skills to use communications technology effectively.
Required knowledge
evaluation methods and techniques suitable for compliance related evaluation and review sources of data relevant to compliance related evaluation and review relevant Australian and international standards including but not limited to: AS 3806:2006 Compliance programs AS ISO 10002:2006 Customer satisfaction - Guidelines for complaints handling in organizations AS ISO 15489:2004 Records management AS/NZS 4360:2004 Risk management quantitative and qualitative data analysis techniques relevant to compliance related evaluation elements of compliance program/management systems including: documentation of compliance requirements relevant to the organisation compliance management functions, accountabilities and responsibilities within the organisation compliance related management information systems record keeping systems required for compliance management liaison procedures with relevant internal and external personnel on compliance related matters breach management policies and processes including the identification, classification, investigation, rectification and reporting of breaches in compliance requirements compliance reporting procedures corporate induction and training processes related to compliance management processes for the internal and external promulgation and promotion of information on compliance requirements and compliance program/management system compliance complaints handling systems continuous improvement processes for compliance including monitoring, evaluation and review strategies for developing a positive compliance culture within the organisation techniques and performance indicators for monitoring the operation of a compliance program/management system reporting processes on compliance management including reports on breaches and rectification action relevant organisational policies and procedures including: compliance plans and policies in various compliance areas organisational standards for operations and ethics.

Evidence Guide

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: completion of project work which comprehensively evaluates how an organisation is fulfilling its compliance requirements knowledge of evaluation methods and techniques suitable for compliance related evaluation and review.
Context of and specific resources for assessment	Assessment must ensure: access to relevant published material and such as: organisational policies, standard operating procedures, procedures and plans relevant legislation, regulations, licensing requirements, codes of practice, standards compliance evaluation reports access to the relevant internal and external data files access to appropriate computer resources for online searching, data processing and analysis, and report preparation and editing.
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: observations of activities undertaken to evaluate compliance requirements assessment of reports evaluating the performance and effectiveness of existing compliance systems and processes direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observations of interactions with internal and external stakeholders while evaluating compliance requirements oral or written questioning to assess knowledge of the effectiveness of compliance systems and processes and their impact on organisational objectives, processes and systems review of evaluation plan assessment of dissemination of the report.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other compliance units.

Range Statement

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.
Compliance requirements may include:	different types of external and internal compliance requirements including: accreditation requirements of an institute, professional organisation or registration body internal policies, procedures, standards or codes of practice of an organisation regulations of a state/territory, national or international regulatory authority requirements for certification under statutory licensing systems statutory standards or codes of practice cross-industry, industry-specific and internal organisational compliance requirements in such areas as (examples in alphabetical groupings): anti-discrimination (including discrimination by race, sex, disability, religion, etc.), alcohol licensing (licensing regulations covering clubs, pubs, licensed premises, etc.), aviation bankruptcy chemical use, child protection, construction, conveyancing/real estate, copyright, corporate governance, customs, credit education, electricity, environmental protection, equal opportunity financial services (including banking), fire, food hygiene, freedom of information, freight forwarding gambling, gene technology health, human rights insurance, immigration, intellectual property land management maritime, mining pharmaceuticals, patents, privacy quarantine racing, rail transport, road transport safety (including cross-industry generic regulations as well as industry, equipment or product-specific sub-categories e.g. marine safety, rail safety, food safety, aviation safety, road safety, dangerous goods, construction safety, mine safety, road safety, etc.), security, sewage, superannuation taxation, telecommunications, tobacco, trade practices and consumer protection water supply, workers compensation, workers rehabilitation
Evaluation methodology may include:	analysis of complaints recorded involving compliance requirements analysis of feedback from clients, suppliers, internal managers and personnel assessment of information contained in the organisation's management information system collection of operational data desk analysis drafting and editing of the evaluation report literature searches including internet searches review of reports from relevant compliance authorities and organisations surveys of relevant internal and external personnel including interviews, focus groups, questionnaires
Evaluation plan may include:	details of the applicable compliance requirement and related evaluation criteria evaluation methodology milestones personnel required including evaluation project manager, the evaluation team and those who may be consulted during the course of the evaluation activities resource requirements and related costs timelines
Evaluation data may include:	completed survey questionnaires documentation on feedback and complaints involving compliance requirements operational data pertinent to the fulfillment of compliance requirements published documents including papers, standards, regulations quantitative data collected from various sources records of interviews, meetings or focus group workshop outcomes records of telephone conversations written correspondence including letters, faxes, emails
Relevant Australian and international standards may include:	AS 3806:2006 Compliance programs AS ISO 10002:2006 Customer satisfaction - Guidelines for complaints handling in organizations AS ISO 15489:2004 Records management AS/NZS 4360:2004 Risk management
Relevant internal personnel may include:	board of directors chief executive officer compliance management team (where relevant) compliance specialists at the operational level frontline managers senior management team
Relevant external personnel may include:	chief executive officers and managers in organisations with an interest in the compliance issues being researched legal and business advisors and consultants with expertise and interest in compliance requirements and related management systems representatives of professional associations and institutes relevant to the organisation's operations and sphere of business representatives of relevant authorities in pertinent compliance areas
Authorised personnel may include:	chief executive officer or manager in an organisation evaluation project manager evaluation steering committee (where applicable) nominated representative of educational institution/s or organisation/s nominated representative of professional association/s or institute/s nominated representative of regulatory authority

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Compliance

Co-requisite units

Co-requisite units

BSBCMM101A Apply basic communication skills

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop communication skills in the workplace. It covers gathering, conveying and receiving information, along with completing assigned written information under direct supervision. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals developing basic skills and knowledge of workplace communication in preparation for working in a broad range of settings.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify workplace communication procedures	1.1. Identify organisational communication requirements and workplace procedures with assistance from appropriate people 1.2. Identify appropriate lines of communication with supervisors and colleagues 1.3. Seek advice on the communication method/equipment most appropriate for the task
2. Communicate in the workplace	2.1. Use effective questioning, and active listening and speaking skills to gather and convey information 2.2. Use appropriate non-verbal behaviour at all times 2.3. Encourage, acknowledge and act upon constructive feedback
3. Draft written information	3.1. Identify relevant procedures and formats for written information 3.2. Draft and present assigned written information for approval, ensuring it is written clearly, concisely and within designated timeframes 3.3. Ensure written information meets required standards of style, format and detail 3.4. Seek assistance and/or feedback to aid communication skills development

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to identify lines of communication, to request advice, to effectively question, to follow instructions, to receive feedback, and to convey messages clearly and concisely culturally appropriate communication skills to relate to people from diverse backgrounds and to people with diverse abilities literacy skills to identify work requirements, to draft written information and to process basic, relevant workplace documentation problem-solving skills to solve routine problems related to the workplace, under direct supervision.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as privacy laws organisational policies, plans and procedures.

Evidence Guide

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: clear, concise and correct verbal and written communication promptly and appropriately following instructions knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of documents relating to workplace communication policies and procedures.
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 by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of presentations oral or written questioning to assess knowledge of organisational policies, plans and procedures review of written information.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administrationunits.

Range Statement

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.
Workplace procedures may include:	answering telephone calls following instructions informal discussions requests from colleagues using internet and email using voice mail workplace procedures related to specific tasks
Appropriate people may include:	colleagues other staff members supervisors, mentors, trainers or assessors
Lines of communication may include:	formal and informal means verbal or written
Communication method/equipment may include:	computer network systems facsimile machines personal computer equipment including hardware, keyboards, software and communication packages telephones
Written information may include:	electronic mail facsimiles general correspondence or standard/form letters and memos handwritten and printed materials telephone messages or general messages
Standards may include:	organisational policies standards set by workgroup

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Interpersonal Communication

Co-requisite units

Co-requisite units

BSBCMM301A Process customer complaints

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to handle formal and informal negative feedback and complaints from customers. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various customer service contexts. They may exercise discretion and judgement using appropriate knowledge of products, customer service systems and organisational policies to provide technical advice and support to a team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Respond to complaints	1.1. Process customer complaints using effective communication in accordance with organisational procedures established under organisational policies, legislation or codes of practice 1.2. Obtain, document and review necessary reports relating to customer complaints 1.3. Make decisions about customer complaints, taking into account applicable legislation, organisational policies and codes 1.4. Negotiate resolution of the complaint and obtain agreement where possible 1.5. Maintain a register of complaints/disputes 1.6. Inform customer of the outcome of the investigation
2. Refer complaints	2.1. Identify complaints that require referral to other personnel or external bodies 2.2. Make referrals to appropriate personnel for follow-up in accordance with individual level of responsibility 2.3. Forward all documents and investigation reports 2.4. Follow-up appropriate personnel to gain prompt decisions
3. Exercise judgement to resolve customer service issues	3.1. Identify implications of issues for customer and organisation 3.2. Analyse, explain and negotiate appropriate options for resolution with customer 3.3. Propose viable options in accordance with appropriate legislative requirements and enterprise policies 3.4. Ensure matters for which a solution cannot be negotiated are referred to appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify trends and positions of products and services communication skills to interpret customer complaints, and to monitor and advise on customer service strategies and resolutions culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to read and understand a variety of texts; to prepare general information and papers according to target audience; and to edit and proofread texts to ensure clarity of meaning and accuracy of grammar and punctuation problem-solving skills to deal with customer enquiries or complaints, to apply organisational procedures to a range of situations and to exercise judgement in this application.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) importance of good communication skills and the individual's role in processing customer complaints organisational procedures and standards for processing complaints and recommending appropriate action.

Evidence Guide

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: applying judgement in the application of industry and/or organisational procedures working with customer complaints knowledge of organisational procedures and standards for processing complaints.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of customer complaints examples of documents relating to customer complaints policies and procedures.
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 by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of presentations oral or written questioning to assess knowledge of individual's role in processing customer complaints review of documentation outlining necessary reports relating to customer complaints review of complaints/disputes register.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: customer service units other general administration units.

Range Statement

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.
Customers may include:	customers with routine or specific requests internal or external customers people from a range of social, cultural or ethnic backgrounds people who may be unwell, drug affected or emotionally distressed people with varying physical and mental abilities regular and new customers
Complaints may include:	different types of severity, formality and sources scenarios where external bodies such as police are required straightforward customer dissatisfaction level of documentation required
Effective communication may include:	giving customers full attention maintaining eye contact (for face-to-face interactions), except where eye contact may be culturally inappropriate speaking clearly and concisely using appropriate language and tone of voice using clear written information/communication using non-verbal communication e.g. body language, personal presentation (for face-to-face interactions)
Documenting reports relating to customer complaints may include:	completed forms and written reports using audio-visual tapes using computer-based systems
Referrals may include:	external bodies e.g. Ombudsman, Independent Commission Against Corruption (ICAC), police relevant superiors in the organisational hierarchy

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Interpersonal Communication

Co-requisite units

Co-requisite units

BSBCMM401A Make a presentation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit covers the performance outcomes, skills and knowledge required to prepare, deliver and review a presentation to a target audience. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training, promotions, etc. They contribute well developed communication skills in presenting a range of concepts and ideas.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare a presentation	1.1. Plan and document presentation approach and intended outcomes 1.2. Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed 1.3. Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas 1.4. Brief others involved in the presentation on their roles/responsibilities within the presentation 1.5. Select techniques to evaluate presentation effectiveness
2. Deliver a presentation	2.1. Explain and discuss desired outcomes of the presentation with the target audience 2.2. Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas 2.3. Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes 2.4. Use persuasive communication techniques to secure audience interest 2.5. Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences 2.6. Summarise key concepts and ideas at strategic points to facilitate participant understanding
3. Review the presentation	3.1. Implement techniques to review the effectiveness of the presentation 3.2. Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation 3.3. Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities facilitation and presentation skills to communicate central ideas of a message in an informative and engaging manner, and to utilise verbal and non-verbal techniques to sustain participant engagement literacy skills to prepare presentation information and to write in a range of styles for different target audiences.
Required knowledge
data collection methods that will support review of presentations industry, product/service key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety principles of effective communication range of presentation aids and materials available to support presentations.

Evidence Guide

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: preparation, delivery and evaluation of the effectiveness of at least two presentations related to the candidate's occupation or area of interest knowledge of the principles of effective communication.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment, documentation and resources.
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: demonstration of preparation, delivery and evaluation of a presentation direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations review of selected presentation aids, materials and techniques review of briefing provided for others involved in the presentation evaluation of techniques implemented to review the effectiveness of the presentation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other general administration units.

Range Statement

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.
Presentation strategies may involve:	case studies demonstration discussion group and/or pair work oral presentations questioning simulations and role-play
Presentation format and delivery methods may include:	advertising copy audio direct marketing copy individual presentation public relations copy scripts storyboards team presentation verbal presentation video visuals
Characteristics may include:	age cultural and language background educational background or general knowledge gender language, literacy and numeracy needs physical ability previous experience with the topic
Presentation aids and materials may include:	computer simulations and presentations diagrams, charts and posters models overhead projector paper-based materials video and audio recordings whiteboard
Presentation techniques may include:	animation comparative advertising live action music signature elements such as: slogans logotypes packaging sound effects use of a guest speaker use of black and white use of colour use of humour
Techniques to evaluate presentation effectiveness may include:	action research critical friends focus group interviews one-on-one interviews with participants and other personnel involve in the presentation written feedback provided by participants

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Interpersonal Communication

Co-requisite units

Co-requisite units

BSBCRT101A Apply critical thinking techniques

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use fundamental critical thinking skills. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to all individuals who need the capacity to think critically and apply that thinking to a range of situations and challenges. It is relevant to all work and life situations, and focuses on the conscious development of skills to ask essential questions and to consider answers to those questions. 'A mind with no questions is a mind that is not intellectually alive. No questions (asked) equals no understanding (achieved).' Foundation for Critical Thinking

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Examine the value of curiosity and questioning	1.1. Appraise the value of curiosity and questioning in both work and life situations 1.2. Consider how different types of questions and styles of questioning apply in diverse situations
2. Develop the habit of asking questions and wondering why	2.1. Reflect on and wonder about issues and situations 2.2. Ask questions of self to challenge and expand individual thinking 2.3. Ask questions of others in a constructive way to seek broader knowledge and understanding 2.4. Identify situations when too much wondering and questioning may be inappropriate or ineffective 2.5. Assess the best ways to structure questions for different situations
3. Contribute to answers as well as questions	3.1. Take responsibility for answering questions as well as for asking them 3.2. From many possible questions, determine the key question to be answered 3.3. Identify and access information needed to answer the question 3.4. Sort the facts from other information in developing a response 3.5. Check own preconceptions and assumptions and determine their validity 3.6. Reach a well-considered conclusion or answer, without ruling out more questions or further exploration 3.7. Use conclusions and answers in positive, practical and timely ways

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to actively listen and to ask questions of others in a constructive way critical thinking and problem-solving skills to formulate and ask relevant questions, and come up with appropriate answers comprehension skills to interpret and distil key information of relevance to a given situation.
Required knowledge
different types of questions and their relevance to different situations techniques to assist in forming the habit of asking questions and taking responsibility for answers typical blockers to the critical thinking process why questions are important and the benefits of asking good questions for individuals, businesses and communities (the importance of critical thinking).

Evidence Guide

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: application of a conscious process of questioning to achieve new understandings knowledge and understanding of how critical thinking and questioning impacts on individual lives, the broader community and work situations.
Context of and specific resources for assessment	Assessment must ensure: interactions with specific challenges and situations to demonstrate the application of critical thinking (this would usually involve interactions with others).
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 by the candidate evaluation of a candidate blog exploring different ideas and questions review of candidate response to scenarios that allow the candidate to apply critical thinking techniques to a particular life or work situation, and to demonstrate ability to portray curiosity and exploration of new concepts evaluation of candidate response to the challenge of adopting different perspectives on a situation, and ability to both develop and respond to questions from those perspectives observation of the candidate participating in a group problem-solving session oral or written questioning to assess knowledge of typical blockers to the critical thinking process.
Guidance information for assessment	Critical thinking always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the critical thinking skills as described in this unit.

Range Statement

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.
Value of curiosity and questioning might relate to:	developing a more efficient way of doing something developing a new idea developing and improving products and services enhancing skills and career opportunities enhancing the physical environment financial benefit greater personal satisfaction improving interpersonal relationships
Different types of questions may include questions about:	accuracy breadth clarity depth emotion fairness logic meaning precision relevance significance social engagement society style taste
Questions of self may include:	am I being distracted by irrelevant information? are claims warranted? are there any unstated assumptions? could I do this differently or better? do I have any ideas to share about this? have I seen something that may have application here? how can I do that? how can I fix this? how long will that take? if they are doing that, could I? is this a reliable source? is this relevant to me? was I fair? what are the real facts of this situation?
Questions of others may include:	do we have a budget? how did you come up with that? how do you feel about that? how does that work? what does it mean? why do you want me to do it like that? why do we do it like that? why is it so?
Situations when too much wondering or questioning may be inappropriate or ineffective may relate to:	contractual agreements extreme time pressure or non-negotiable deadlines financial limitations procedures determined by laws or other regulations safety issues when others are totally closed to new ideas
Responsibility for answering questions may involve:	acknowledging shared responsibility adopting a positive 'can do' attitude following up on practical details pro-actively seeking information suggesting a new approach talking to others about possible answers
Key question to be answered may be determined by:	constraints of the broader context and environment overall goal - what needs to be achieved personal hopes and expectations
Information needed to answer the question may be:	accessed by observing people already inside own head in journals, books or other printed materials in workplace documents in a hardware store on the internet with colleagues with friends or family
Other information may be:	opinions own assumptions or those of others personal prejudice spin or public relations
Preconceptions and assumptions may relate to:	assumptions about the way others are thinking established ways of doing things existing ideas, products and services risk aversion self-imposed limitations on what is possible

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCRT301A Develop and extend critical and creative thinking skills

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop the habit of thinking in a more creative way. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who need to develop and extend their critical and creative thinking skills. Creative thinking involves looking at things differently, musing, testing, experimenting and challenging existing thought patterns. Creative thinking can take place anywhere - at home, at work, lying in bed at night, in the shower or on the bus. It can be applied to any type of issue or situation. When used effectively it can assist with the improvement of existing, or the development of entirely new or innovative services, products or processes. Sometimes creative thinking may pay off in a seemingly unconnected way at a future time and in an apparently unrelated context. Creative thinking can be learnt and applied through thoughtful application of skills related to observation, analysis, reflection, problem solving, evaluation and critical appraisal. Effective use of creative thinking skills opens up new opportunities for individuals, businesses and communities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop a questioning mindset	1.1. Develop the habit of asking questions from different perspectives 1.2. Take responsibility for exploring a variety of information sources to provide relevant answers to own questions 1.3. Sort through information and ideas to identify the central questions, issues and challenges 1.4. Challenge preconceptions and assumptions to determine actual constraints in defining a problem for resolution
2. Generate ideas and responses	2.1. Explore and use a range of creative thinking techniques to generate ideas and responses 2.2. Muse on, play around with and have fun with ideas in relation to a perceived objective 2.3. Identify and challenge blockers to creative thinking 2.4. Consider and explore realities beyond the current situation 2.5. Evaluate, and where appropriate, challenge existing boundaries to determine perceived or actual constraints 2.6. Show willingness to take risks with ideas and thought processes 2.7. Look around in familiar and unfamiliar places for new inspiration and habitually record observations, experiences, ideas and reflective thoughts to broaden personal knowledge base 2.8. Acknowledge and accept the opportunity for revelation when least expected 2.9. Identify connections and associations from things that seem unconnected
3. Challenge, test and re invent ideas	3.1. Identify, interrogate and challenge the assumptions behind ideas 3.2. Experiment with variations, and explore and challenge a range of different solutions and ideas 3.3. Consciously change perspectives, and evaluate ideas and situations in new ways 3.4. Where appropriate, involve others in ideas and how they might change or be improved
4. Enhance creative thinking skills	4.1. Consciously challenge and question own thought patterns and ways of responding to work and life situations 4.2. Identify and take opportunities to self-assess and to learn about new ideas and different ways of thinking 4.3. Take opportunities to practise and experiment with creative thinking techniques across work and life situations 4.4. Pro-actively talk to others about ways that new ideas and patterns of thinking can be encouraged and developed

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
creative thinking skills to participate effectively and actively in a range of creative thinking activities literacy skills to explore and analyse information dealing with potentially complex concepts from a wide range of sources problem-solving skills to tease out central themes and issues, and to respond with a range of ideas and solutions reflective learning and self-management skills to question and challenge own skills and practice, to identify and access learning opportunities, and to be prepared to learn new things in unfamiliar areas.
Required knowledge
common blockers to creative thinking, both from an individual and organisational perspective definitions, concepts and history of creativity at an overview level different creative thinking techniques and how they work, including daydreaming and mental wandering, wishful thinking, use of metaphors and analogies, trigger words, morphological analysis, brainstorming visualisation, mind mapping, lateral thinking games, Edward de Bono's six thinking hats, making associations and storytelling how creativity applies everywhere, not just in traditionally 'creative' contexts impacts of creative thinking on individuals, communities and businesses techniques for filtering to process diverse information ways of extending and developing individual creative thinking skills.

Evidence Guide

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: active participation in a range of creative thinking activities, including ability to ask relevant questions and to generate a range of ideas in response to a given situation or issue understanding of creativity and creative thinking at a basic level, including its impact and importance for individuals, communities and businesses knowledge and application of different creative thinking techniques and processes to a range of situations.
Context of and specific resources for assessment	Assessment must ensure: interactions with challenges, situations and scenarios to which creative thinking may be applied (usually this would involve interactions with others to reflect the nature of the creative thinking process).
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 by the candidate direct observation of the candidate participating in collaborative creative thinking activities evaluation of ideas generated by the candidate (with or without others) and of the processes used to generate and test those ideas evaluation of a presentation made by the candidate articulating the process of developing ideas or pieces of work, plus evaluation of candidate debating and discussing ideas with others evaluation of a (non-computerised) game developed by the candidate, played with others, challenged and re-invented oral or written questioning to assess knowledge of creative thinking techniques, concepts and definitions of creativity.
Guidance information for assessment	Creative thinking always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the creative thinking skills as described in this unit.

Range Statement

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.
Questions may include:	are there any boundaries I need to consider? are there new ideas we can bring to this situation? how could I solve this problem? is there a different way of doing this? what am I or others trying to do? what do I need to do to make this better? what extra information do I need? what is missing? what is required? who do I need to talk to about this? why is this so?
Different perspectives may be those of:	clients or customers family members friends funding bodies general public history organising committees regulatory authorities self specialists or experts supervisors or managers work colleagues
Creative thinking techniques may include:	brainstorming: stop and go sequencing buzz session bulletin board computer-aided daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: visual maps webbing concept fans lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Blockers to creative thinking may be:	cultural emotional environmental family ideas and perceptions about how we should behave, such as: play according to the rules don't ask questions don't be silly do as you're told be practical (taken from Lotherington 2003: Flicking Your Creative Switch) intellectual peer pressure perceptual risk aversion 'way it's done round here'
Existing boundaries may relate to:	available resources (human, financial, physical) established tradition or practice in a given field of activity communication protocols procedures and processes specifications unspoken agreements about who does what and how work conditions
Risks with ideas and thought processes might involve:	accepting the limitations of one's own knowledge or capacity challenging established authority challenging the continuation of current ways of doing things changing the rules exposing oneself or others to possible criticism facing personal fears and apprehensions letting go of control radically changing long established tradition, practice or norms taking financial risks taking self or others outside of a comfort zone
Familiar and unfamiliar places may include:	colleagues community groupings friends hardware stores information sources with little direct link to the question at hand journals junk stores libraries museums recycling yards shopping centres websites workshops

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCRT401A Articulate, present and debate ideas

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to articulate, present and debate ideas. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who need to present and debate ideas in a work or broader life context. While the unit shares some similarities with units such as BSBCMM401A Make a presentation or BSBRES401A Analyse and present research information, the focus is quite different. This unit focuses on the creative ways in which ideas can be presented to provoke response, reaction and critical debate. Risk taking, storytelling and participation in critical debate are key features of the unit. Ideas might be quite complex in nature and relate to new products, services, creative works or new ways of doing things.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Analyse ideas for communication to others	1.1. Distil key themes, messages and positions to aid in clarity of thought and presentation 1.2. Reflect on different ways of communicating ideas for different purposes and to different people 1.3. Identify the enabling skills and attributes of individuals who can effectively participate in discussions about ideas
2. Provoke response and reaction	2.1. Explore and use different techniques to engage, fascinate and involve others in the process of communication and exchange 2.2. Explore the ways that storytelling can be used to communicate ideas 2.3. Create innovative approaches to different communication challenges 2.4. Be prepared to take risks in the way ideas are presented 2.5. Identify specific ways to provoke and encourage response in particular individuals or groups
3. Debate and discuss ideas	3.1. Present and argue substantiated positions on ideas 3.2. Be open to critical analysis of own ideas and to the ideas of others 3.3. Identify and participate in conversations that challenge and explore different concepts and approaches, and generate new ideas 3.4. Respond to questions about ideas with confidence and relevant information 3.5. Reflect on and appraise the views of others, and use to refine ideas and to embrace new ideas

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to present ideas in ways that engage and provoke response, and to debate and discuss potentially complex concepts creative thinking skills to develop responses and new ideas in response to feedback learning and self-management skills to actively seek feedback and to learn from others literacy skills to develop and interpret information dealing with complex ideas.
Required knowledge
creative and different ways of expressing and communicating ideas, and of making an opportunity pitch different ways in which individuals receive and respond to ideas and information, and what influences their response nature and role of risk taking in the presentation and debate of ideas role of storytelling in communicating ideas and key storytelling techniques techniques to tailor comments to particular audiences.

Evidence Guide

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: creative and articulate presentations that provoke interest and response active and confident participation in critical debate and discussion of ideas.
Context of and specific resources for assessment	Assessment must ensure: presentations to others about ideas discussion and debate with others about ideas.
Method of assessment	A range of assessment methods should be used t 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 by the candidate direct observation of candidate participation in presentations and debates evaluation of candidate's skills in responding to new and different communication situations evaluation of candidate telling a story, making a pitch or presenting ideas to complete strangers in 'different' environments (e.g. in a restaurant, in the corridor, on a bus, in a lift).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Key themes, messages and positions may relate to:	essence of the idea influences on the idea relationship of idea to established tradition or practice relationship of idea to new and emerging technology problems and challenges with the idea reasons why the idea should be supported selling a creative team selling creative ideas selling self as a creative person way the idea was developed who had developed the idea and why
Different ways of communicating ideas may be:	aural group presentation/pitch in a forum in elevators one-on-one discussion on planes oral remote (e.g. video conferencing) visual
Individuals may be:	colleagues community members friends gallery owners interviewers (media) investors mentors panels peers students supervisors or managers
Different techniques to engage, fascinate and involve others may include:	blogging media releases multimedia presentations music photography storytelling viral marketing visual depictions
Innovative approaches to communication challenges may involve ability to:	get across all key messages in a short time present on unfamiliar topic respond to impromptu situations structure information quickly and effectively
Specific ways to provoke and encourage response may include:	use of engaging objects to explain idea
Risks may involve:	acknowledging own limits and difficulties asking for help breaking out of accepted norms divulging personal information or vulnerabilities failing and learning from it incorporating humour taking a fun approach with a potentially serious audience
Substantiated positions may be positions which are:	grounded in appropriate research result of rational and logical thought subjected to the analysis of others (e.g. peer review) supported by relevant information

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCRT402A Collaborate in a creative process

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to collaborate in a creative process. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who participate in a collaborative creative process in a work or broader life context. It is relevant to individuals who are involved in what is traditionally considered creative endeavour but is also very important in broader business and community activities where creative team effort is highly valued. The unit focuses on effective engagement in a collaborative process, underpinned by a commitment to trust and ethics as a key feature of collaborative creative effort.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Enter into a collaborative creative process	1.1. Adopt a personal philosophy of trustworthy and ethical behaviour 1.2. Maximise the possibilities of sustaining creative partnerships through trustworthy and ethical behaviour 1.3. Use professional discretion and judgement in dealing with others 1.4. Acknowledge and respect the different ways that different people may contribute to the creative process 1.5. Acknowledge and work within the legal framework that applies to creative content as part of individual commitment to an ethical approach 1.6. Respect collaborative efforts by relinquishing individual ownership of ideas
2. Engage in a collaborative creative process	2.1. Maintain a belief in personal ideas, combined with a willingness to move on as ideas are discarded and others evolve 2.2. Be prepared to let go of own vanity and ego to allow new ideas to emerge 2.3. Use language and adopt a demeanour that demonstrates respect and trust for others 2.4. Listen to, value, respect and trust the contributions of others as material to work with rather than positions to argue against 2.5. Challenge, test and share ideas in a supportive way as part of the creative process 2.6. Move on from initial positions and preconceptions to accept and embrace new and unpredictable ideas as they emerge during the creative process 2.7. Play a role that encourages the movement and shift of ideas within the group towards a well-conceived solution
3. Reflect on own role in the collaborative creative process	3.1. Reflect on own level of participation, relationships with others and personal behaviour in the collaborative process 3.2. Identify ways to do better next time and follow up on any issues that need to be resolved 3.3. Identify and seek opportunities to refine and expand own skills and knowledge, including learning from failing

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to nurture trust, to model open and supportive communication, and to articulate potentially complex ideas creative thinking skills to generate and explore ideas learning and self-management skills to reflect on and enhance own ability to contribute effectively to a collaborative creative process problem-solving skills to continually be evaluating and challenging ideas and moving them forward towards solutions.
Required knowledge
concept of shared intellectual property from collaborative creativity concepts of trust and ethical behaviour in the context of creative endeavour different roles people may play in a collaborative creative process and how this contributes to the overall effort how the creative process works in different situations (e.g. as an individual, as part of a group) how the potential for creativity can be maximised within a team legal framework that affects copyright, moral rights and intellectual property issues what stops creativity in a group environment.

Evidence Guide

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: positive and full participation in a collaborative creative process that generates, expands and develops ideas into a well-conceived solution communication and creative-thinking skills that make a positive contribution to the collaborative effort knowledge and understanding of the ethical framework in which any type of creative endeavour operates.
Context of and specific resources for assessment	Assessment must ensure: involvement of a team of people in the collaborative creative process.
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 by the candidate direct observation of the candidate participating in collaborative creative activity interviews with others participating in the process to determine the nature and quality of the candidate's participation and interactions evaluation of candidate presentation (verbal or written) on the collaborative process, including challenges, benefits and key learning for the future oral or written questioning to assess knowledge of concepts of trust and ethical behaviour in the context of creative endeavour.
Guidance information for assessment	A collaborative creative effort always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the key aspects of collaboration and creativity detailed in this unit. Combined assessment with the following unit would also be appropriate: BSBCRT301A Develop and extend critical and creative thinking skills.

Range Statement

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.
Personal philosophy of trustworthy and ethical behaviour may relate to:	acknowledging discomfort or anger being prepared to fully participate communicating in an open way honesty honouring commitments sensitivity to social, cultural, personal situations and dynamics showing respect understanding of the consequences of actions
Professional discretion and judgement may relate to:	assessing when to keep quiet being aware of and responding to different personality types knowing when it is appropriate or inappropriate to share information knowing with whom information should be shared
Different ways that different people may contribute may relate to:	different approaches to expressing opinions or ideas inclinations to lead or follow influence with others interpersonal skills networks past experience technical skills and expertise
Belief in personal ideas may be demonstrated by:	backing ideas up with information and rationale being prepared to argue for own ideas confidence in own ability to create many ideas confidence to share ideas confident articulation of ideas spending time developing and refining own ideas
Language that demonstrates respect for others may involve:	acknowledging new ideas and effort avoiding negative words avoiding personal negatives like 'you cannot' or 'you should not' choosing words wisely listening making differentiations between ideas and people managing tone speaking at a level appropriate to the listener
Demeanour that demonstrates respect for others may relate to:	avoiding intellectual bullying encouraging others to express ideas facial expression keeping a positive mindset listening before speaking physical position refraining from blame or accusation other non-verbal behaviour understanding the balance between constructive comment and attention seeking
Movement and shift of ideas may involve:	building in 'what if' scenarios encouraging a stocktake before moving forward making connections between seemingly disparate ideas refining ideas that seem positive returning to earlier ideas returning to key objectives suggesting new processes turning ideas 'on their head' to resolve blockages

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Process

Co-requisite units

Co-requisite units

BSBCRT403A Explore the history and social impact of creativity

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to explore the history and social impact of creativity. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who develop and apply knowledge of the history of creativity at a broad rather than deep level. Understanding the concept of creativity, how creative people think and how creativity has been applied through history can provide individuals with inspiration and ideas to take into their own work and lives. More complex research on theories of creativity is found in BSBCRT601A Research and apply concepts and theories of creativity.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Investigate the history of creativity	1.1. Identify relevant sources of information on the history of creativity 1.2. Investigate and review different definitions of creativity and how these relate in an historical context 1.3. Assess the ways that individuals and collaborative groups have demonstrated creativity 1.4. Explore the relationship between creativity and different cultures and relate these to current contexts
2. Assess the impacts of creativity	2.1. Explore the impacts of creativity on the ways that people live and work 2.2. Explore the ways in which creativity has occurred in different fields of human endeavour 2.3. Determine and evaluate the factors that affect the presence or extent of creativity in a given situation
3. Evaluate the potential for enhancing creativity in own life	3.1. Extract key information and ideas from the history of creativity for possible relevance to own life and work 3.2. Discuss and explore ideas with others 3.3. Reflect on how creativity or creative thinking might be integrated into own life and work 3.4. Identify and access opportunities to build own creative thinking skills

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to discuss and explore ideas about creativity with others comprehension skills to interpret information dealing with potentially complex ideas.
Required knowledge
impact of creativity at different points in history, including contemporary perspectives potential links between the history of creativity and current individuals and communities sources of information on the history and social impact of creativity ways in which different factors impact on creativity and how it is demonstrated in various cultural contexts.

Evidence Guide

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: knowledge and understanding of the history and social impact of creativity, including its contemporary relevance to individuals and communities.
Context of and specific resources for assessment	Assessment must ensure: access to sources of information on the history of creativity.
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 by the candidate evaluation of candidate's exploration of creativity and its impact, demonstrated through oral or written presentation oral or written questioning to assess knowledge of creativity in an historical and contemporary context review of identification of opportunities to build own creative thinking skills.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Sources of information may include:	artistic works (visual, aural, oral) arts co-operatives clubs friends and family internet printed references and texts production teams
Impacts of creativity may include:	archaeological discoveries botanical/anthropological discoveries change in nature of communication between individuals and communities changed relationships between gender and generations changes in style conservative versus adventurous culture and social mindset improvement in living conditions new products and services reduced costs scientific discoveries sudden or gradual political change totally new ways of undertaking tasks
Different fields of human endeavour may be:	agriculture arts science subsistence - primitive societies technology
Factors that affect the presence or extent of creativity may include:	culture economic environmental family friends political right time and place social
Opportunities to build own creative thinking skills may include:	attendance at seminars participation in creative activities reviewing and adapting own communication skills using new approaches to work working in creative communities

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCRT501A Originate and develop concepts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to originate and develop concepts for products, programs, processes or services to an operational level. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who originate and develop concepts of some complexity and progress that concept to the point where it can be implemented. Individuals may be employed by organisations, be sub contractors or consultants brought in by companies to work on specific projects, or be individuals or part of a team working independently. Concepts could be developed for any business or community activity or process such as marketing campaigns, staff development programs, information technology and communication systems. This unit is also highly relevant to practitioners in the creative industries who develop products such advertising campaigns, radio and television programs, entertainment events, films, exhibitions and digital media products. A person undertaking this role would operate with a high degree of autonomy and at a senior level if working within an organisation. However, the process of generating concepts and ideas is collaborative in nature. Skills associated with writing proposals to support concept development are covered in BSBWRT401A Write complex documents.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Evaluate and explore needs and opportunities	1.1. Research and evaluate existing information that informs new concept development 1.2. Where appropriate, identify and use gaps in current range of products, programs, processes or services as the catalyst for generating new ideas or concepts 1.3. Expand the potential of new ideas through exploration of opportunities beyond the obvious 1.4. Identify factors that could have an impact on ideas or concepts to be developed, including potential for commercialisation 1.5. Determine whether other players are filling identified gaps or investigating similar opportunities 1.6. Develop preliminary ideas on innovative and different ways to address needs and opportunities 1.7. In consultation with relevant stakeholders, agree on broad parameters for developing ideas and concepts to meet market requirements
2. Develop a range of creative approaches	2.1. Use a range of creative thinking techniques to generate innovative and creative concepts to address identified needs 2.2. Challenge, test and experiment with different concepts and ideas as part of a collaborative process 2.3. Evaluate concepts in terms of their suitability for the target audience or purpose, their feasibility and their commercial potential 2.4. Take account of social, ethical and environmental issues as concepts and ideas are generated and discussed 2.5. Identify resources required to achieve desired creative and innovative outcomes 2.6. Evaluate the effectiveness of different strategies for achieving desired outcomes 2.7. Select concepts or approaches that achieve required outcomes in an innovative and feasible way 2.8. Present proposed concepts or approaches in an appropriate format
3. Refine concepts	3.1. Ensure concept development process is open to ongoing refinement and testing 3.2. Seek input and feedback on concepts from relevant stakeholders 3.3. Seek specialist advice on creative and technical aspects of proposals as required 3.4. Compare concepts with best practice examples of similar products, programs, processes or services 3.5. Use a range of creative and practical criteria to determine the advantages and disadvantages of different concepts 3.6. Evaluate constraints on the realisation of concepts or ideas 3.7. Refine proposals based on analysis and feedback
4. Develop concepts to an operational level	4.1. Use refined concepts as the basis for developing detailed implementation specifications 4.2. Present specifications to relevant parties for approval, funding or endorsement 4.3. Reflect on methodology used to generate concepts and ideas and note ways of improving this in the future

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills to work collaboratively on ideas and to articulate the rationale for concepts in ways that promote constructive discussion with others creative thinking skills to generate a range of innovative concepts and ideas, to use lateral thinking and to take a visionary approach to developing concepts and ideas initiative and enterprise skills to pro-actively identify market requirements planning and organising skills to take account of practical issues for concept implementation self-management skills to meet deadlines.
Required knowledge
broad context in which concepts are being developed cultural, social and environmental issues and impacts to be considered in developing new concepts issues and requirements to commercialise the concept legal requirements that affect work in a given industry context practical and operational issues to be considered in a specific work or community context range of broad practical and operational issues that determine whether a concept can be implemented (in any context) techniques for generating creative ideas and solutions, and for translating these ideas into workable concepts.

Evidence Guide

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: development of at least two concepts, substantiated and supported with sufficient information to allow for implementation to occur generation of concepts and ideas that provide innovative solutions to identified issues knowledge of legal requirements that affect work in a given industry context.
Context of and specific resources for assessment	Assessment must ensure: access to the full range of background information required to evaluate the operational factors that will affect the implementation of concepts interaction with others to reflect the collaborative nature of the concept development process.
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 by the candidate evaluation of concepts generated by the candidate, of the processes used to generate and test the ideas and the material developed to support the concept debate and discussion with the candidate to assess knowledge of the operational context and the broader factors that impact on concept development evaluation of presentation or 'pitch' made by the candidate in relation to a particular concept oral or written questioning to assess knowledge of cultural, social and environmental issues and impacts to be considered in developing new concepts.
Guidance information for assessment

Range Statement

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.
Existing information that informs new concept development may include:	creative brief market research organisational vision personal vision and creative aspiration
Products, programs, processes or services may include:	art and craft works advertising campaigns business services and processes designs festivals films interactive digital media products live entertainment productions or events manufactured products marketing and promotional campaigns museum and gallery exhibitions photoimaging services radio or television programs
Exploration of opportunities beyond the obvious may involve:	challenging existing assumptions and preconceptions considering radical change to the way things are done exploring practice in a totally different industry context investigating the use of new media making connections between seemingly unrelated activities
Factors may include:	codes of practice content cost effectiveness features of interactive digital media products: delivery platform level of interactivity look and feel navigation Indigenous laws and protocols length of program or film level of skill and understanding required for implementation nature and size of target audience organisational charter and policies purpose: advertising or marketing commercial educational entertainment game information relevant legislation, such as: copyright and intellectual property privacy results of market research revenue raised by existing market share technical feasibility
Relevant stakeholders may include:	administrative staff clients/customers designers and other creative personnel directors external suppliers information technology personnel management program producers technical specialists writers
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis sub-culture surfing trigger words use of metaphors and analogies vision circles word salads visualisation
Resources may include:	computer hardware and software facilities printed material specialist equipment specialist staff training
Formats may include:	application forms to funding bodies or sponsors briefs for consultants concept maps electronic presentations to promote the concept in-house proposal forms
Creative and practical criteria may include:	cost-effectiveness evaluation against competing priorities fit with personal vision and aspirations fit with strategic directions of organisation fit with target market needs how innovative the concept is level of risk potential benefits technical feasibility time to realise the concept
Constraints may include:	availability of resources and equipment availability of skilled experts and personnel cost level of technical difficulty limited funding sources limited potential for commercialisation time
Implementation specifications may include:	briefs for work detailed specification of concept including purpose and content operational plan with responsibilities and time lines resources breakdown (financial, human and physical)

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCRT601A Research and apply concepts and theories of creativity

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake research into different concepts and theories of creativity, and to apply those to a particular field of endeavour. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who use sophisticated research and critical analysis skills in the exploration of creativity and its application to work and life practice. This research may be related specifically to fields of practice traditionally considered as 'creative', such as the arts, but may equally relate to much broader fields of human activity and endeavour. The scope of the research activity has both significant depth and breadth. A broader, more general approach to the ideas and history surrounding creativity is found in BSBCRT403A Explore the history and social impact of creativity.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Research concepts and theories of creativity	1.1. Use a range of research techniques to source information about creativity 1.2. Identify and explore potential new, emerging and alternative sources of ideas and thinking about creativity 1.3. Expand own knowledge and understanding of creativity through review and critical analysis of information 1.4. Analyse, compare and contrast a range of theoretical perspectives and thinking on creativity 1.5. Identify and explore the transmigration of creative thought to innovative output
2. Apply theories of creativity to practice	2.1. Evaluate the relevance and application of different theories and practices of creativity based on analysis of own work and life experience 2.2. Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice 2.3. Assess the ways in which theories, thinking and practices about creativity may be applied that provide benefits to individuals, businesses and the community
3. Develop, articulate and debate own perspectives theories and practices of creativity	3.1. Take a critical approach to different theories and reflect on own ideas and responses 3.2. Develop own substantiated positions in response to research and analysis 3.3. Articulate own positions in a manner which demonstrates clarity of thought and conceptual understanding of different theories and thinking 3.4. Debate own positions on creativity showing belief in own ideas and a willingness to remain open to new perspectives

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
critical thinking skills to analyse complex information and to develop and substantiate own positions and responses to theories and thinking around creativity communication skills to articulate and debate complex concepts literacy and problem solving skills to research information dealing with complex concepts and theories of creativity self-management skills to develop and substantiate own views and ideas.
Required knowledge
different theories and concepts of creativity, including different historical perspectives and current and emerging thinking potential and actual benefits of creativity for individuals, businesses and communities relationship between theories of creativity and creativity in practice (in a particular work or broader social context).

Evidence Guide

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: conduct of at least one research project into past, current and emerging theories of creativity development of substantiated positions on creativity and its application in response to own analysis and research knowledge of different theories and thinking on creativity and its application in different social and work contexts.
Context of and specific resources for assessment	Assessment must ensure: use of current and emerging sources of information and thinking on creativity.
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 by the candidate evaluation of research undertaken by the candidate into theories and application of creativity observation of the candidate participating in discourse and debate on theories of creativity and on the candidate's own positions and ideas.
Guidance information for assessment

Range Statement

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.
Research techniques may include:	analysis of consumer trends desk research finding style leaders informal discussions internet search interviews literature reviews observation of creative workers processes and behaviours personal experience tracking trendsetters
New, emerging and alternative sources of ideas and thinking may include:	component resourcing consumer trends current business theories emerging government policy emerging research fashion/design trends grazing hardware, electronics, junk, second hand goods etc. individuals in any fields of endeavour innovative organisations international trends new products and sub assembly components social trends
Critical analysis may involve:	adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing analogous situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories critical path process debate and discussion developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions ideational connecting of unrelated information judging leap of faith making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences obtuse connections openness questioning reading and listening critically reflecting
Range of theoretical perspectives and thinking may be:	economic environmental geographic heritage historical local, national, international political philosophical social/cultural style/design
Own work and life experience may include:	evaluation of contexts in which creativity has flourished observation of nature observation of the man-made environment observations of the ways people interrelate reflection on own creative thinking and endeavours reflection on own experience with any type of creative endeavour or creative thinking workplace experience
Benefits to individuals, businesses and the community may include:	adaptability better individual and business relationships capacity for innovation and invention curiosity environmentally sustainable practices greater social cohesion high degree of value adding improved productivity and profit nimbleness of thought psychological wellbeing of individuals and communities
Substantiated positions may be positions which are:	grounded in appropriate research result of rational and logical thought supported by relevant information subjected to the analysis of others (e.g. peer review)
Clarity of thought and conceptual understanding may be demonstrated by:	ability to exchange and debate ideas with others appropriate distillation of ideas to suit the required purpose audience understanding clear articulation of ideas

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCUS301A Deliver and monitor a service to customers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify customer needs and monitor service provided to customers. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of customer service to provide technical advice and support to customers over either a short or long term interaction.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify customer needs	1.1. Use appropriate interpersonal skills to accurately identify and clarify customer needs and expectations 1.2. Assess customer needs for urgency to determine priorities for service delivery in accordance with organisational requirements 1.3. Use effective communication to inform customers about available choices for meeting their needs and assist in the selection of preferred options 1.4. Identify limitations in addressing customer needs and seek appropriate assistance from designated individuals
2. Deliver a service to customers	2.1. Provide prompt service to customers to meet identified needs in accordance with organisational requirements 2.2. Establish and maintain appropriate rapport with customers to ensure completion of quality service delivery 2.3. Sensitively and courteously handle customer complaints in accordance with organisational requirements 2.4. Provide assistance or respond to customers with specific needs in accordance with organisational requirements 2.5. Identify and use available opportunities to promote and enhance services and products to customers
3. Monitor and report on service delivery	3.1. Regularly review customer satisfaction with service delivery using verifiable evidence in accordance with organisational requirements 3.2. Identify opportunities to enhance the quality of service and products, and pursue within organisational requirements 3.3. Monitor procedural aspects of service delivery for effectiveness and suitability to customer requirements 3.4. Regularly seek customer feedback and use to improve the provision of products and services 3.5. Incorporate evidence of customer satisfaction in decisions to modify products or services, ensuring they are within organisational requirements 3.6. Ensure reports are clear, detailed and contain recommendations focused on critical aspects of service delivery

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and understand a variety of texts; to prepare general information and papers according to target audience; and to edit and proofread texts to ensure clarity of meaning and accuracy of grammar and punctuation technology skills to select and use technology appropriate to a task communication skills to monitor and advise on customer service strategies problem-solving skills to deal with customer enquiries or complaints analytical skills to identify trends and positions of products and services.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws financial legislation occupational health and safety (OHS) organisational policy and procedures for customer service including handling customer complaints service standards and best practice models public relations and product promotion techniques for dealing with customers, including customers with specific needs.

Evidence Guide

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: identifying needs and priorities of customers distinguishing between different levels of customer satisfaction treating customers with courtesy and respect responding to and reporting on, customer feedback knowledge of organisational policy and procedures for customer service.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of customer complaints examples of documents relating to customer service standards and policies.
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 by the candidate review of reports on customer service delivery analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of customer service strategies.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: sales units other customer service units.

Range Statement

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.
Appropriate interpersonal skills may include:	listening actively to what the customer is communicating providing an opportunity for the customer to confirm their request questioning to clarify and confirm customer needs seeking feedback from the customer to confirm understanding of needs summarising and paraphrasing to check understanding of customer message using appropriate body language
Customers may include:	corporate customers individual members of the organisation individual members of the public internal or external other agencies
Customer needs and expectations may include:	accuracy of information advice or general information complaints fairness/politeness further information making an appointment prices/value purchasing organisation's products and services returning organisation's products and services specific information
Organisational requirements may include:	access and equity principles and practice anti-discrimination and related policy defined resource parameters goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs payment and delivery options pricing and discount policies quality and continuous improvement processes and standards quality assurance and/or procedures manuals replacement and refund policy and procedures who is responsible for products or services
Effective communication may include:	giving customers full attention maintaining eye contact, except where eye contact may be culturally inappropriate speaking clearly and concisely using active listening techniques using appropriate language and tone of voice using clear written information/communication using non-verbal communication e.g. body language, personal presentation (for face-to-face interactions) using open and/or closed questions
Designated individuals may include:	colleagues customers line management supervisor
Customer complaints may include:	administrative errors such as incorrect invoices or prices customer satisfaction with service quality damaged goods or goods not delivered delivery errors product not delivered on time service errors warehouse or store room errors such as incorrect product delivered
Specific needs of customers may relate to:	age beliefs/values culture disability gender language religious/spiritual observances
Opportunities to promote and enhance services and products may include:	extending time lines packaging procedures procedures for delivery of goods returns policy system for recording complaints updating customer service charter
Verifiable evidence may include:	customer satisfaction questionnaires audit documentation and reports quality assurance data returned goods lapsed customers service calls complaints

Unit Sector(s)

Unit sector

Competency field

Competency field	Stakeholder Relations - Customer Service

Co-requisite units

Co-requisite units

BSBCUS402A Address customer needs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage the ongoing relationship with a customer, which includes assisting the customer to articulate their needs, meeting customer needs and managing networks to ensure customer needs are addressed. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to workers required to be familiar with a product and/or service that varies widely and is capable of significant customisation. The customer relationship would typically involve direct interaction a number of times over an extended period. This unit is appropriate to workers who are expected to have detailed product knowledge in order to recommend customised solutions. They would be expected to apply organisational procedures and be aware of, and apply as appropriate, broader factors involving ethics, industry practice and relevant government policies and regulations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assist customer to articulate needs	1.1. Ensure customer needs are fully explored, understood and agreed 1.2. Explain and match available services and products to customer needs 1.3. Identify and communicate rights and responsibilities of customers to the customer as appropriate
2. Satisfy complex customer needs	2.1. Explain possibilities for meeting customer needs 2.2. Assist customers to evaluate service and/or product options to satisfy their needs 2.3. Determine and prioritise preferred actions 2.4. Identify potential areas of difficulty in customer service delivery and take appropriate actions in a positive manner
3. Manage networks to ensure customer needs are addressed	3.1. Establish effective regular communication with customers 3.2. Establish, maintain and expand relevant networks to ensure appropriate referral of customers to products and services from within and outside the organisation 3.3. Ensure procedures are in place to ensure that decisions about targeting of customer services are based on up-to-date information about the customer, and the products and services available 3.4. Ensure procedures are put in place to ensure that referrals are based on the matching of the assessment of customer needs and availability of products and services 3.5. Maintain records of customer interaction in accordance with organisational procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read a variety of texts, to prepare general information and papers, and to write formal and informal letters according to target audience numeracy skills to analyse data, and to compare time lines and promotional costs against budgets problem-solving skills to develop solutions unique to a customer culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety organisational procedures and standards for customer service relationships detailed product knowledge which may be of significant breadth (so as to propose alternative products and services), or of significant depth (so as to propose variations within a limited product and service range).

Evidence Guide

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: assisting customers to articulate their needs documenting processes used and customer satisfaction with the products/services offered assisting customers to address their needs.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of products/services and promotional strategies.
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 by the candidate review of documentation prioritising preferred actions analysis of responses to case studies and scenarios demonstration of techniques observation of presentations assessment of written reports evaluation of communicationestablished with customers review of customer interaction records.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units.

Range Statement

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.
Customers may include:	customers with routine or specific requests in person, computer-based and telephone customers internal and external customers people from a range of social, cultural or ethnic backgrounds people who may be unwell, drug affected or emotionally distressed people with varying physical and mental abilities regular and new customers
Rights and responsibilities of customers may include:	fulfilment of external obligations informed consent
Effective regular communication may include:	giving customers full attention handling sensitive and confidential issues maintaining eye-contact (for face-to-face interactions), except where eye-contact may be culturally inappropriate speaking clearly and concisely using active listening techniques using appropriate language and tone of voice using clearly written information/communication using non-verbal communication e.g. body language, personal presentation (for face-to-face interactions) using open and/or closed questions
Organisational procedures may include:	procedural manuals quality systems, standards and guidelines

Unit Sector(s)

Unit sector

Competency field

Competency field	Stakeholder Relations - Customer Service

Co-requisite units

Co-requisite units

BSBDES201A Follow a design process

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to follow a design process at a basic level. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to any individual who follows a design process to respond to specific issues or challenges, including product and service requirements arising from particular business or community needs. The unit acknowledges the need to encourage the development of skills, which are sometimes called 'design thinking' or 'design consciousness'. In essence, the unit is about purposeful problem solving - defining the challenge, coming up with ideas, working with others to develop ideas, reflecting on progress, presenting an idea so it can be implemented and, of course, evaluating whether an idea has met the original challenge. Designers use the processes described in this unit but at a much more sophisticated and complex level. This unit is not about being a designer.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Clarify the challenge	1.1. Confirm the nature and scope of the challenge with stakeholders 1.2. Agree on specific objectives with stakeholders 1.3. Identify any constraints that may impact on the design process 1.4. Identify and source relevant supporting information and assistance
2. Explore different ideas and solutions	2.1. Generate a range of ideas to respond to the challenge 2.2. Explore different options and ideas for meeting objectives 2.3. Involve others in the process of developing ideas and solutions
3. Select and present a solution	3.1. Reflect on different ideas and feedback, and select a preferred solution 3.2. Summarise the key ideas in the solution and present to stakeholders in appropriate format 3.3. Obtain any required approvals to take the solution to the next stage
4. Implement the solution	4.1. Schedule key tasks and organise resources to support implementation 4.2. Carry out testing, prototyping or trialling of the proposed solution 4.3. Maintain any required documentation 4.4. Identify problems and seek advice and guidance from others
5. Evaluate the solution	5.1. Check the success of the solution based on original objectives 5.2. Seek feedback from appropriate stakeholders 5.3. Review both the solution and the process undertaken to develop the solution as part of an ongoing learning process

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to liaise with others, to share ideas, and to present information and ideas clearly and concisely creative thinking skills to generate ideas in response to a defined problem or need in a familiar context literacy skills to analyse and interpret information dealing with concepts and ideas from own area of work problem-solving skills to identify problems and to work with others to develop solutions self-management skills to take responsibility for own work as part of an overall collaborative process.
Required knowledge
context for the challenge, including any specific factors that impact on work creative thinking techniques that can be used to generate ideas in any context key features and steps in the design process as a way of thinking and solving problems legal framework that impacts on activities in a particular context potential sources of information for new ideas, relevant to the specific context.

Evidence Guide

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: active participation in a project which uses the design process to develop solutions to a given challenge effective communication skills to be a member of a collaborative team knowledge of the design process, and how it can be used in developing solutions to different issues and challenges.
Context of and specific resources for assessment	Assessment must ensure: access to materials, tools and equipment required to implement solutions in the given work context interaction with others to reflect the collaborative nature of the design process.
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 by the candidate direct observation of the candidate participating in collaborative processes evaluation of documentation maintained by the candidate to support different ideas evaluation of a presentation made by the candidate outlining proposed solutions and processes used to develop those solutions oral or written questioning to assess knowledge of parameters and context for work in a given industry context.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other technical or specialist units from particular areas of work.

Range Statement

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.
Nature and scope of the challenge could be very varied, and may relate to new or improved:	applications of materials or equipment processes products or services systems uses of technology
Stakeholders may include:	client end users friends and family supervisor or manager work colleagues (working in the same or different areas)
Constraints may relate to:	availability of materials, equipment or tools boundaries about what can and cannot be changed legal restrictions time and budget
Relevant supporting information and assistance may include:	drawings, specifications or other technical data ideas from colleagues industry associations or organisations personal experience policy and procedures manuals print or electronic media (including internet) reference manuals technical experts
Different options and ideas may be generated by:	brainstorming: stop and go sequencing buzz session bulletin board computer-aided daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: visual maps webbing concept fans lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Appropriate format may be:	checklists digital presentation drawings/sketches models plans verbal presentation
Resources to support implementation may include:	equipment financial resources human resources information technology support materials tools
Testing, prototyping or trialling may involve:	creating a physical model or sample testing the solution against different scenarios using a small group to test the solution
Documentation may include:	diary showing progress of work progress reports records of communication (e.g. emails) working drawings
Advice and guidance may involve:	facilitating access to networks or contacts facilitating access to resources providing technical expertise

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES202A Evaluate the nature of design in a specific industry context

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to evaluate the nature and role of design in a particular industry context. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Design occurs in all industries and increasingly, quality design is considered a key factor in building organisational and industry capacity and competitiveness. This unit applies to individuals working in any context, who need to develop a basic appreciation and knowledge of the way that design works in a particular industry, and of its potential impacts on industry and individual work practice.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Source information on design in a given industry context	1.1. Investigate the nature, history, role and importance of design in the industry 1.2. Evaluate the roles played by designers and other contributors in the design process 1.3. Source information on the impacts of technology on design in the industry
2. Examine links between design and own work	2.1. Investigate impacts of design on own work 2.2. Consider role of individual workers across the industry in affecting future design directions
3. Keep up to date with industry design trends	3.1. Identify and access opportunities to maintain currency of knowledge about industry design trends 3.2. Evaluate how design trends affect the overall industry and the way it operates 3.3. Share information and pro-actively discuss emerging trends with work colleagues 3.4. Identify trends that will impact on own work and seek opportunities to develop appropriate skills

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to discuss design in a particular industry context with others research and literacy skills to source and interpret a wide range of information sources on design in a particular industry context self-management and learning skills to take responsibility for identifying and accessing professional development opportunities.
Required knowledge
consumer/end-user expectations current and emerging technologies and their effects on design in the industry current and past designers of influence in the industry current trends in use of design in a given industry context different definitions of design, and the differences and similarities between design and product development major design trends in the industry role of design in a given industry context.

Evidence Guide

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: sourcing and interpreting a range of information sources on design and applying concepts to own work situation knowledge of design in a specific industry context, and its impact on individual work practice.
Context of and specific resources for assessment	Assessment must ensure: access to sources of information on design in a specific industry context.
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 by the candidate oral or written questioning to assess knowledge of the nature, history, role and importance of design in a specific industry context.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Nature, history, role and importance of design may relate to:	changing nature of consumer expectations design and the role it plays in overall industry development, both locally and overseas design as competitive edge for individual organisations historical development of design in the industry important design influences in the industry links between design and legislation (e.g. specific requirements such as emission controls for vehicles, safety features of buildings, solar protection for clothing)
Other contributors may be those involved in:	marketing operations product development production
Impacts of technology may include:	changes in work structures changing staff demographics different relationships with other industries (e.g. information technology) different staff requirements location changes to accommodate different technologies
Impacts of design on own work may include potential changes to:	cost structures and resulting work practices equipment materials own roles and responsibilities procedures skill requirements
Role of individual workers may relate to:	adapting processes for greater efficiency developing design ideas based on operational knowledge and experience pro-actively making suggestions about new ways of doing things providing feedback on design concepts
Opportunities to maintain currency of knowledge may include:	attendance at seminars or other professional development opportunities conferences exhibitions and trade shows formal training industry associations or organisations industry social functions master classes media (including internet) reference manuals unions or employer bodies

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES301A Explore the use of colour

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to explore the use of colour and to apply colour theory. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to any individual whose work involves the effective use of colour, and who needs to understand the basics about the way colours work. Artists, designers, photographers, lighting technicians, digital media specialists and visual merchandisers are just a few examples of people who need these skills.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Source information on colour and colour theory	1.1. Identify and access sources of information on colour and colour theory 1.2. Evaluate and collate information to build a knowledge of colour and its application in different contexts
2. Experiment with colour	2.1. Test different colours and colour combinations through experimentation 2.2. Use own ideas as a way of testing, challenging or confirming colour theory 2.3. Ensure safe use of materials, tools and equipment during experimentation with colour
3. Communicate concepts and ideas through use of colour	3.1. Investigate how colour might be used to communicate a particular idea or concept 3.2. Select materials, tools and equipment relevant to the idea or concept 3.3. Apply colour in a way that communicates the concept or idea based on own knowledge of colour and colour theory 3.4. Review and reflect on own use of colour and what it communicates 3.5. Seek and obtain feedback from others about the way colour has been used and its success in communicating the concept or idea 3.6. Present and store work any samples in a way which takes account of the need for professional presentation and potential relevance for future work

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and interpret information about colour and colour theory numeracy skills to calculate quantities and proportions of different colours visual literacy skills to make judgements about the way that different colours work together and in conjunction with other elements.
Required knowledge
colour attributes and colour relationships different colour theories and their applications to different contexts emotional, cultural and situational aspects of colour individual interpretation and choice in relation to the use of colour, and the potential limitations of theory materials, tools and equipment required to experiment with colour in relevant contexts ways in which other practitioners use colour in their work.

Evidence Guide

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: effective use of colour to communicate a concept or idea knowledge of colour theory, the effects of colour and its potential use in different contexts.
Context of and specific resources for assessment	Assessment must ensure: access to materials, resources and equipment needed to apply colour in the relevant work context.
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 by the candidate evaluation of colour samples produced by the candidate to communicate a concept or idea oral or written questioning to assess knowledge of colour theory and use of colour by different practitioners.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Sources of information on colour and colour theory may include:	anecdotal sources, personal observation art and design work books and magazines characteristics of materials, for example paints, pigments scientific texts web-based resources
Experimentation may involve playing with:	application of light, for example in a theatrical context colour attributes in hue, chroma, value colour grading colour models (emotional, physical and psychological effects of colour) colour scales colour schemes effective colour relationships, for example harmonies and discords
Materials, tools and equipment may include:	air brushes brushes cardboard digital equipment fabrics/textiles/plastics glue gouache, watercolour, acrylic hand tools light sources/equipment lighting gels measuring tools pastels, colour pencils, crayons range of papers receptacles rulers software sponges spray gun
Idea or concept to be communicated may relate to a huge range of activities such as:	advertising and promotion artistic works exhibitions or events fashion designs interactive digital media products interior designs jewellery design lighting designs object or product design sign making theatrical props, sets or scenic art
Samples may be:	colour wheels colour swatches constructed digital output drawn, painted, printed photographs sample boards transitory, for example natural and artificial lighting effects

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES302A Explore and apply the creative design process to 2D forms

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to explore and creatively apply the design process to the development of 2 dimensional (2D) forms. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who apply the creative design process to the development of 2-dimensional forms. The unit underpins many other specialised design units.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Source information on 2-dimensional design	1.1. Identify and access relevant sources of information on 2-dimensional design 1.2. Evaluate and collate information to build a knowledge of 2-dimensional design
2. Explore the creative design process for 2-dimensional forms	2.1. Use creative thinking techniques to generate a range of ideas and options 2.2. Use experimentation to explore and challenge a range of different ideas 2.3. Challenge assumptions, reflect on ideas and refine approaches 2.4. Consciously change perspective, and evaluate ideas and situations in new ways
3. Communicate concepts or ideas through application of design processes to 2-dimensional forms	3.1. Investigate and reflect on how a particular concept or idea might be communicated in a 2-dimensional form 3.2. Select materials, tools and equipment relevant to the realisation of the concept or idea 3.3. Apply a creative design process to produce a range of 2-dimensional concept realisations 3.4. Reflect on own application of design process and success in communicating the concept or idea 3.5. Seek and obtain feedback from others about the 2-dimensional form and its success in communicating the concept or idea 3.6. Present and store concept realisations or samples in a format which takes account of the need for professional presentation and potential value for future work

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to explain ideas and to have discussions about design concepts with others literacy skills to read and interpret information about 2-dimensional design visual literacy skills to make judgements about the application of the design process to 2-dimensional forms.
Required knowledge
copyright, moral rights, intellectual property issues and legislation, and their impact on aspects of design creative thinking techniques that can be used as part of the design process elements and principles of design as applied to 2-dimensional forms materials, tools and equipment required for the design of 2-dimensional forms in the relevant work context notion of individual interpretation and choice within the design process particular challenges and issues in the design of 2-dimensional forms.

Evidence Guide

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: production of a range of samples or concept realisations which show the creative application of processes to 2-dimensional forms knowledge of the design process as it applies to 2-dimensional work.
Context of and specific resources for assessment	Assessment must ensure: access to the materials resources and equipment needed to apply design processes to 2-dimensional forms.
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 by the candidate evaluation of samples or concept realisations produced by the candidate and interrogation of the creative process used oral or written questioning to assess knowledge of 2-dimensional design.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Sources of information may include:	anecdotal sources, personal observation art and design work books and magazines natural and manufactured forms, objects and/or structures optics, including single and multiple vanishing points scientific texts web-based resources
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Experimentation may involve consideration of:	contrast direction exploring tonal range to produce illusion of 3-dimensionality harmony linear perspective mark making modelling volume through marks and tone pattern positive and negative shape proportion rhythm shape size texture tone
Concept or idea to be communicated may relate to a range of activities such as:	advertising and promotion artistic works exhibitions or events fashion designs interactive digital media products interior designs sign making
Materials, tools and equipment may include:	cardboard air brushes cutting blades digital equipment found materials glue inks and washes markers measuring tools pencils pens and nibs range of brushes range of papers receptacles relevant and current software rulers scissors spatulas sponges spray guns
Concept realisations or samples may be:	digital output drawn, painted, printed, collaged photographs

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES303A Explore and apply the creative design process to 3D forms

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to explore and creatively apply the design process to the development of 3 dimensional (3D) forms. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who apply the creative design process to the development of 3-dimensional forms. The unit underpins many other specialised design units.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Source information on 3-dimensional design	1.1. Identify and access relevant sources of information on 3-dimensional design 1.2. Evaluate and collate information to build a knowledge of 3-dimensional design
2. Explore the creative design process for 3-dimensional forms	2.1. Use creative thinking techniques to generate a range of ideas and options 2.2. Use experimentation to explore and challenge a range of different ideas 2.3. Challenge assumptions, reflect on ideas and refine approaches 2.4. Consciously change perspective, and evaluate ideas and situations in new ways
3. Communicate concepts or ideas through application of design processes to 3-dimensional forms	3.1. Investigate and reflect on how a particular concept or idea might be communicated in a 3-dimensional form 3.2. Select materials, tools and equipment relevant to the realisation of the concept or idea 3.3. Apply a creative design process to produce a range of 3-dimensional concept realisations 3.4. Reflect on own application of design process and success in communicating the concept or idea 3.5. Seek and obtain feedback from others about the 3-dimensional form and its success in communicating the concept or idea 3.6. Present and store concept realisations or samples in a format which takes account of the need for professional presentation and potential value for future work

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to explain ideas and to have discussions about design concepts with others literacy skills sufficient to read and interpret information about 3-dimensional design visual literacy skills to make judgements about the application of the design process to 3-dimensional forms.
Required knowledge
copyright, moral rights, intellectual property issues and legislation, and their impact on aspects of design creative thinking techniques that can be used as part of the design process elements and principles of design as applied to 3-dimensional forms materials, tools and equipment required for the design of 3-dimensional forms in the relevant work context notion of individual interpretation and choice within the design process particular challenges and issues in the design of 3-dimensional forms relationships between form and space.

Evidence Guide

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: production of a range of samples or concept realisations which show the creative application of the processes to 3-dimensional forms knowledge of the design process as it applies to 3-dimensional work.
Context of and specific resources for assessment	Assessment must ensure: access to the materials resources and equipment needed to apply design processes to 3-dimensional forms.
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 by the candidate evaluation of samples or concept realisations produced by the candidate and interrogation of the creative process used oral or written questioning to assess knowledge of 3-dimensional design.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Sources of information may include:	anecdotal sources, personal observation art and design work books and magazines natural and manufactured forms, objects and/or structures optics, including single and multiple vanishing points scientific texts web-based resources
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Experimentation may involve consideration of:	bending binding cutting folding mass moulding and modelling pasting and taping positive and negative forms proportion relationships of form to form and form to space rhythm shape size stitching stretching symmetry, asymmetry, balance tone twisting
Concept or idea to be communicated may relate to a range of activities such as:	advertising and promotion artistic works exhibitions or events fashion designs interactive digital media products interior designs sign making
Materials, tools and equipment may include:	brushes buckets and containers clamps clays and other plastic compounds (plasticene, plaster) cutting tools (scissors, knives blades) drill fibres, tape, string foamcore, polystyrene found materials glue hammer measuring tools nails, screws, wire papers, cardboard and paper pulp pliers recycled materials relevant and current hardware and software saw shaping tools (surform blades, planers, modelling and carving tools) wood, metal, fabric, plastic
Concept realisations or samples may be:	digital output fabricated and constructed works models prototypes

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES304A Source and apply design industry knowledge

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to source, apply and update a general knowledge of the design industry. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who need to source and apply knowledge on the design industry to support professional design practice. The unit acknowledges the concept of a design industry and design as a discrete profession. BSBDES202A Evaluate the nature of design in a specific industry context is more appropriate for those involved in design related activity as part of a broader job role. Design is a practice based on problem solving, aesthetics, materials and processes. It refers to professional design of work involving two dimensions and forms in space which respond to a brief, and may relate to the design of digital media, graphics, illustrative work, industrial designs, events/exhibits, fashion, jewellery, fashion accessories, furniture, furnishing, interior or urban design.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Source and apply information on the structure and operation of the design industry	1.1. Identify and access information on the design industry and professional design practice 1.2. Use and analyse knowledge of the design industry appropriately, to inform own design practice and work
2. Source and apply knowledge on employment obligations and opportunities that impact on designers	2.1. Obtain information on employment obligations and opportunities in the design industry 2.2. Apply knowledge of employment obligations and opportunities appropriately, within day-to-day work activities
3. Seek information on new design technology	3.1. Correctly identify sources of information on new technology affecting different areas of design practice 3.2. Investigate relevant technologies to assist effective work performance
4. Update industry knowledge	4.1. Identify and use a range of opportunities to update knowledge of the design industry and monitor current issues of concern to the industry 4.2. Share updated knowledge with colleagues and peer group as appropriate, and incorporate into day-to-day work activities
5. Apply information on ethical and legal work practices	5.1. Source information on ethical and legal work practices in the context of design 5.2. Share updated knowledge on ethical and legal work practice in day-to-day work activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to share industry information in day-to-day activities learning and self-management skills to take responsibility for ongoing learning and development research and literacy skills to source and interpret industry information.
Required knowledge
concept of a design industry, what it means, the typical questions and issues about whether a design industry exists, and how a design industry relates to other industries copyright, moral rights and intellectual property issues and legislation, and their impact on the design industry current and emerging technologies used within the design industry design industry including different sectors and their interrelationships, plus the historical development of the industry etiquette and ethics as they apply to key design disciplines within the industry global nature of design activity impact of convergence in the design industry key design disciplines, how they interrelate and key roles and responsibilities key design industry terminology nature, role and functions of unions and employer associations, including rights and responsibilities of employers and employees obligations of employees, including attendance, ethical behaviour, taking directions, confidentiality, work performance, safety and care obligations of employers, including safe system of work and non-discrimination sources of information on the design industry and ways of maintaining current industry knowledge.

Evidence Guide

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: knowledge of the design industry, design as a profession and the relationship between design and other industries application of industry knowledge to work activities, maximising effective performance knowledge of ways to maintain currency in design industry trends and practice.
Context of and specific resources for assessment	Assessment must ensure: access to sources of information on the design industry.
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 by the candidate oral or written questioning to assess knowledge of different aspects of the design industry.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Information on the design industry should relate to:	different sectors, and products and services available economic and social significance of the industry industry structure prominent design practitioners, companies and practices relationship between design and allied industries such as: film, television, radio, digital media journalism manufacturing music photoimaging retail scientific/medical sport tourism visual arts and craft
Employment obligations and opportunities may relate to:	best practice models career opportunities professional associations roles, responsibilities and employment rights of contracted workers unions and employer bodies
Information on new technology may relate to:	advances in technology and equipment likely effects of new technology on current work practices and the structure of the industry sources of technical advice and support ways of upgrading skills to allow for the use of new technology
Opportunities to update knowledge of the design industry may relate to:	conferences, symposiums, workshops, master classes discussions with industry practitioners and colleagues exhibitions/events expositions industry associations and organisations industry functions industry journals internet media personal observations and experience policy and procedures manuals reference manuals seminars and other professional development opportunities unions and other sources of industrial relations information
Issues of concern to the industry may be related to:	changing nature of the marketplace convergence government initiatives industry expansion labour issues
Information on ethical and legal work practices may relate to:	contracts copyright, moral rights and intellectual property issues legal requirements permits

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES305A Source and apply information on the history and theory of design

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to source information on design history and theory, and to apply that information to one's own area of work. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who work in design and need to develop and maintain a general knowledge of design history and theory. More complex research into design theory and design trends is covered by BSBDES602A Research global design trends and BSBDES701A Research and apply design theory.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Collect information on history and theory of design	1.1. Identify and access relevant sources of information on design history and theory 1.2. Organise research material and findings for current or future use in design practice, in a manner which facilitates easy access and cross-referencing
2. Apply information to own area of work	2.1. Evaluate information in the context of current design practice 2.2. Assess ways in which aspects of information on design history and theory could be used or adapted to inform current practice 2.3. Use relevant information in a culturally appropriate way to develop an understanding of own area of work
3. Update and maintain knowledge of design trends	3.1. Identify and use opportunities to update and expand knowledge of design trends and developments 3.2. Incorporate and integrate knowledge into design activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
The following skills must be assessed as part of this unit: research and comprehension skills to source, understand and apply information on design history and theory research skills to source readily available information on design history and theory.
Required knowledge
copyright, moral rights, intellectual property issues and legislation as it relates to using information in own work current trends in design evolution of design organisational information practices and their application sources of information on design history and theory relevant to own design work.

Evidence Guide

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: knowledge of the history and theory of design and how this may be applied in design practice application of research and evaluation skills.
Context of and specific resources for assessment	Assessment must ensure: access to information sources on design history and theory.
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 by the candidate evaluation of how history and theory have been integrated into a design project undertaken by the candidate evaluation of a presentation made by the candidate about how design history or theory has influenced work oral or written questioning to assess knowledge of design history, trends and theory.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Sources of information may include:	cultural, historical, scientific texts film, video, internet images, objects journal articles oral histories performances/presentations philosophical texts religious and spiritual texts stories technical or medium specific information
Information may relate to:	aesthetics criticism cultural issues gender and identity issues histories of art, craft and design histories of performances/presentations and related skills land and place new technologies politics spiritual concerns world histories
Organising research material may include:	databases diagrams, charts digital storage systems files, scrapbooks, diaries mind maps sketches
Evaluating information may include:	comparing considering merit contrasting critiquing discussing and debating reflecting

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES401A Generate design solutions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to generate design solutions in response to a particular design need. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who generate concepts and solutions in response to a design challenge in any industry context. The starting point may be an open or closed brief; a spontaneous idea; modification of an existing product, service, process or system; or a point in an ongoing design process. This unit builds on BSBDES201A Follow a design process, and places greater focus on research, concept generation and collaboration with others as key aspects of the design process.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Define the design challenge	1.1. Determine and evaluate user/client needs 1.2. Clarify specifications, parameters and constraints of the design challenge in consultation with relevant stakeholders 1.3. Articulate the essence of the design challenge in an appropriate format
2. Undertake research to inform the design solution	2.1. Source, evaluate and acknowledge information that may assist in responding to the design challenge 2.2. Consider historical, current and future perspectives and trends that might inform design solutions 2.3. Consider relevant social, economic, environmental, ethical and cultural issues that may impact on design solutions 2.4. Analyse, distil and collate information to inform the development of the design solution
3. Communicate and collaborate with others	3.1. Establish and develop working relationships with key stakeholders 3.2. Seek and integrate input and ideas from others during the design process 3.3. Inform key stakeholders about progress of the design and related implications 3.4. Negotiate and agree on any changed requirements or modifications
4. Generate ideas and responses to the design challenge	4.1. Reflect on and integrate ideas generated from research and consultation 4.2. Use a range of creative thinking techniques to generate different options and ideas 4.3. Apply relevant principles of functionality, ergonomics, aesthetics and sustainability to the development of different options
5. Select a design solution	5.1. Develop and use a range of criteria against which to evaluate different options and ideas 5.2. Select a preferred solution against agreed criteria and in consultation with relevant key stakeholders 5.3. Adjust and refine proposed design solution based on research, testing and reflection 5.4. Present proposed design solution with appropriate supporting documentation according to project requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to liaise, consult and negotiate with others on potentially complex issues creative, critical thinking and problem-solving skills to generate a range of ideas and solutions to a particular design challenge research skills to interpret and develop a wide range of visual and written information sources planning and organisational skills to collate information, and to coordinate liaison and consultation with others during the design process.
Required knowledge
copyright, moral rights and intellectual property issues and legislation that impact on design in the relevant context elements and principles of design and their application in the relevant design context features of the wider industry, economic, social and historical context in which design solutions are being generated other designs and the work of other design practitioners in the relevant context sources of information that support the development of technical and other knowledge technical knowledge of the area for which design solutions are being generated - in terms of materials, tools, equipment, techniques and industry processes and procedures.

Evidence Guide

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: development of a design solution through research, reflection and the generation and refinement of ideas effective collaboration with others in the design process knowledge of design trends and technologies in the relevant industry context.
Context of and specific resources for assessment	Assessment must ensure: interaction with others to reflect the collaborative nature of the design process access to sources of information on design in the relevant industry context.
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 by the candidate evaluation of a design solution generated by the candidate against an original brief, set of criteria or guiding objectives evaluation of the process used to reach a design solution in terms of research and ideas generation/refinement oral or written questioning to assess knowledge of technical and context issues that impact on design in a given industry context.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. Combined assessment with the following unit is appropriate: BSBCRT301A Develop and extend critical and creative thinking skills.

Range Statement

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.
User/client needs may be:	expressed in a brief: diagrammatic verbal visual written expressed in other documentation such as research papers or workplace plans informally articulated in need of further research
Specifications, parameters and constraints may relate to:	audience budgeting and financing cost of production medium purpose technical issues timeframes
Appropriate format may include:	drawings or sketches - manual or computer aided design and drafting (CADD) electronic presentation verbal presentation written notes with rationale or description
Information may include:	codes of practice contractual obligations historical data industry standards legal requirements specialist information technological trends and developments
Historical, current and future perspectives and trends may relate to:	industry context materials social or ethical issues sustainability technologies
Social, economic, ethical and cultural issues may include:	availability of materials, tools or equipment budgetary issues community impact cost of production customer relationships government policies sponsorship opportunities triple bottom line (people, planet, profit) workforce relationships
Environmental issues may include:	conservation of resources energy efficiency environmental consciousness/green design recycling use of renewable resources waste/by products/emissions
Key stakeholders may include:	client employer end user peers supervisor technical experts work colleagues
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Functionality, ergonomics, aesthetics and sustainability may be related to:	end use and users production processes
Criteria against which to evaluate different options and ideas may relate to:	access to resources - physical, human or financial aesthetic appeal consistency with original brief desired level of originality and innovation ease of manufacture or further development environmental sustainability ethical issues health and safety requirements impact upon client and community industry standards and practice legal issues level of risk personal affinity with medium and materials technological considerations
Supporting documentation may include:	drawings or plans illustrations material samples models photographs specifications for production

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES402A Interpret and respond to a design brief

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to interpret and creatively respond to a design brief through the production of work. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in any industry or design context where work is prescribed by a commissioning agent/client in the form of a brief. The unit is holistic in nature and focuses on the integration of the creative, communication and planning processes that support effective response to a design brief. In practice, this unit supports and is supported by other units describing the specialist skills and knowledge required by specific design disciplines. Work is carried out independently, although guidance would be available if required. Skills involving the more complex process of negotiating and refining a design brief, or managing the production process are found in BSBDES502A Establish, negotiate and refine a design brief and BSBDES601A Manage design realisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Interpret design brief	1.1. Correctly interpret the specifications of the design brief 1.2. Establish and clarify user or client for the proposed product/service to inform design decisions 1.3. Identify and clarify specifications, parameters or constraints of the design brief in consultation with relevant colleagues 1.4. Source and evaluate information pertinent to design brief
2. Explore and develop design concept	2.1. Generate ideas for design concept through research, exploration and experimentation 2.2. Develop initial design concept consistent with design brief parameters 2.3. Evaluate and explore options for refining the concept to best meet design brief parameters 2.4. Refine options and select the approach which best meets design brief requirements
3. Liaise with client	3.1. Agree on communication process and frequency of communication with the client 3.2. Present concepts for work at appropriate stages during design process as required 3.3. Present and explore different options and creative ideas with client when appropriate 3.4. Pro-actively seek and act on client feedback 3.5. Reach agreement on concept for work which complies with design brief
4. Plan production of work	4.1. Assess specific design production risks 4.2. Identify all components required to produce a prototype 4.3. Assess technical requirements for production against specified guidelines 4.4. Identify and consult with support services required for production 4.5. Produce a prototype and evaluate against design brief requirements 4.6. Analyse prototype and determine any further adjustments to production requirements 4.7. Finalise production specifications supported by accurate and complete documentation
5. Complete production of work	5.1. Collect and/or organise required components for the work 5.2. Produce or monitor the production of work ensuring all parameters of design brief are met 5.3. Accurately document work progress in a format appropriate to the nature of the design and requirements of design brief 5.4. Seek client approval for work where appropriate

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to liaise with clients and colleagues on design concepts, and to effectively present potentially complex ideas creative thinking skills to generate and explore a range of possible responses to design brief requirements critical thinking and problem-solving skills to work out different ways of meeting different design and production challenges Research, literacy and analytical skills to interpret a brief and to source and evaluate information pertinent to the brief planning and organisational skills to integrate and coordinate creative, communication and planning issues into the work process self-management skills to take pro-active responsibility for all the elements involved in responding to a design brief.
Required knowledge
copyright, moral rights and intellectual property issues and legislation relevant to the ways design concepts are developed and presented different ways of presenting, communicating and documenting design concepts (as relevant to the context of work) format of design brief typically used in the relevant industry or design context principles and key features of project management relevant to a design project specific project management factors that apply to a design project terminology typically used in a range of design briefs.

Evidence Guide

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: effective response to the requirements of at least two design briefs, including interpretation, concept development, communication and production planning knowledge of copyright, moral rights and intellectual property issues and legislation relevant to the ways design concepts are developed and presented.
Context of and specific resources for assessment	Assessment must ensure: access to the materials resources and equipment needed to interpret design brief, source information pertinent to design brief and to respond to design brief within its parameters interaction with others to reflect the communication and collaboration aspects of this unit.
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 by the candidate evaluation of design documentation and completed work undertaken by the candidate oral or written questioning to assess knowledge of typical parameters and constraints for work in a given context, including practical production issues evaluation of presentation made by the candidate to present concepts and to articulate the creative and other processes that lead to the development of final design concept.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Specifications may refer to:	budget location materials media quantity scope of work site size target group timeframes
Design brief may be:	written diagrammatic visual verbal
Parameters or constraints may refer to:	budgeting and financing arrangements cost of production legislative and regulatory requirements outlets number of items purpose of item timeframes
Information pertinent to design brief may be about:	current trends in the application of materials, techniques, tools and equipment design standards health and safety industry standards legal, contractual, ethical and copyright considerations material characteristics and capabilities new technology and innovation stylistic considerations
Concepts for work would usually be in written format and may include:	computer generated text or diagrams, for example MS Word PowerPoint presentation diagrams drawings photographs or digital images text video
Agreement on the concept may involve:	development of an artist statement discussion with client discussion with other specialists (e.g. technical or production) formal contract for the work negotiation
Support services may involve:	agencies digital services engineers fabricators, for example for models, props, sets hire studios and/or equipment other specialists, for example make-up, stylists production facilities work assistants
Documentation may include:	charts/diagrams CD data sheets with notes drawings/sketches illustrations material samples photographs or digital images slides specifications for fabricators storyboard and text video or DVD written rational or description

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES403A Develop and extend design skills and practice

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and extend skills as a practising designer. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to any individual who works as a designer in any industry context. Designers may work independently or be employed by an organisation. Designers must continually refine, develop and evaluate their own conceptual and technical skills. Research, experimentation and collaboration are key factors in this process.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Acquire and develop technical skills	1.1. Plan strategies to ensure the development of appropriate technical skills in design practice 1.2. Plan and use opportunities to develop and assess technical skills 1.3. Identify and use practice, feedback, discussion and evaluation opportunities to continuously improve technical skills 1.4. Develop and extend technical skills through testing capabilities of materials, tools and equipment 1.5. Identify and use relevant media to stimulate technical and professional development
2. Develop conceptual skills and ideas	2.1. Engage in ongoing experimentation and exploration of different ideas and techniques 2.2. Discuss ideas with others and apply knowledge gained to inform own work 2.3. Use work practice to gain experience in a range of genres and interpretations 2.4. Study the work of others to stimulate conceptual and technical skills development 2.5. Research and share ideas across a range of design disciplines 2.6. Identify and use a range of opportunities to develop own skills and keep informed about current design practice
3. Develop own voice	3.1. Explore and experiment with new ideas in making and/or interpreting design work 3.2. Explore and use technology, where appropriate, to develop own voice and expand practice 3.3. Demonstrate own voice through design project realisation
4. Evaluate own work	4.1. Seek and apply constructive criticism from others to improve own work 4.2. Evaluate own work against planned strategy for own practice 4.3. Evaluate own work in the context of work by others in order to extend own practice 4.4. Adjust work processes and practice as necessary to improve technical, conceptual and commercial outcomes
5. Research work opportunities	5.1. Correctly identify sources of information relating to work opportunities for designers 5.2. Identify networks and promotional opportunities for designers which may be helpful in developing career opportunities 5.3. Incorporate research results and information into own work and career planning

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to discuss potentially complex ideas and concepts with others and to engage in critical discourse about own work creative thinking skills to explore and generate new ideas for design work comprehension skills to interpret and communicate a wide range of potentially complex information about design concepts and technologies problem-solving skills to explore and develop strategies and solutions to new design challenges and opportunities self-management skills to take pro-active responsibility for own professional development.
Required knowledge
current and emerging copyright, moral rights and intellectual property issues and legislation, and their impact on designers current and emerging designers in the relevant design discipline current and emerging trends and technologies in the relevant design discipline, and the opportunities and challenges they represent professional development information and resources available to designers sources of information relating to work opportunities and career planning.

Evidence Guide

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: development of own voice through exploring and experimenting with new ideas in making and/or interpreting work application of planned strategies to develop appropriate skills in design practice use of discussion and evaluation opportunities to inform and develop technical and conceptual skills.
Context of and specific resources for assessment	Assessment must ensure: access to the materials, resources and equipment used in the development of technical and conceptual skills in the relevant design context.
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 by the candidate evaluation of candidate diary or log detailing the ways in which different experiences and opportunities have been used to develop and extend skills evaluation of bodies of work that demonstrate the progressive development of skills evaluation of a presentation by the candidate addressing the ways in which a pro-active approach to skills development has been taken.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Strategies for developing self as a designer may include:	being involved in a range of relevant design activities communicating with peers experimenting participating in professional development and other learning opportunities participating in relevant groups or associations practising undertaking training courses working effectively with supervisor working with a mentor or coach
Technical skills may include skills in:	animation digital/electronic design entertainment design fashion/clothing/accessories design furnishings furniture design graphic design illustration/technical drawing interior design jewellery design object design photoimaging tableware design other design disciplines
Testing capabilities refers to:	experimenting with innovative applications extending the possibilities of materials, tools and equipment towards their full potential
Relevant media may include:	catalogues journals magazines
Opportunities to develop own skills may include participation in and/or attendance at, some of the following:	competitions exhibitions floor talks at galleries laboratories lectures, seminars, conferences, symposiums manufacturing sites master classes professional organisations trade fairs, expositions
Developing own voice includes:	analysing and researching the work of others relevant to selected area of specialisation analysing conventions, practices and customs in design practice developing repertoire and knowledge exploring elements and principles of design
Sources of information may include:	design journals employer listings exhibition catalogues and programs job advertisements websites word of mouth
Networks may include:	alumni organisations colleagues and teachers consumer organisations professional associations
Promotional opportunities may include:	applications to funding bodies competitions demonstrations exhibitions performances trade fairs

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES501A Implement design solutions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to take a design concept or solution to the implementation stage. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who implement concepts and solutions in response to a design challenge in any industry context. It takes BSBDES401A Generate design solutions, to the next stage focusing on the resourcing and testing of a design concept. The outcome of work could be a completed product, object, system or service, but is more likely to be a complete or partial prototype or model for the design. The focus of the unit is on a general knowledge of design techniques and processes, and practical application to a specific design context.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Organise resources for realising the design solution	1.1. Confirm the nature and scope of the proposed design solution 1.2. Research resources required for developing the design concept to implementation stage 1.3. Investigate different factors that impact on the selection and use of resources 1.4. Select and prepare resources based on research and other legislative or organisational requirements
2. Test the design solution	2.1. Experiment with a range of different techniques and processes to test the design solution 2.2. Evaluate, challenge and refine testing processes 2.3. Gain input and feedback from key stakeholders during the testing process 2.4. Accurately document outcomes of testing 2.5. Select final design solution based on outcomes of testing and input from others
3. Develop the prototype or model	3.1. Create prototype or model based on agreed approaches 3.2. Where appropriate, select and organise materials, tools and equipment according to chosen design solution 3.3. Expose model or prototype to quality checks and ongoing analysis, enhancement and refinement 3.4. Compare completed prototype or model against identified needs and other considerations and make adjustments as required
4. Present the prototype or model	4.1. Identify key stakeholders to whom design should be presented 4.2. Select appropriate format for presentation based on nature of the audience and design 4.3. Present prototype or model in a way that optimises clarity, conciseness and appeal

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to consult with others on testing and refinement of the design solution creative thinking skills to develop and adapt responses to experimentation and testing processes literacy skills to interpret and develop a wide range of visual and written information sources planning and organisational skills to organise resources and to coordinate a testing process, including liaison and consultation with others during the design process problem-solving skills to respond to unpredictable issues and challenges that arise during the testing process.
Required knowledge
copyright, moral rights and intellectual property issues and legislation that impact on design in the relevant context elements and principles of design and their application in the relevant design context features of the wider industry, economic, social and historical context for the design solution other designs and the work of other design practitioners in the relevant context sources of information that support the development of technical and other knowledge technical knowledge of the area for which design solutions are being implemented - in terms of relevant resources, materials, tools, equipment, techniques and industry processes and procedures.

Evidence Guide

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: critical analysis, testing and development of a model, prototype or aspect of a design solution to meet an identified need knowledge of design trends and technologies in the relevant industry context.
Context of and specific resources for assessment	Assessment must ensure: interaction with others to reflect the collaborative nature of the design process access to resources required to test a design solution in a given industry context (e.g. finance, materials, tools, equipment, expertise).
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 by the candidate evaluation of a design solution implemented by the candidate against an original brief, set of criteria or guiding objectives evaluation of the processes used to test and refine the solution oral or written questioning to assess knowledge of technical and context issues that impact on design in a given industry context.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. Combined assessment with the following unit is appropriate: BSBDES401A Generate design solutions.

Range Statement

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.
Resources will depend on the nature of the design, but may be:	financial: budget allocation grants in kind contributions sponsorship human expertise: creative financial management technical physical: hardware or software materials tools workspaces
Implementation stage could be the point at which:	marketing can commence production can commence production is confirmed staff can be employed
Factors that impact on the selection and use of resources may relate to:	environmental considerations industry context social or ethical issues sustainability technologies
Legislative or organisational requirements may relate to:	commonwealth or state/territory legislation licensing requirements local regulations and standards policies or procedures
Techniques and processes to test the design solution will depend on the nature of the design, and may include:	colour tests mock ups models practice pieces samples scenario testing stress tests
Key stakeholders may include:	client employer end user peers supervisor technical experts work colleagues
Identified needs and other considerations may relate to:	access to and availability of resources aesthetic considerations budgetary constraints ease of manufacture opportunities for innovation specifications of a brief wider industry trends
Appropriate format may include:	drawings or sketches - manual or computer aided design and drafting (CADD) electronic presentation verbal presentation written notes with rationale or description

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES502A Establish, negotiate and refine a design brief

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to work pro actively with a client or commissioning organisation to develop and negotiate a design brief. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in any industry or design context where the designer plays a key role in determining the scope and nature of work required. This unit builds on BSBDES402A Interpret and respond to a design brief, which focuses on working with an established brief. Establishment, negotiation and refinement of a design brief requires the integration of highly developed creative thinking, communication and planning skills in a process that may not be linear. Adaptability and effective response to change and new ideas is crucial. In practice, this unit supports and is supported by other units describing the specialist skills and knowledge required by specific design disciplines.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish design requirements	1.1. Identify and make appropriate contact with relevant stakeholders for the design project, in addition to the client 1.2. Identify and source information and references relevant to the design project 1.3. Undertake critical analysis of sources and extract key information to inform the design project 1.4. Liaise with client and other key stakeholders to determine overall objectives and parameters for the design project 1.5. Pro-actively seek, review and act upon information needed to inform constructive communication with client 1.6. Build trust and respect between self and client through effective use of communication skills and demonstration of professional integrity
2. Develop and refine design brief	2.1. Develop concepts and ideas for inclusion in design brief that take account of overall objectives and parameters 2.2. Undertake own analysis of concept and challenge ideas and approaches taken to ensure responsiveness to project needs 2.3. Present ideas in an appropriate format/medium and seek feedback from key stakeholders 2.4. Use effective communication techniques to generate discussion, debate and critical analysis 2.5. Re-evaluate and refine options based on own analysis and discourse with others 2.6. Establish and agree on final nature and scope of design brief with client and accurately document details
3. Negotiate terms and conditions	3.1. Negotiate and agree terms and conditions of the brief in accordance with relevant organisational and professional standards 3.2. Clarify, agree and document roles and responsibilities of those involved in the project 3.3. Confirm agreements in writing in accordance with organisational requirements 3.4. Identify the need for and seek specialist advice in developing, formal agreements or contracts where appropriate

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, presentation and negotiation skills to work with clients to establish and refine design briefs creative thinking skills to generate and develop concepts and ideas for the design brief, including responses to situations where parameters may be quite broad and open or very restrictive literacy skills to research and evaluate a wide range of source materials for the development of ideas and concepts numeracy skills to develop realistic costings for realisation of design concept planning and organisational skills to guide and coordinate the process of negotiating and finalising a design brief problem-solving skills to pro-actively identify and develop effective solutions to complex challenges of a varied and unpredictable nature self-management skills to take responsibility for driving and guiding the brief negotiation process.
Required knowledge
copyright, moral rights and intellectual property issues and legislation that impact on design in the relevant work context legal issues that affect negotiations and contracts in the relevant work context scope, nature and potential variations within design briefs relevant to a specific context sources of information that inform the development of design concepts within a specific industry context.

Evidence Guide

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: practical demonstration of skills through the development and finalisation of at least two design briefs for a specific industry purpose effective collaboration and communication skills to work with others to develop and refine a design brief knowledge of the design process within the specific industry context/design discipline.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate equipment and media to communicate and present ideas and concepts access to sources of information relevant to the industry context interaction with and involvement of others to reflect the collaborative nature of the work, and the communication and negotiation skills required.
Method of assessment	A range of assessment methods should be used t 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 by the candidate evaluation of a design brief in which the candidate has played a significant development role evaluation of reports prepared by the candidate detailing the processes undertaken for establishing and refining the design brief, including challenges faced and lessons learned for the future observation of discussions and negotiations with client and other stakeholders oral or written questioning to assess knowledge of the process and issues surrounding legislation, industry context, sources of information evaluation of candidate response to different scenarios to assess ability to adapt approach to different client requirements and contexts.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: any specialised design unit.

Range Statement

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 stakeholders in addition to the client may include:	authorities such as local council for outdoor event design creative specialists other designers others involved in the project production teams technical specialists venue managers
Information and references relevant to the design project may include:	environment financial information legislative and regulatory requirements music and/or film/video oral history organisational information photographs and other artworks project team members promotional material technical reports/data texts and other written references work of other designers/artists
Critical analysis may involve:	considering how ideas may be adapted considering how ideas may be challenged drawing links between references and potential designs evaluating work of other designers making judgements about potential ideas in relation to the budget and available resources making judgements about relevance of information and ideas
Overall objectives and parameters may relate to:	audience availability of materials, tools, equipment and human resources budget constraints conflicting competing demands environmental sustainability organisational vision presentation venue/context sponsorship timeframe triple bottom line (people, planet, profit)
Appropriate format/medium for presentation of ideas may include:	checklists digital presentation drawings electronic presentations graphic formats models paintings photographs plans prototypes verbal description/oral presentation video visual diagrams
Terms and conditions may relate to:	conceptual parameters contracts deliverables legal and financial issues such as processes to be used ownership and copyright reporting technical requirements time lines
Organisational and professional standards may include:	industry-accepted fee schedules industry standards for written agreements requirements for written agreements
Organisational requirements for confirming agreements may include:	approval and ongoing communication processes

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES601A Manage design realisation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage the process of taking a design from concept to final realisation or production. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in any industry context or design discipline who take responsibility for turning design concept into reality - a product or service of value to the end user. This person could be an individual designer-maker or a designer working as part of a larger design/production team. The unit has a strong focus on planning, implementation and monitoring skills, combined with a sound knowledge of design and production issues and challenges in a given context. In practice this unit supports and is supported by other units describing the specialist skills and knowledge required by specific design disciplines.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan realisation of the design	1.1. Collect, analyse and maintain relevant information on the design 1.2. Discuss and agree on standards of work and monitoring requirements with appropriate stakeholders 1.3. Develop clear plan and schedule for design realisation, including key roles and responsibilities linked to time lines and budget
2. Implement and monitor realisation of the design	2.1. Organise and/or allocate resources to achieve the realisation of design within required standards, timeframes and budget 2.2. Liaise with others involved in design realisation to ensure obligations and quality standards are met within time, budget and technical resources 2.3. Maintain accurate, relevant and complete documentation in accordance with agreed standards 2.4. Monitor process to ensure integrity of design is maintained at all times, including through the process of challenging and interrogating own design work 2.5. Promptly identify difficulties or problems that arise in relation to realisation of the design and take action to rectify the situation
3. Liaise and negotiate with stakeholders	3.1. Establish and maintain appropriate communication channels with relevant stakeholders 3.2. Pro-actively seek and provide information to facilitate effective design realisation 3.3. Adhere to agreed terms and conditions or negotiate appropriate changes in light of changed circumstances 3.4. Negotiate and agree on revisions with relevant parties in a professional manner, to enhance quality of outcome
4. Complete design process	4.1. Finalise design outcomes in accordance with terms and conditions 4.2. Seek feedback from key stakeholders on finished design and make final adjustments as agreed 4.3. Evaluate completed design in relation to own work and overall process, to inform future practice

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and negotiation skills to lead and participate in effective client/principal, stakeholder and project team liaison during design realisation creative thinking skills to generate new or adapted ideas in response to realisation challenges literacy skills to research and evaluate a wide range of source materials on design and to complete relevant design documentation numeracy skills to manage budgets planning and organisational skills to coordinate and lead potentially complex processes involving a range of interrelated factors and challenges problem-solving and decision making skills to develop and implement solutions to unpredictable problems.
Required knowledge
copyright, moral rights, intellectual property issues and legislation that impact on design work in the relevant industry context at a managerial level occupational health and safety requirements relevant to the particular work context/design discipline production/realisation processes as they apply to designs in a particular industry context or design discipline including materials, tools, equipment and processes quality assurance for design concept realisation applicable to the specific industry context/design discipline.

Evidence Guide

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: planning and implementation of design realisation so that finished product or service meets the requirements of design brief effective communication and negotiation skills in relation to working with others for design realisation knowledge of the design process in the specific industry context/design discipline.
Context of and specific resources for assessment	Assessment must ensure: access to resources, tools, materials and equipment for realisation of a design in specific context access to a design concept that the candidate can take to realisation stage interaction with and involvement of others to reflect the collaborative nature of the unit and the communication and negotiation skills required.
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 by the candidate evaluation of finished products or services where the candidate has managed the realisation process evaluation of progress reports or completion reports prepared by the candidate evaluation of candidate reports on the realisation process highlighting different management techniques used, challenges in the process and how these were addressed.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: any specialised design unit.

Range Statement

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 information on the design may include:	artwork brief checklists financial data models production data prototypes specifications technical data visual diagrams working drawings
Standards of work and monitoring requirements may relate to:	budget targets creative issues legal issues reporting requirements technical quality timeframes
Appropriate stakeholders may include:	client community others on whom the design will impact, for example technical or production personnel others working on the design realisation process supervisor/manager
Resources may include:	financial human physical
Documentation to be maintained may include:	digital records and presentations financial reports models photographs progress reports prototypes records of work working drawings
Difficulties or problems may relate to:	budgetary overruns conceptual issues legal issues scheduling problems technical quality
Communication channels may include:	electronic updates inspections project meetings telephone discussions

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES602A Research global design trends

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to research and critically evaluate global design trends. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who need to maintain a current and comprehensive knowledge of global design trends to inform their own professional practice. Often the individual would be a designer, but the unit may also be relevant to those who work in related management, marketing and production areas. The unit focuses on research and analysis of information and ideas at a complex level, plus the evaluation and extension of one's own professional skills.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Research design trends	1.1. Analyse and select formal and informal research strategies to source information on global design trends 1.2. Identify and explore new and alternative sources 1.3. Evaluate the credibility of information gathered and ensure research scope is sufficiently broad
2. Analyse design trends to inform own practice	2.1. Use information to challenge and extend own perspectives and ways of thinking 2.2. Examine and assess the implications and consequences of design trends on own work 2.3. Use critical analysis to identify creative or commercial opportunities presented by emerging trends and technologies 2.4. Develop systems to identify and respond to future opportunities
3. Develop and articulate positions and ideas	3.1. Develop substantiated positions and ideas in relation to global design trends 3.2. Generate informed discussion, debate and critical analysis with peers and colleagues 3.3. Use debate and feedback as a way of challenging and refining own positions
4. Extend own design skills	4.1. Pro-actively identify and use opportunities presented by research to extend own design skills 4.2. Re-evaluate and refine approaches to work in the context of current and emerging trends 4.3. Use practice, discussion and ongoing evaluation to continuously improve skills

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to articulate and debate conceptual or technical ideas critical thinking skills to distil and synthesise information from varied sources and to develop own positions and ideas on a complex range of issues literacy skills to research complex, varied and unfamiliar information sources planning and organisational skills to undertake the research process.
Required knowledge
broad global design trends that apply to all design disciplines business implications/consequences of adopting trends and emergent technologies copyright/moral/intellectual property issues associated with research and with design more broadly design industry networks and professional development opportunities - local, national and international research methodologies and options sources of information on global design, design trends and broader references that may inform emerging and innovative design practice specific current and emerging design technologies and trends (at a global level) in at least one area of design.

Evidence Guide

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: conducting research on a complex range of design issues, trends and ideas analysing, critiquing and synthesising complex sources to develop own positions and ideas design research knowledge of copyright/moral/intellectual property issues associated with research and with design more broadly.
Context of and specific resources for assessment	Assessment must ensure: use of a current and varied range of familiar and unfamiliar information sources.
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 by the candidate evaluation of research undertaken by the candidate in terms of scope, depth and the level of critical thinking applied direct observation of candidate debating issues arising from research into global design trends oral or written questioning to assess knowledge of global design trends in terms of depth and complexity.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Formal and informal research strategies may include:	formal study participating actively in relevant industry associations participating in, and contributing to, discussion through conferences, meetings, seminars, courses and journals participating in professional development and other learning opportunities reading current literature, including specialist journals and industry magazines web research
Information on global design trends may relate to:	best practice examples emerging and future technology history philosophy role of design in the broader social, economic and political environment sustainability
New and alternative sources may include:	inspirations from nature work from other areas of community or business activity for example: artists authors business people entertainers film makers historians philosophers photographers scientists
Critical analysis may include:	analysing and evaluating actions and policies clarifying issues, values and standards comparing analogous situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences reading and listening critically
Substantiated positions and ideas may be those which are:	grounded in appropriate research result of rational and logical thought subjected to the analysis of others supported by relevant information

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES701A Research and apply design theory

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to research and apply different theories of design. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who use sophisticated research and critical analysis skills in the exploration of design, design theory and its application to professional design practice. The scope of the research activity has both significant depth and breadth. A broader, more general approach to the history and theory of design is covered by BSBDES305A Source and apply information on the history and theory of design.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Research design theory	1.1. Use a range of research techniques to source information about design theory 1.2. Identify and explore new, emerging and alternative sources of ideas and thinking about design 1.3. Expand own knowledge and understanding of design through review and critical analysis of information 1.4. Analyse, compare and contrast a range of theoretical perspectives and thinking on design
2. Apply theories of design to professional practice	2.1. Evaluate the relevance and application of different theories of design based on analysis of own professional and personal experience 2.2. Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice 2.3. Assess the ways in which theories and thinking about design may be applied in ways that provide benefits to individuals, businesses and communities
3. Develop, articulate and debate own perspectives on theories of design	3.1. Take a critical approach to different theories and reflect on own ideas and responses 3.2. Develop own substantiated positions in response to research and analysis 3.3. Articulate own positions in a manner which demonstrates clarity of thought and conceptual understanding of different theories and thinking 3.4. Debate own positions on design showing belief in own and ideas and a willingness to remain open to new perspectives

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to articulate and debate complex concepts critical thinking skills to analyse complex information, and to develop and substantiate own positions and responses to theories and thinking around design literacy skills to research information dealing with complex concepts and theories self-management skills to develop and substantiate own views and ideas.
Required knowledge
different theories of design, including different historical perspectives and current and emerging thinking relationship between theories of design and design in practice (in a particular work or broader social context) relationships, similarities and differences at a conceptual and practical level between the concepts of design, innovation and creativity systemic impacts on design - social, economic, political and environmental.

Evidence Guide

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: research into past, current and emerging theories of design development of substantiated positions on design and its application in response to own analysis and research knowledge of different theories and thinking on design and its application in different social and work contexts.
Context of and specific resources for assessment	Assessment must ensure: use of current and emerging sources of information and thinking on design.
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 by the candidate evaluation of research undertaken by the candidate into design theory and its application evaluation of candidate's participation in discussion and debate on theories of design
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Research techniques may include:	desk research informal discussions internet interviews literature reviews
New, emerging and alternative sources of ideas and thinking may include:	current business theories government policy individual in any field of endeavour innovative organisations international trends
Critical analysis may involve:	adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing analogous situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions debating and discussing judging making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences questioning reading and listening critically reflecting
Theoretical perspectives and thinking may be:	economic environmental historical local, national and international political social/cultural
Own professional and personal experience may include:	evaluation of contexts in which creativity has flourished evaluation of different attitudes to design and the role of designers observations of the ways people interrelate with the design process, of the ways people use and adapt designs in daily life reflection on current political, social and cultural trends reflection on own experience with any type design process workplace experience
Benefits to individuals, businesses and communities may include:	better individual and business relationships capacity for innovation and invention greater social cohesion improved productivity and profit psychological wellbeing of individuals and communities
Substantiated positions may be positions which are:	grounded in appropriate research result of rational and logical thought subjected to the analysis of others supported by relevant information
Clarity of thought and conceptual understanding may be demonstrated by:	ability to exchange and debate ideas with others appropriate distillation of ideas to suit the required purpose audience understanding clear articulation of ideas

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDIV301A Work effectively with diversity

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to recognise and interact productively with diversity in the workplace. It covers sensitive responses to, and interactions with, all manner of diversity that might be encountered during the course of work. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who work in a variety of contexts, where they will be expected to interact with a diverse client and/or co worker population.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Recognise individual differences and respond appropriately	1.1. Recognise and respect individual differences in colleagues, clients and customers 1.2. Respond to differences sensitively 1.3. Ensure behaviour is consistent with legislative requirements and enterprise guidelines 1.4. Accommodate diversity using appropriate verbal and non-verbal communication
2. Work effectively with individual differences	2.1. Recognise and document knowledge, skills and experience of others in relation to team objectives 2.2. Encourage colleagues to utilise and share their specific qualities, skills or backgrounds with other team members and clients in order to enhance work outcomes 2.3. Ensure relations with customers and clients demonstrate that diversity is valued by the business

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities problem-solving and initiative skills to recognise and address own responses to difference.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety major groups in the community and work environment, as defined by cultural, religious and other traditions and practices reasonable adjustments that facilitate participation by people with a disability value of diversity to the economy and society in terms of workforce development, Australia's place in the global economy, innovation and social justice.

Evidence Guide

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: adjusting language and behaviour as required by interactions with diversity awareness of diversity issues knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of diversity issues in the workplace examples of documents relating to diversity policies and procedures.
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: analysis of responses to case studies and scenarios direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of sourcing support about workplace diversity review of documentation outlining the knowledge, skills and experience of others in relation to team objectives.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: workplace effectiveness units.

Range Statement

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.
Individual differences may include:	ability age belief systems/values culture expertise/experience/working styles gender interests interpersonal style language mental ability past experiences physical characteristics politics race religion sexual orientation thinking and learning styles
Colleagues may include:	internal customers junior staff managers and supervisors peers stakeholders
Legislative requirements may include:	disability discrimination legislation human rights and equal opportunity legislation racial and sex discrimination legislation
Enterprise guidelines may include:	codes of conduct or ethics diversity policies human resources policies and procedures

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Diversity

Co-requisite units

Co-requisite units

BSBDIV701A Develop cross cultural communication and negotiation strategies

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to apply effective cross cultural communication and negotiation skills, and to develop these skills in others, in international education business contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to administrators with managerial responsibility who need to apply sound cross cultural communication and negotiation strategies in their business practice and to develop these skills in others. They will be managing education programs and projects in organisations from one or more international education sectors (schools, English language training organisations, vocational education and training, higher education, postgraduate education). These organisations could be onshore or offshore and could be public or private.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Analyse own organisation's international education practices using theoretical models of culture	1.1. Define the key elements of culture and cultural diversity from a range of perspectives 1.2. Investigate and analyse interaction between these key elements 1.3. Apply theoretical models of culture and cultural diversity to an international education provider context and own organisational practices
2. Evaluate cultural features of selected countries relevant to the business of education	2.1. Describe significant events that have shaped the identity of selected countries 2.2. Research and profile key characteristics of education and training systems in selected countries 2.3. Analyse and describe broad cultural differences in learning behaviour in selected countries 2.4. Research and evaluate teaching styles, educational practices, and delivery and assessment methods, in selected countries 2.5. Compare and contrast distinguishing features of business practices in selected countries
3. Develop cross cultural awareness strategies, and communication and negotiation skills in an international education setting	3.1. Identify and communicate ways in which cultural norms in the workplace operate to regulate, repress, tolerate and celebrate diversity 3.2. Evaluate potential impact of improved cross-cultural awareness on personal, educational and commercial interactions 3.3. Apply formal and informal coaching and training strategies to improve organisational cross-cultural communication practices and strategies 3.4. Determine appropriate criteria and strategies to evaluate effectiveness of communication and negotiation in an international education setting

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to interact and negotiate in a range of cross-cultural contexts in relation to the business of international education; to interact appropriately with students, co-workers, partners and other stakeholders initiative and enterprise skills to take account of cultural contexts, similarities and differences in cross-cultural communication learning skills to identify and apply multiple perspectives and interpretations, and appropriate protocols and language literacy skills to research academic theories of culture and to present them in plain English problem-solving skills to negotiate in difficult and complex situations teamwork skills to work effectively with groups and teams technology skills to research online and to use libraries for gaining knowledge and information about culture.
Required knowledge
communication styles and methods, and cultural protocols for use with people from a range of countries definitions of culture and cultural diversity based on a number of theoretical models identification of cultural bias inherent in any conceptual model of culture implicit and explicit similarities and differences within and between countries and cultures important cultural features of selected countries occupational health and safety protocols for interactions with people at work, particularly duty of care requirements personal cultural assumptions shaping expectations and outcomes sources of assistance for international students and visitors, including location of and access to interpreters special types of communications for the international education environment.

Evidence Guide

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: applying cross-cultural knowledge and protocols effectively communicating with diverse groups and individuals in the work-related environment knowledge of communication styles and methods, and cultural protocols for use with people from a range of countries.
Context of and specific resources for assessment	Assessment must ensure: activities are related to an international education context access to education-related workplace context in which cross-cultural communication and negotiation are required.
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 by the candidate performance in researching issues in international education evaluation of supervisor's reports on how the candidate applies knowledge of culture and cultural diversity analysis of projects, responses to problem-based case studies/related task, completed records and reports developed by the candidate review of analysis of interaction between the key elements of culture and cultural diversity review of evaluation of teaching styles, educational practices, and delivery and assessment methods in selected countries evaluation of formal and informal coaching and training strategies applied to improve organisational cross-cultural communication practices and strategies oral or written questioning to assess knowledge of personal cultural assumptions shaping expectations and outcomes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: with other units in the qualification in which this unit is packaged.

Range Statement

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.
Culture is:	'...the set of distinctive spiritual, material, intellectual and emotional features of society or a social group ... it encompasses, in addition to art and literature, lifestyles, ways of living together, value systems, traditions and beliefs ... culture is at the heart of contemporary debates about identity, social cohesion, and the development of a knowledge-based economy.' (UNESCO Universal Declaration on Cultural Diversity 2002)
Cultural diversity is:	'...the uniqueness and plurality of the identities of the groups and societies making up humankind.' (UNESCO Universal Declaration on Cultural Diversity 2002)
Significant events may include:	cultural economic historical physical and geographic political religious
Key characteristics of education and training systems may include:	changes and trends cultural, religious and secular influences participation profile and levels statistics on: enrolments numbers of years in education (primary, secondary, vocational education and training, higher education) private and public sector educational expenditure
Cultural differences in learning behaviour may include:	academic communication: differences in tentativeness and politeness, confidence and assertiveness gender differences and acceptance value given to, and conventions for, questioning of knowledge ways of arguing (linear and direct, non-linear and indirect) learning styles: autonomous and self directed learning collaborative and individual cooperation and competition concepts of learning and knowledge pedagogical models and practices peer roles and relationships student-teacher roles and power relationships what is valued in learning process: acceptance of original contributions and concepts of plagiarism attitudes to critical analysis extending or conserving knowledge transforming and creating new knowledge
Business practices may include:	acceptability of conflict and mechanisms for conflict resolution communication channels and modes industrial relations legal and ethical practices maintaining 'face' negotiations protocols relationships
Cultural norms in the workplace may include:	communication practices levels of formality pedagogical practices roles and relationships

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Diversity

Co-requisite units

Co-requisite units

BSBEBU401A Review and maintain a website

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake data analysis, review website content and update and maintain a website. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who have knowledge of the relationship between web-sites and the core functions of an organisation. They also have working knowledge and skills of performing basic updates to web site content. They may provide administrative support within an organisation or be other individuals who have been delegated this responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Review website content and use	1.1. Monitor and analyse customer and user feedback in accordance with organisational timelines 1.2. Analyse automatically collected website data and identify trends 1.3. Make recommendations on changes to the website and its content in response to feedback and data analysis and approve changes scheduled for implementation 1.4. Review cost implications of the recommended changes to determine their viability
2. Update website	2.1. Replace superseded and inaccurate information with current information and add additional material in accordance with organisational requirements 2.2. Follow protocols for ensuring the accuracy and authenticity of information 2.3. Remove services no longer available or required and add new ones in accordance with organisational requirements 2.4. Check off-line information against that posted on the website and rectify discrepancies in accordance with organisational timelines 2.5. Follow security procedures for updating the website
3. Carry out non technical site maintenance	3.1. Analyse user feedback to confirm that faults have resulted from the site and are not user problems 3.2. Rectify faults and make improvements to the site in response to user feedback approved by the organisation 3.3. Add new web pages and/or active links and remove redundant pages and links in accordance with organisational requirements 3.4. Make site changes in response to changes in marketing strategy in accordance with organisational requirements and consideration of cost benefits

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to interpret policies and procedures, provide recommendations to others and to draft text in a logical sequence and structure appropriate for an online format numeracy skills for basic statistical analysis of website usage data communication skills for consultation with users and customers.
Required knowledge
identification and overview knowledge of key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws Occupational Health and Safety basic principles of website design and maintenance online security issues.

Evidence Guide

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: website and its content continues to meet the requirements of the business after maintenance changes identification and resolution of faults, errors and/or complaints with website.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and networked computers documentation relating to analysis and strategies/policies for implementation.
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 by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques in a workplace or simulated environment.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: marketing units other information and communications technology units.

Range Statement

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.
Feedback and data analysis may include:	feedback in relation to content, ease of navigations and appropriateness/usefulness of content statistical data in relation to usage, including; hits page views visits
Offline information may include:	information available in other forms, such as; brochures databases knowledge management systems news letters records systems
Security procedures may include:	access protocols password protected areas

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - E Business

Co-requisite units

Co-requisite units

BSBEBU501A Investigate and design e business solutions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to evaluate e business models and strategies, and to incorporate the results of these evaluations into the design of an e business solution. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who possess skills and knowledge in a specialist business area, as well as knowledge of software and other technologies. They apply these skills and knowledge in the evaluation, selection and implementation of new strategies for business, which incorporate e business solutions. They may be managers responsible for overseeing these tasks as well as technical or other knowledge experts.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Investigate e business opportunities	1.1. Undertake a competitive analysis to determine the likely impact new capabilities will have on industry sectors and competitors 1.2. Complete and assess value chain analysis to identify processes and relationships that may benefit from the adoption of e-business solutions 1.3. Identify threats and opportunities to e-business implementation and evaluate potential contributions to the business 1.4. Conduct resource analysis to identify cost and revenue implications in developing opportunities 1.5. Identify and evaluate legal and ethical issues relating to e-business opportunities
2. Evaluate e business models	2.1. Identify and analyse business-to-business, business-to-consumer, intra-organisational e-business applications and e-business models 2.2. Rank compatible e-business models in terms of their strengths and weaknesses, considering resourcing, technical and security requirements of each 2.3. Assess cost implications of implementation of e-business models 2.4. Determine an e-business model most appropriate in relation to business plan
3. Design an e business	3.1. Formulate purpose, objectives and values for the e-business 3.2. Identify target market, and value chain structure in accordance with chosen e-business model 3.3. Identify and obtain technical needs and expertise required to implement e-business model 3.4. Investigate and develop plan to address culture change issues to manage transition to an e-business
4. Implement an e business strategy	4.1. Develop policies and guidelines to support customers, supply chain and staff to ensure successful implementation 4.2. Monitor performance of business goals and adjust policies and procedures to respond to changing needs of customers, staff and supply chain 4.3. Review e-business systems and models, seeking feedback from users and personnel responsible for e-business implementation 4.4. Incorporate evaluation results and feedback to improve future e-business strategies

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical and problem-solving skills to assess information and apply to identified business needs communication skills to collaborate with technical experts and other staff literacy skills to identify and interpret market and product information.
Required knowledge
features of a range of software and hardware systems key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws copyright occupational health and safety organisational policies and procedures relating to the systems, products and/or service being worked with.

Evidence Guide

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: evaluation of e-business opportunities involving new business models and not simply electronic versions of existing businesses rationale and supporting evidence for choice of e-business solution knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and networked computers documentation relating to analysis and strategies/policies for implementation.
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 by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques in a workplace or simulated environment.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBEBU502AImplement e-business solutions IT use units.

Range Statement

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.
New capabilities may include:	24-hour operation automated marketing efforts communication distribution channel global reach online customer service online inventory online payments online purchasing online sales systems supply chain
Value chain analysis may include:	an analysis of a series of primary activities, such as: inbound logistics marketing and sales operations outbound logistics service support and their support activities, such as: business infrastructure human resources management procurement technological development
Processes and relationships may include:	customer service delivery of core services delivery of government services delivery of products development of new products, services and markets organisational structures trading communities
Threats and opportunities may include:	business to government (B2G) opportunities where e-business is conducted between an enterprise and the government business-to-business (B2B) opportunities where e-business is conducted between companies business-to-consumer (B2C) opportunities where e-business is conducted between an enterprise and a customer competition legislation disintermediation threats/opportunities where the role of 'middlemen' or other middle supply chain elements is reduced or made redundant as newer more efficient supply chain technologies are implemented infrastructure requirements: disaster recovery, failsafe systems internal business opportunities that improve productivity utilising e-business development re-intermediation opportunities, where e-business creates new value between producers and consumers risk management: payments, fraud etc.
Contributions to the business may include:	effect on: customer satisfaction ratings growth market share profitability return on investment sales staff morale i.e. using efficient technologies to enhance workplace staff productivity and professional development
Business-to-business may include:	involves e-business between organisations may be B2G (business to government)
Business-to-consumer may include:	involves e-business between an enterprise and a customer
E-business models may include:	aggregator models collaboration partners competitor cooperation model e-auction e-government e-mall e-office e-procurement e-shop/e-tailing information brokers micro-payments business model multilevel marketing portal tender services third party marketplaces trust services value chain integrators value chain service providers virtual community web rings
Technical needs and expertise may include:	advice on existing business strategy and base business versus growth business advice on staffing arrangements advice on technology issues/compatibility banking information for electronic funds transfer contact person feedback loops new protocols relating to legal or security issues for e-business open and international standards e.g. EAN.UCC or UN/EDIFACT personal identification and password for online access to business processes e.g. purchasing or supply
Policies and guidelines may include:	business ethics confidentiality electronic communication fraud prevention and detection human resources management information management intellectual property legal issues e.g. jurisdiction, contract validity, taxation outsourcing performance management privacy risk management security

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - E Business

Co-requisite units

Co-requisite units

BSBEBU502A Implement e business solutions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement e business solutions, including establishing the initial requirements and developing systems for implementation, and to support ongoing monitoring and review. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who possess skills and knowledge in a specialist business area, as well as knowledge of software and other technologies. They apply these skills and knowledge in the implementation of e business solutions. They may be managers responsible for overseeing these tasks as well as technical or other knowledge experts.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Set up e business solution	1.1. Identify organisational requirements in consultation with relevant personnel 1.2. Evaluate security issues and rank these issues for acceptable risk 1.3. Evaluate the costs and technology requirements associated with e-business solution in relation to organisational requirements 1.4. Confirm technology and standards required for implementation with relevant personnel 1.5. Prepare budget for implementation of solution
2. Implement e business solution	2.1. Delegate responsibility for solution in accordance with organisational policy, procedures and structures 2.2. Develop procedures for the solution in accordance with organisational and other business requirements 2.3. Provide training for implementation of solution in accordance with organisational requirements 2.4. Develop security procedures and protocols in accordance with organisational requirements 2.5. Maintain records relating to solution in accordance with legal, ethical and accounting requirements
3. Monitor and review e business solution	3.1. Monitor outcomes and processes in accordance with implementation strategy and established performance monitoring and reporting requirements 3.2. Use business data and reports to compare plans, budgets, time lines and forecasts to actual performance 3.3. Obtain feedback from users and personnel responsible for implementation, and make recommendations to improve future e-business strategies

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical and problem-solving skills to assess information and apply to identified business needs communication skills to collaborate with technical experts and other staff literacy skills to identify and interpret market and product information.
Required knowledge
features of a range of software and hardware systems key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws copyright occupational health and safety organisational policies and procedures relating to the systems, products and/or service being worked with.

Evidence Guide

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: documented processes and procedures for implementation of an e-business solution development of monitoring strategy knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and networked computers documentation relating to policies, procedures and training developed.
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 by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques in a workplace or simulated environment..
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBEBU501A Investigate and design e-business solutions other information and communications technology units.

Range Statement

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.
Organisational requirements may include:	authentication building security confidentiality cost encryption technology firewalls fraud control gatekeeper software privacy recognised internet service provider (ISP) with secure platform secure web server and browser with secure sockets layer (SSL) third party verification of credit card information
Security issues may include:	business ethics confidentiality fraud prevention and detection information management intellectual property legal issues e.g. jurisdiction, contract validity, taxation privacy risk management security
E-business solutions may include:	24-hour operation automated marketing efforts communication distribution channel global reach online customer service online inventory online payments online purchasing online sales systems supply channel
Other business requirements may include:	accounting ethical legal policies, procedures and guidelines developed in other operational areas specific to the system being implemented
Security procedures and protocols may include:	authentication confirmation of identity establishing and/or monitoring the credit worthiness of clients processes for monitoring expiry of credit cards processes for preventing fraudulent use of credit cards processes for minimising bad debts through online payments

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - E Business

Co-requisite units

Co-requisite units

BSBFIA301A Maintain financial records

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to maintain financial records for a business. It includes maintaining daily financial records such as reconciling debtors' and creditors' systems, preparing and maintaining a general ledger, and preparing a trial balance. It also includes activities associated with monitoring cash control for accounting purposes. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of financial records to provide technical advice and support to a team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Maintain daily financial records	1.1. Correctly maintain daily financial records and in accordance with organisational requirements for accounting purposes 1.2. Identify and rectify or refer discrepancies or errors in documentation or transactions to designated persons in accordance with organisational requirements 1.3. Accurately credit and debit transactions and promptly enter into journals in accordance with organisational requirements
2. Maintain general ledger	2.1. Maintain general ledger in accordance with organisational requirements 2.2. Post transactions into general ledger in accordance with organisational reporting requirements 2.3. Reconcile systems for accounts payable and receivable with general ledger 2.4. Accurately prepare trial balance from general ledger in accordance with organisational requirements
3. Monitor cash control	3.1. Ensure cash flow is accurately accounted for in accordance with organisational requirements 3.2. Make and receive payments in accordance with organisational requirements 3.3. Collect or follow-up outstanding accounts within designated time lines 3.4. Check payment documentation for accuracy of information and despatch to creditors within designated time line

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to identify financial information; to read and understand the organisation's accounting procedures; and to edit and proofread documents to ensure conformity and consistency of information communication skills to clarify information and to refer errors or discrepancies to appropriate people numeracy skills to read and interpret financial data and to prepare cash analysis sheets problem-solving skills to reconcile figures.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws financial legislation occupational health and safety (OHS) organisational policies and procedures relating to maintaining financial records definition of credits/creditors and debits/debtors principles of double entry bookkeeping and accrual accounting methods of presenting financial data.

Evidence Guide

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: identifying and responding to discrepancies and errors transferring and recording financial data accurately reconciling expenditures and revenue knowledge of organisational policies and procedures relating to maintaining financial records.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of source documents relating to financial record keeping.
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 by the candidate review of identification and rectification or referral of discrepancies or errors in documentation or transactions analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of financial record keeping examples of financial documentation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units other financial administration units.

Range Statement

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.
Organisational requirements may include:	designated time lines guidelines for reconciling journals legal and organisational policies, guidelines and requirements OHS policies, procedures and programs procedures for totalling adjusted journals quality assurance and/or procedures manuals resolution procedures security procedures
Discrepancies may relate to:	bank charges dishonoured cheques errors in transposing between source documents and journals interest
Documentation may include:	purchase credit notes purchase invoices sales credit notes sales invoices
Designated persons may include:	bank line management organisation's authorisations department statutory body supervisor
Journals may include:	cash payments cash receipts purchases and purchase returns sales and sales returns
Transactions may include:	commencing business entries correction of posting errors interest expense interest receivable non-cash transactions (e.g. writing-off depreciation, stock losses) purchase of a fixed asset on credit sale of a fixed asset on credit withdrawal of stock/assets by owner write-off a bad debt
Reconciling systems for accounts payable and receivable may include:	checking accuracy of creditor account balances (e.g. cash payments journal, purchases journal, purchases returns journal, general journal) checking accuracy of debtor account balances (e.g. cash receipts journal, sales return journal, general journal) checking cash payments and receipt journals against bank statement checking the total of the creditor's schedule equals the balance of the creditor's control account checking the total of the debtor's schedule equals the balance of the debtor's control account
Payments may include:	cash cheque credit card direct debit
Designated time lines may include:	by month end monthly within agreed period within organisational deadline

Unit Sector(s)

Unit sector

Competency field

Competency field	Finance - Financial Administration

Co-requisite units

Co-requisite units

BSBFIA303A Process accounts payable and receivable

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to maintain accounts payable and accounts receivable records, including processing payments to creditors and handling overdue accounts receivable. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments supporting the accounting functions and aspects of an enterprise. They may provide administrative support within an enterprise, or may be members of staff who have been delegated accounting responsibilities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Maintain financial journal systems	1.1. Check source documents for accuracy and appropriate authorisation 1.2. Refer errors and discrepancies in source documents for resolution, in accordance with organisational policy and procedures 1.3. Enter transactions into cash and credit journal system in accordance with organisational policy and procedures, and relevant legislation and compliance requirements 1.4. Total credit journals in accordance with organisational policy and procedures
2. Prepare bank reconciliations	2.1. Check cash journals against bank statements to identify differences 2.2. Update cash journals with relevant data from bank statement/s 2.3. Identify discrepancies and refer to appropriate staff member, organisation or agency 2.4. Total cash journals in accordance with organisational policy and procedures 2.5. Prepare regular reconciliation reports within designated time lines
3. Maintain accounts payable and accounts receivable systems	3.1. Enter transactions into individual accounts payable and accounts receivable, in accordance with organisational policy and procedures, and accounting requirements 3.2. Prepare schedules of accounts payable and accounts receivable for reconciliation purposes, in accordance with organisational requirements 3.3. Reconcile schedules accounts payable and accounts receivable with journal data or general ledger, in accordance with organisational requirements
4. Process payments for accounts payable	4.1. Reconcile accounts payable statements with accounting records, in accordance with organisational policy and procedures 4.2. Check payment documentation for accuracy of information and discrepancies and rectify errors, in accordance with organisational requirements
5. Prepare statements for accounts receivable	5.1. Produce and check accounts receivable statements for accuracy of content in accordance with organisational policy and procedures 5.2. Rectify discrepancies and statements despatched within designated time lines
6. Follow up outstanding accounts	6.1. Maintain accounts receivable ledger system, in accordance with organisational requirements, to reflect current credit situation 6.2. Conduct aged analysis of accounts receivable to identify outstanding accounts and to determine collection procedures, in accordance with organisational requirements 6.3. Report or follow-up outstanding accounts in accordance with organisational policy and procedures 6.4. Monitor and review credit terms in accordance with credit policy and procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and understand financial procedures numeracy skills to: use knowledge of mathematical concepts interpret, compare and calculate with whole numbers and money use decimal fractions and percentages problem-solving skills to use approximation to check for discrepancies and ensure calculations are correct.
Required knowledge
key provisions of relevant legislation and regulations from all forms of government, standards and codes that may affect aspects of business operations, such as: Australian Taxation Office regulations Goods and Services Tax (GST) regulations anti-discrimination legislation ethical principles codes of practice finance legislation privacy laws occupational health and safety limit of scope of own responsibility organisational accounting systems and procedures.

Evidence Guide

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: maintaining journals and subsidiary ledger systems accurately entering data into journal and subsidiary ledger system reconciling subsidiary ledger system with journal or general ledger data.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources, such as: calculator computer equipment and relevant software access to examples of cash journals, credit journals, accounts payable and accounts receivable subsidiary legers access to workplace reference materials such procedural manuals and company policy.
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: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment oral or written questioning to assess knowledge of accounting procedures and techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other financial administration units.

Range Statement

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.
Source documents may include:	adjustment notes issued adjustment notes received cheque butts credit notes issued credit notes received invoices issued invoices received receipts tax invoices issued tax invoices received
Transactions may include:	capital contributions in cash by owner cash purchases cash sales commission credit purchases credit sales day-to-day expenses electronic funds transfer interest charges and bank fees interest revenue payments received from debtors payments to creditors petty cash transactions purchases paid by cheque returns withdrawal of cash by owner
Journal system may include:	cash payments journal cash receipts journal purchases journal purchases returns journal sales journal sales returns journal
Systems may include:	computerised manual
Relevant legislation and compliance requirements may include:	consumer: codes of practice Australian Consumer Credit Code privacy laws secrecy laws competition: Australian Competition and Consumer Commission (ACCC), National Competition Policy prudential: commonwealth Bills of Exchange Act 1909 commonwealth Cheques and Payment Orders Act 1986 commonwealth Financial Transaction Reports Act 1988 commonwealth Land Tax Assessment Act 2002 commercial tenancies laws corporate law Credit Reference Association of Australia (CRAA) Electronic Funds Transfer (EFT) Code of Conduct Financial Institutions (FI) Code payroll tax assessment laws and regulations prescribed payments laws and regulations stamp duties laws taxation assessment laws
Discrepancies may include:	bank charges direct deposits direct payments dishonoured cheques interest
Accounts payable and accounts receivable systems may include:	accounts payable schedule accounts payable subsidiary ledger accounts receivable schedule accounts receivable subsidiary ledger
Journal data may include:	accounts payable data from cash payments journal accounts receivable data from cash receipts journal purchases journal total purchases returns journal total sales journal total sales returns journal total
Checking payment documentation may include:	attachment of supporting invoices, statements calculation of discount cheque data remittance advice data
Accounts receivable statements may include:	any payments received allocated on an invoice by invoice basis computerised system discount policy final balance with overdue details if appropriate information about any sales, sales returns, credit, forward orders and payments, which have occurred throughout the month manual system month to which statement is applicable name and address of client or accounts receivable name and address of supplier opening balance if applicable
Credit terms may include:	arrangements for settlement cancellation of agreed credit arrangements cash on delivery

Unit Sector(s)

Unit sector

Competency field

Competency field	Finance - Financial Administration

Co-requisite units

Co-requisite units

BSBFIM501A Manage budgets and financial plans

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake financial management within a work team in an organisation. This includes planning and implementing financial management approaches, supporting team members whose role involves aspects of financial operations, monitoring and controlling finances, and reviewing and evaluating effectiveness of financial management processes in line with the financial objectives of the work team and the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit addresses the requirement for managers to ensure that financial resources are used effectively. This is done by ensuring access to budget/s and ongoing monitoring expenditure against the budget/s. The unit applies to managers working in small and large business environments and not for profit organisations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan financial management approaches	1.1. Access budget/financial plans for the work team 1.2. Clarify budget/financial plans with relevant personnel within the organisation to ensure that documented outcomes are achievable, accurate and comprehensible 1.3. Negotiate any changes required to be made to budget/financial plans with relevant personnel within the organisation 1.4. Prepare contingency plans in the event that initial plans need to be varied
2. Implement financial management approaches	2.1. Disseminate relevant details of the agreed budget/financial plans to team members 2.2. Provide support to ensure that team members can competently perform required roles associated with the management of finances 2.3. Determine and access resources and systems to manage financial management processes within the work team
3. Monitor and control finances	3.1. Implement processes to monitor actual expenditure and to control costs across the work team 3.2. Monitor expenditure and costs on an agreed cyclical basis to identify cost variations and expenditure overruns 3.3. Implement, monitor and modify contingency plans as required to maintain financial objectives 3.4. Report on budget and expenditure in accordance with organisational protocols
4. Review and evaluate financial management processes	4.1. Collect and collate for analysis, data and information on the effectiveness of financial management processes within the work team 4.2. Analyse data and information on the effectiveness of financial management processes within the work team and identify, document and recommend any improvements to existing processes 4.3. Implement and monitor agreed improvements in line with financial objectives of the work team and the organisation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills to read and understand a budget and to update a budget technology skills to use software associated with financial record keeping.
Required knowledge
basic accounting principles organisational requirements related to financial management relevant legislation and current requirements of the Australian Taxation Office, including GST requirements for organisational record keeping and auditing principles and techniques involved in: budgeting cash flows electronic spreadsheets GST ledgers and financial statements profit and loss statements.

Evidence Guide

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: financial skills required to work with and interpret budgets, ageing summaries, cash flow, petty cash, GST, and profit and loss statements knowledge of the record keeping requirements for the ATO and for auditing purposes.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: assessment of written reports indicating broad knowledge of managing budgets and managing financial resources in the organisation demonstration of techniques using financial record keeping software direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of requirements for organisational record keeping and auditing review of contingency plans review of identification of cost variations and expenditure overruns evaluation of documentation reportingon budget and expenditure review of documentation identifying and recommending improvements to financial management processes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

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.
Budget/financial plans may include:	cash flow projections long-term budgets/plans operational plans short-term budgets/plans spreadsheet-based financial projections targets or key performance indicators for production, productivity, wastage, sales, income and expenditure
Relevant personnel may include:	financial managers, accountants or financial controllers supervisors, other frontline managers
Contingency plans may include:	contracting out or outsourcing human resources and other functions or tasks diversification of outcomes finding cheaper or lower quality raw materials and consumables increasing sales or production recycling and re-using rental, hire purchase or alternative means of procurement of required materials, equipment and stock restructuring of organisation to reduce labour costs risk identification, assessment and management processes seeking further funding strategies for reducing costs, wastage, stock or consumables succession planning
Support may include:	access to specialist advice documentation of procedures help desk or identified experts within the organisation information briefings or sessions intranet-based information training including mentoring, coaching and shadowing
Required roles may include:	arranging for use of corporate credit cards banking debt collection ensuring security, accuracy and currency of financial operations invoicing clients, customers and consumers maintaining journals, ledgers and other record keeping systems maintaining petty cash system purchasing and procurement wages and salaries payments and record keeping
Resources and systems may include:	hardware and software human, physical or financial resources record keeping systems (electronic and paper-based) specialist advice or support
Processes to monitor actual expenditure and to control costs across the work team include:	reporting of: assets consumables equipment expenditure income stock wastage
Reporting may include data from:	bank statements credit card statements financial reports invoices and receipts ledgers and journals logs petty cash records spreadsheet-based records
Data and information on the effectiveness of financial management processes may include records (paper-based and electronic) related to:	bank account records cash flow data contracts credit card receipts employee timesheets files of paid purchase and service invoices income and expenditure insurance reports invoices job costings petty cash receipts quotations taxation records wages/salaries books

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBFIM601A Manage finances

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake budgeting, financial forecasting and reporting requirements, and to allocate and manage resources to achieve the required outputs for the business unit. It includes contributing to financial bids and estimates, allocating funds, managing budgets and reporting on financial activity. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to people who have managerial responsibilities which include overseeing the management of financial and other resources across a business unit, a series of business units or teams, or an organisation. It covers all areas of broad financial management. In a larger organisation this work would be supported by specialists in financial management.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan for financial management	1.1. Review and analyse previous financial data to establish areas which have generated a profit or loss 1.2. Undertake research to review reasons for previous profit and loss 1.3. Review business plan to establish critical dates and initiatives that will require or generate resources in next financial cycle 1.4. Analyse cash flow trends 1.5. Review statutory requirements for compliance and liabilities for tax 1.6. Review existing software and its suitability for financial management
2. Establish budgets and allocate funds	2.1. Use previous financial data to determine allocations for resources 2.2. Make informed estimates of new items for inclusion in budget 2.3. Prepare budgets in accordance with organisational requirements and statutory requirements
3. Implement budgets	3.1. Circulate budgets and ensure managers and supervisors are clear about budgets, reporting requirements and financial delegations 3.2. Manage risks by checking there are no opportunities for misappropriation of funds and that systems are in place to properly record all financial transactions 3.3. Review profit and loss statements, cash flows and ageing summaries 3.4. Revise budgets, as required, to deal with contingencies 3.5. Maintain audit trails to ensure accurate tracking and to identify discrepancies between agreed and actual allocations 3.6. Ensure compliance with due diligence
4. Report on finances	4.1. Ensure structure and format of reports are clear and conform to organisational and statutory requirements 4.2. Identify and prioritise significant issues in statements, including comparative financial performances for review and decision making 4.3. Prepare recommendations to ensure financial viability of the organisation 4.4. Evaluate the effectiveness of financial management processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to explain budgets and reporting requirements, and to deal with questions mathematical skills to read and interpret budgets technology skills to work with financial software.
Required knowledge
financial probity principles of accounting and financial systems relevant Australian, international and local legislation and conventions, such as: bilateral or regional trade agreements International Commercial Terms (INCOTERMS) Trade Practices Act Warsaw Convention World Trade Organization determinations requirements of the Australian Tax Office, including Goods and Services Tax, Company Tax, PAYG.

Evidence Guide

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: preparation of budgets which align with the business plan, use previous financial data and meet all compliance requirements analysis of the effectiveness of existing financial management approaches knowledge of the requirements of the Australian Tax Office.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: assessment of written reports on financial systems and financial management direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of budgets prepared oral or written questioning to assess knowledge of legislative requirements or the tax system evaluation of documentation reviewing profit and loss statements, cash flows and ageing summaries analysis of maintenance of audit trails review of recommendations prepared to ensure the financial viability of the organisation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the BSB60407 Advanced Diploma of Management.

Range Statement

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.
Financial data may include:	budgets, forecasts and variations cash flow/profit reports financial/operational statements and reports (e.g. expenditures and receipts, profit and loss statements) market valuations
Organisational requirements may include:	financial analysis assessments financial management manuals legal and organisational policies, guidelines and requirements occupational health and safety policies, procedures and programs price and exchange parameters quality assurance and/or procedures manuals recording and filing systems reporting requirements standard financial analysis techniques
Statutory requirements may include:	delegated authorities internal control procedures limits on volumes and types of financial transactions reporting of duty, excise and other overseas government charges reporting periods taxation and payment timings
Discrepancies may include:	absence of auditable trail expenditure report mismatches inappropriate authorisations incorrect payments incorrect report formats unreconciled cash flows and operating statements variances from budget and phasings
Format may include:	audits balance sheets cash flow statements electronic forms financial year reports operating statements spreadsheets statutory forms
Issues may include:	cost structures internal controls losses and returns profitability statutory obligations suppliers and markets
Recommendations may refer to:	cash flow changes in business activity including markets, goods or services traded consolidation expenses and overheads labour costs including decisions to move production to other locations or sites loss profit write-offs

Unit Sector(s)

Unit sector

Competency field

Competency field	Finance - Financial Management

Co-requisite units

Co-requisite units

BSBFLM309C Support continuous improvement systems and processes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit specifies the outcomes required to support the organisation's continuous improvement systems and processes. Particular emphasis is on actively encouraging the team to participate in the process, on monitoring and reporting on specified outcomes and on supporting opportunities for further improvements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit replaces BSBFLM309A Support continuous improvement systems and processes. Frontline managers have an active role in supporting continuous improvement processes in achieving the organisation's objectives. Their position, closely associated with the creation and delivery of products and services, means that they have an important responsibility in influencing the ongoing development of the organisation. At this level, work will normally be carried out within known routines, methods and procedures, and may also involve a number of complex or non-routine activities that require some discretion and judgement. Consider co-assessment with BSBFLM305C Support operational plan, BSBFLM312C Contribute to team effectiveness, BSBCUS301A Deliver and monitor a service to customers, BSBCMN311B Maintain workplace safety, and BSBFLM311C Support a workplace learning environment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Contribute to continuous improvement systems and processes	1.1. Actively encourage and support team members to participate are in decision making processes and to assume responsibility and exercise initiative 1.2. Communicate the organisation's continuous improvement processes to individuals and teams 1.3. Effectively utilise mentoring and coaching to ensure that individuals/teams are able to support the organisation's continuous improvement processes
2. Monitor and report on specified outcomes	2.1. Utilise the organisation's systems and technology to monitor team progress and to identify ways in which planning and operations could be improved 2.2. Apply continuous improvement techniques and processes to improve customer service
3. Support opportunities for further improvement	3.1. Communicate agreed recommendations for improvements in achieving the business plan to team members 3.2. Document and use work performance to identify opportunities for further improvement 3.3. Maintain records, reports and recommendations for improvement within the organisation's systems and processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities functional literacy skills to access and use workplace information research, analysis, interpretation and reporting skills monitoring and evaluation skills communication skills to: gain the commitment of individuals and teams to continuous improvement deal with people openly and fairly use consultation skills effectively skills to consolidate opportunities for improvement coaching and mentoring skills to provide support to colleagues
Required knowledge
legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination principles and techniques of: continuous improvement systems and processes benchmarking best practice benefits of continuous improvement quality approaches which the organisation may implement methods that can be used in continuous improvement barriers to continuous improvement recording, reporting and recommendation processes to facilitate continuous improvement applied within the organisation

Evidence Guide

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: examples of actions taken by the candidate to support continuous improvement including: use of work performance to identify improvement adjusted plans to reflect changes effective communication to all stakeholders use of technology to monitor operational progress application of suitable recordkeeping processes.
Context of and specific resources for assessment	Assessment must ensure: access by the learner and trainer to appropriate documentation and resources normally used in the workplace that this unit is assessed in the workplace or in a closely simulated work environment.
Method of assessment	A range of assessment methods should be used to assess 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 by the candidate Review of records supporting the organisation's continuous improvement systems and processes, such as: contributions to organisational policies and procedures contributions to procedures and policies for dealing with continuous improvement processes, and related codes of conduct actions taken to address information collection, retrieval and use in the workplace actions taken to address issues and problems within work team actions taken to address methods of reporting information learning and development plans for team members materials developed for coaching, mentoring and training induction programs developed and/or delivered actions taken to address internal and external information management issues reviews of people management advice and input into management decisions related to continuous improvement records of people management lessons learned.
Guidance information for assessment	This unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate's leadership role in a work team, and as part of a holistic assessment activity.

Range Statement

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.
Legislation, codes and national standards relevant to the workplace may include:	award and enterprise agreements and relevant industrial instruments relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination relevant industry codes of practice.
OHS considerations may include:	provision of information about OHS legislative requirements and guidelines, and the organisation's OHS policies, procedures and programs participation in the regular update of OHS systems and procedures implementation of the continuous improvement processes of the OHS management system changes to work practices, procedures and the working environment which impact on OHS organisation's responsibilities to customers and suppliers.
Methods used to communicate with individuals and team may include:	verbal, written or electronic communications on-the-job mentoring and coaching.
Continuous improvement processes may include:	policies and procedures which allow an organisation to systematically review and improve the quality of its products, services and procedures cyclical audits and reviews of workplace, team and individual performance seeking and considering feedback from a range of stakeholders modifications and improvements to systems, processes, services and products evaluations and monitoring of effectiveness.
Mentoring and coaching may refer to:	teaching another member of the team, usually focusing on a specific work task or skill providing feedback, support and encouragement on a range of matters providing assistance with problem solving.
Systems may include:	organisation policies and procedures web based communication devices attendance at forums, meetings newsletters and reports.
Technology may include:	computerised systems and software such as databases, project management and word-processing telecommunications devices any other technology used to carry out work roles and responsibilities.
Customer service may be:	internal or external, to existing or new clients identifying needs and priorities in delivering a service to customers understanding of different levels of customer satisfaction.
Agreed recommendations may be:	identified improvements arising from the continuous improvement process determined in accordance with organisational policies and procedures

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and leadership - Frontline Management

Co-requisite units

Co-requisite units

BSBINM301A Organise workplace information

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to gather, organise and apply workplace information in the context of an organisation's work processes and knowledge management systems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of information management to provide technical advice and support to a team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Collect and assess information	1.1. Access product and service information in accordance with organisational requirements 1.2. Ensure methods of collecting information are reliable and make efficient use of available time and resources 1.3. Assess information for clarity, accuracy, currency and relevance to intended tasks 1.4. Use interpersonal skills to access relevant information from teams and individuals
2. Organise information	2.1. Organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements 2.2. Use appropriate technology/systems to maintain information in accordance with organisational requirements 2.3. Collate information and materials, and communicate to relevant designated persons 2.4. Identify difficulties organising and accessing information and solve collaboratively with individuals and team members 2.5. Update and store information in accordance with organisational requirements and systems
3. Review information needs	3.1. Actively seek feedback on clarity, accuracy and sufficiency of information to ensure relevance of information and system 3.2. Review the contribution of information to decision making and implement appropriate modifications to collection processes 3.3. Identify future information needs and incorporate in modifications to collection processes 3.4. Document future information needs and incorporate in modifications to reporting processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to classify and report information literacy skills to read and understand a variety of texts; and to write, edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information problem-solving skills to deal with information which is contradictory, ambiguous, inconsistent or inadequate technology skills to display information in a format suitable to the target audience.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) methods for checking validity of information and its sources organisational recordkeeping/filing systems, security procedures and safe recording practices policies and procedures relating to distribution of workplace information, and legal and ethical obligations.

Evidence Guide

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: providing accurate information for defined purposes systematic maintenance and handling of data and documents using business technology to manage information knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of information documents found in the workplace.
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 by the candidate analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of organisational recordkeeping/filing systems analysis of how information and materials were communicated to relevant people review of documentation outlining future information needs.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWRT301A Write simple documents general administration units other information management units.

Range Statement

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.
Information may include:	computer databases (e.g. library catalogue, customer records) computer files (e.g. letters, memos and other documents) correspondence (e.g. faxes, memos, letters, email) financial figures forms (e.g. insurance forms, membership forms) invoices (e.g. from suppliers, to debtors) personnel records (e.g. personal details, salary rates) production targets sales records (e.g. monthly forecasts, targets achieved)
Organisational requirements may include:	code of conduct/code of ethics information protocols legal and organisational policies, guidelines and requirements management and accountability channels OHS policies, procedures and programs procedures for updating records quality assurance and/or procedures manuals security and confidentiality requirements
Methods of collecting information may include:	checking research provided by others checking written material including referrals and client files classification tools individual research information from other organisations interviews with colleagues/customers observation and listening previous file records questioning (in person or indirect) recruitment applications and other forms
Interpersonal skills may include:	consultation methods, techniques and protocols networking seeking feedback from group members to confirm understanding summarising and paraphrasing using appropriate body language
Format may include:	adding headers and footers incorporating graphics and pictures inserting symbols using legends using a particular software application using tables and charts
Technology may include:	answering machine computer email fax machine internet/extranet/intranet photocopier shredder telephone
Systems may include:	information management systems knowledge management systems record management systems
Designated persons may include:	clients colleagues committee external agencies line management statutory bodies supervisor
Feedback may include:	audit documentation and reports comments from clients and colleagues customer satisfaction questionnaires quality assurance data returned goods

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge Management - Information Management

Co-requisite units

Co-requisite units

BSBINM401A IMPLEMENT WORKPLACE INFORMATION SYSTEM

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement the workplace information system. It involves the identification, acquisition, initial analysis and use of appropriate information, which plays a significant part in the organisation's effectiveness. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers play a significant role in contributing to the organisation's effectiveness in identifying, acquiring, analysing and using appropriate information. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning and evaluation, leadership and guidance of others, and some discretion and judgement.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and source information needs	1.1. Determine and locate information required by teams 1.2. Acquire and review information held by the organisation to determine suitability, accessibility, currency and reliability according to organisational policies
2. Collect, analyse and report information	2.1. Collect information, which is adequate and relevant to the needs of teams, in a timely manner 2.2. Ensure information is in a format suitable for analysis, interpretation and dissemination 2.3. Analyse information to identify and report relevant trends and developments in terms of the needs for which it was acquired
3. Implement information systems	3.1. Implement management information systems effectively to store, retrieve and regularly review data for decision making purposes 3.2. Use technology available in the work area to manage information effectively 3.3. Submit recommendations for improving the information system to designated persons and/or groups
4. Prepare for information system changes	4.1. Collect information about information system future needs in consultation with colleagues, including those who have a specialist role in resource management 4.2. Ensure estimates of information system future needs reflect the organisation's business plans, and customer and supplier requirements 4.3. Support proposals to secure resources by clearly presenting submissions that describe realistic options, benefits, costs and outcomes 4.4. Prepare team members to work with new technology and information system changes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to work with information, and to research and present information in ways that are appropriate to the work team technology skills to work with a range of information systems.
Required knowledge
information management systems and technology that would be associated with the workplace such as: budgets and financial management systems customer information software or records databases personal digital assistant (PDA) product and service information project management software record management systems spreadsheets.

Evidence Guide

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: analysis of the information that is required for the effective functioning of the team's work together knowledge of the range of information systems that are, or should be, available in the workplace ability to recognise what information system changes and improvements will be required in the future.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: demonstration of techniques in working with information management systems direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of relevant technology review of documentation analysing information trends and developments written reports on future information system needs review of preparation undertaken for team members to work with new technology and information system changes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

Range Statement

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.
Information may include:	archived, filed and historical background data continuous improvement and quality assurance data data available internally or externally data shared and retrieved in various forms such as in writing or verbally, electronically or manually financial and contractual data marketing and customer-related data organisational performance data planning and organisational documents policies and procedures
Organisational policies may include:	guidelines for decision making throughout the organisation that link the formulation of strategy with its implementation sets of accepted actions approved by the organisation Standard Operating Procedures
Technology may include:	computerised systems and software such as databases, project management and word processing telecommunications devices any other technology used to carry out work roles and responsibilities
Designated persons and/or groups may include:	groups designated in workplace policies and procedures managers or supervisors with management roles and responsibilities concerning information systems other stakeholders accessing the information system such as customers and service providers other work groups or teams whose work will be affected by the system
Colleagues may include:	employees at the same level or more senior managers occupational health and safety committee members and other specialists people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities team members
Business plans may include:	cash flow projections long-term budgets/plans operational plans short-term budgets/plans spreadsheet-based financial projections targets or key performance indicators for production, productivity, wastage, sales, income and expenditure

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBINM601A Manage knowledge and information

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and maintain information processing systems to support decision making, and to optimise the use of knowledge and learning throughout the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to people working in management roles who have responsibility for ensuring that critical knowledge and information are readily available to review the organisation's performance and to ensure its effective functioning. Knowledge and information can include business performance data, customer feedback, statistical data and financial data.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Obtain information relevant to business issues	1.1. Review staff and customer feedback and business performance data 1.2. Identify, define and analyse business problems and issues 1.3. Identify information required to reach a decision on problems/issues 1.4. Source and gather reliable information 1.5. Test information for reliability and validity, and reject where contradictory or ambiguous 1.6. Utilise formal and informal networks to access corporate knowledge/memory not held in formal systems and review appropriately
2. Analyse information and knowledge	2.1. Ensure objectives for analyses are clear, relevant and consistent with the decisions required 2.2. Identify patterns and emerging trends correctly and interpret as to cause and effect 2.3. Utilise statistical analyses and interpretation where appropriate 2.4. Undertake sensitivity analysis on any proposed options 2.5. Ensure documentation reflects a logical approach to the evaluation of the evidence and conclusions drawn 2.6. Adjust management information systems/decision support systems to meet information processing objectives
3. Take decisions on business issues identified	3.1. Ensure sufficient valid and reliable information/evidence is available to support a decision 3.2. Utilise risk management plans to determine acceptable courses of action 3.3. Utilise appropriate quantitative methods to assist decision making 3.4. Consult specialists and other relevant groups and individuals 3.5. Ensure decisions taken are within the delegation/accountability of the group/individual responsible 3.6. Make decisions in accordance with organisational guidelines and procedures 3.7. Ensure decisions taken are consistent with organisational objectives, values and standards 3.8. Ensure decisions are taken in a timely manner
4. Disseminate information to the organisation	4.1. Ensure advice/information needs are documented and are specific to location, format and time line requirements 4.2. Document information and update databases regularly 4.3. Design and test systems to meet information requirements of decision makers 4.4. Ensure information is up-to-date, accurate, relevant and sufficient for the recipient 4.5. Develop communication plans and disseminate information 4.6. Adhere to confidentiality/privacy policies in the transmission/release of information/advice 4.7. Review and update communication plans regularly 4.8. Utilise technology which provides optimum efficiency and quality 4.9. Maintain corporate knowledge and ensure security

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify improvement opportunities in relation to the services/products delivered internally or concepts/ideas in area of expertise communication and consultation skills to ensure all relevant groups and individuals are advised of what is occurring and are provided with an opportunity for input quantitative and qualitative research skills to locate and review relevant data and information technology skills to consider various software and hardware options for storing and accessing data and information.
Required knowledge
new technologies and their suitability to knowledge and information management risk management.

Evidence Guide

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: documentation which tracks a particular problem/issue through information gathering and analysis, decision making and taking, and dissemination to relevant groups and individuals development and utilisation of relevant information storage and retrieval systems, as well as accessing informal knowledge and information from informal networks within the organisation knowledge of new technologies and their suitability to knowledge and information management.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: assessment of written reports on knowledge management and information management direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of information management systems review of documentation identifying, defining and analysing business problems and issues evaluation of communication plans evaluation of the transmission/release of information/advice in terms of adhering to confidentiality/privacy policies.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Advanced Diploma of Management.

Range Statement

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.
Statistical analyses may include:	correlation calculations long-term trend analyses probability assessment regulation analyses short to medium-term trend analyses
Sensitivity analyses means:	applying 'what if' scenarios to available options
Management information systems means:	formal systems for collecting, storing and synthesising information to be used in management decision making
Decision support systems are:	management information systems which include some form of computer-based assistance to decision making (expert systems)
Risk management means:	process of identification of potential negative events and the development of plans to mitigate or minimise the likelihood or consequences of the negative event if it occurs
Quantitative methods may include:	dynamic programming linear programming queuing theory simulation transportation methodology
Relevant groups and individuals means:	those personnel who have knowledge about the issue being dealt with and the expertise to assist the decision making process
Research may include:	focus groups group interviews individual interviews surveys
Communication plans means:	structured program for the dissemination of information and the receipt of feedback information from individuals relevant to the process or activity
Technology may include:	audio-visual media internet intranet print media radio telephone television
Corporate knowledge may include:	copyright intellectual property technology

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBINN201A Contribute to workplace innovation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to make a pro active and positive contribution to workplace innovation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in any industry or community context, in both small and large organisations. They take a pro active approach to identifying, suggesting and developing ideas about better ways of doing things at a practical operational level in a specific area of activity. While the individual's overall work is undertaken with some supervision and guidance, the nature of this process requires the application of discretion, judgement and effective interpersonal skills. The unit assumes that there is wider organisational and management support for innovation and for individuals at all levels to contribute to the innovation process.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify opportunities to do things better	1.1. Be aware of own role in workplace innovation 1.2. Pro-actively identify opportunities for improvement in own area of work 1.3. Gather and review information which may be relevant to ideas and which might assist in gaining support for ideas
2. Discuss and develop ideas with others	2.1. Identify people who could provide input into ideas for improvements 2.2. Select the best way of approaching people to begin sharing ideas 2.3. Seek feedback on improvement of ideas, and discuss and develop options and possible variations 2.4. Review and select ideas for follow-up based on feedback and further review
3. Address the practicalities of change	3.1. Take action to implement routine changes in consultation with others and within scope of own responsibility 3.2. Identify and articulate issues and practical processes for implementing proposed ideas 3.3. Present ideas and practical suggestions to the appropriate people about how improvements could be made

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to liaise with other team members, to discuss a range of ideas and to be open to different opinions comprehension skills to review and interpret information from a wide range of sources organisational skills to articulate practical processes and actions for change problem-solving skills to identify and anticipate problems at a practical operational level and to develop possible solutions.
Required knowledge
role and impact of innovation in the workplace at a practical operational level and the 'bigger picture' for innovation in the relevant work or community context role of individuals in suggesting and making improvements and the importance of pro-active involvement positive impacts and the challenges of change and innovation types of changes that can occur as a result of effective individual participation typical reasons why suggested improvements or innovations may not be implemented, including operational and management constraints ways in which improvements and change can be suggested to maximise likelihood of support.

Evidence Guide

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: generation of practical ideas in response to a specific workplace situation effective and open interaction with others to discuss and develop ideas knowledge and understanding of the role of individuals in contributing to workplace innovation.
Context of and specific resources for assessment	Assessment must ensure: interaction with others to reflect the collaborative nature of the improvement/innovation process.
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 by the candidate direct observation of the candidate participating in brainstorming, discussions and other collaborative activities to develop ideas evaluation of candidate's ability to generate ideas to address a range of practical operational situations evaluation of feedback from other people involved in the collaborative process about the candidate's communication approaches and abilities oral or written questioning to assess knowledge of the role of innovation, the role of individuals in the innovation process and the types of techniques that can be used.
Guidance information for assessment	Innovation does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended.

Range Statement

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.
Own role may relate to:	current organisational practice in relation to new ideas knowledge of ways to suggest new ideas scope of individual discretion and freedom in relation to new ideas who needs to be involved in the process
Opportunities for improvement may relate to:	changes in the physical work environment different storage or maintenance procedures different ways of communicating within the team introduction of new technology job role changes new customer base new work practices or services staffing changes work processes and procedures
Information which may be relevant to ideas may include:	examples of similar approaches in other contexts or organisations media articles about similar ideas notes about how the idea could improve efficiency or service levels pricing information
People who could provide input may include those who might:	challenge and test the ideas have supervisory or management responsibility promote the ideas to others provide technical knowledge resource the ideas going forward review any budgetary implications work in the same area
Best way of approaching people may be influenced by:	degree of formality required location of people (e.g. may not be on-site) need for any supporting documentation time pressures and priorities
Feedback could be gained in a range of ways and may include:	asking questions talking to colleagues or supervisors using brainstorming techniques using 'what if' scenarios
Options and possible variations development may occur by:	considering resources needed considering time required taking on board ideas from other people thinking through all aspects of the ideas whole new concepts that come out of discussions
Routine changes may include:	adjustments to work practices with minimal impact on others or within a small team changes that do not require management approvals changes that have the support of management and for which authority is given for immediate action to be taken
Issues and practical processes may relate to:	any approvals required cost of implementation internal politics need for a planned communication approach (internal or external) personalities and philosophies of others in the workplace relationship of the idea to organisation priorities

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Innovation

Co-requisite units

Co-requisite units

BSBINN301A Promote innovation in a team environment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to be an effective and pro active member of an innovative team. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies individuals who play a pro active role in demonstrating, encouraging or supporting innovation in a team environment. The individual may be a team participant or a team leader. The team may 'make itself' or be constructed by others. It may have core members and members who participate at certain times or for particular purposes. It may be permanent or temporary, or come together at different times to work on specific projects. The team could consist of a team of contractors/freelancers, permanent staff, clients and service providers, or any combination of these groups. It may operate within an organisation or across several organisations - or simply across a group of individuals. The key focus of the unit is on what makes for an innovative team, what keeps it working well, how the structure of work can make a difference and what skills and knowledge are needed to maximise opportunities for innovation. Where a greater focus on team leadership is required this unit should be combined with units such as BSBLED401A Develop teams and individuals.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Create opportunities to maximise innovation within the team	1.1. Evaluate and reflect on what the team needs and wants to achieve 1.2. Check out information about current or potential team members' work in the context of developing a more innovative team 1.3. Bring people into the team or make suggestions for team members based on what needs to be achieved and the potential for cross-fertilising ideas 1.4. Acknowledge, respect and discuss the different ways that different people may contribute to building or enhancing the team
2. Organise and agree effective ways of working	2.1. Jointly establish ground rules for how the team will operate 2.2. Agree and communicate responsibilities in ways that encourage and reinforce team-based innovation 2.3. Agree and share tasks and activities to ensure the best use of skills and abilities within the team 2.4. Plan and schedule activities to allow time for thinking, challenging and collaboration 2.5. Establish personal reward and stimulation as an integral part of the team's way of working
3. Support and guide colleagues	3.1. Model behaviour that supports innovation 3.2. Seek external stimuli and ideas to feed into team activities 3.3. Pro-actively share information, knowledge and experiences with other team members 3.4. Challenge and test ideas within the team in a positive and collaborative way 3.5. Pro-actively discuss and explore ideas with other team members on an ongoing basis
4. Reflect on how the team is working	4.1. De-brief and reflect on activities and on opportunities for improvement and innovation 4.2. Gather and use feedback from within and outside the team to generate discussion and debate 4.3. Discuss the challenges of being innovative in a constructive and open way 4.4. Take ideas for improvement, build them into future activities and communicate key issues to relevant colleagues 4.5. Identify, promote and celebrate successes and examples of successful innovation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to work collaboratively as part of a team, to provide guidance and support to others, and to participate in open and constructive discussions creative thinking skills to generate, explore, test and challenge ideas learning skills to stretch boundaries of own knowledge and skills literacy skills to analyse a wide range of information from varied sources planning and organisational skills to participate in the effective allocation of work in a team context problem-solving skills to work constructively to overcome issues and challenges of both a practical and conceptual nature and to make ideas become realities self-management skills to take a pro-active team role and to reflect on own performance in modelling and encouraging behaviour that supports innovation.
Required knowledge
barriers to innovation that can occur within a team and broader barriers that sometimes hinder innovation broad concepts of innovation including what innovation is, different types of innovation and the benefits of innovation characteristics of teams that are more likely to be innovative and characteristics of broader environments that support and encourage innovation different roles that people may play within a team, how this impacts on the way a team works and what it might achieve group dynamics in a team.

Evidence Guide

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: active participation in a team where the team takes a pro-active and considered approach to innovation and innovative practice collaborative and open communication within the team knowledge and understanding of the internal and external factors that contribute to a team becoming and remaining innovative.
Context of and specific resources for assessment	Assessment must ensure: demonstration of skills as part of a team.
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 by the candidate direct observation of team interactions evaluation of reports by the candidate or the team (could be oral or written) discussing the ideas, challenges and opportunities associated with teams, and how they can be more innovative evaluation of feedback from other people in the team about the candidate's communication approaches and abilities oral or written questioning to assess knowledge of the characteristics of innovative teams, innovation concepts more broadly and they ways in which innovation can be encouraged review of jointly established 'groundrules' for how the team will operate.
Guidance information for assessment	Innovation does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended.

Range Statement

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.
What the team needs and wants to achieve may relate to:	addressing particular customer feedback conceiving and implementing a particular project developing new services or products generating ongoing ideas within the work unit improving budgetary performance improving or changing work conditions new ideas that impact beyond the workplace (e.g. that have a broader social or community impact)
Information about current or potential team members' work may relate to:	interests lifestyle preferences past jobs technical strengths work preferences working styles
Different ways that different people may contribute may relate to individual strengths around:	creating positive energy within the team fundamental literacy strengths (e.g. particularly strong in visual literacy, written or spoken communication) generating ideas networks or spheres of influence particular ways of thinking powers of persuasion problem-solving capacities specific technical skills or knowledge
Ground rules may relate to:	boundaries or lack of boundaries for team activities and ideas confidentiality copyright, moral rights or intellectual property regularity of communication key roles and responsibilities time lines ways of communicating
Team-based innovation may be encouraged through:	accessing training and learning opportunities enough but not too much guidance and structure equitable sharing of workload follow-through with ideas supportive communication
Behaviour that supports innovation may include being:	collaborative equitable fair fun hardworking reflective responsible sympathetic
External stimuli and ideas might be from:	Australia or overseas colleagues outside of the team family and friends internet journals networks or technical experts other organisations
Challenges of being innovative may relate to:	budgetary or other resource constraints competing priorities organisational culture problems with breaking old patterns of behaviour or thinking time pressures

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Innovation

Co-requisite units

Co-requisite units

BSBINN501A Establish systems that support innovation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to conceptualise and establish new systems that support and encourage innovation in the workplace. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit may apply to individuals working in any community or industry context, in small or large organisations. While managers are often responsible for the development of new systems, depending on the organisation size and the nature of the system being developed, senior operational personnel or internal/external specialists may also undertake this role. Systems are varied in nature and might apply to human resources management, team management, organisational structures, product development, information technology, marketing or training and assessment. The critical focus is on systems conceived and developed with innovation as the key driver.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Research context for new system development	1.1. Explore and analyse the impact of systems in the overall context of innovation 1.2. Explore and gain clarity around system objectives, particularly in relation to innovation 1.3. Analyse current organisational systems to identify gaps or barriers to innovation 1.4. Research and analyse current and emerging information about systems in other organisations and contexts 1.5. Evaluate the resources and other commitment required to foster innovation 1.6. Identify key stakeholders who can play a role in conceptualising or supporting new system ideas
2. Generate system concepts and options	2.1. Create system concepts that will foster innovation using individual and group techniques 2.2. Evaluate and discuss a range of ideas with relevant stakeholders 2.3. Clearly articulate the ways in which innovation is better supported by system ideas and options 2.4. Clearly articulate how the system itself is innovative 2.5. Expose ideas and options to ongoing testing, exploration and challenge 2.6. Select and refine system ideas that meet the workplace requirements and which are both feasible and innovative
3. Develop a plan for the system	3.1. Determine the need for specialised assistance and integrate into system planning 3.2. Analyse the potential impact of the new system on people, resources and other organisational practices 3.3. Consult with all stakeholders who will be involved with, or affected by, the new system 3.4. Develop an operational plan for the system, with budget, time lines and responsibilities 3.5. Develop a communication strategy to support the introduction of the new system 3.6. Evaluate the coaching and training needs of those who will use the system and plan a learning and development strategy
4. Trial the system	4.1. Present and consult on system proposals with relevant stakeholders 4.2. Analyse and integrate feedback into the system development process 4.3. Determine appropriate context and parameters for the trialling process 4.4. Initiate the trial, taking account of all required consultative, coaching and technical issues 4.5. Monitor and review the trial in relation to its goals for fostering innovation 4.6. Open the improvement process to ongoing collaborative input and challenge 4.7. Adjust system to reflect evaluation feedback

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to conduct potentially complex and challenging negotiations and consultations on new systems development and implementation creative thinking skills to explore and generate innovative concepts learning skills to stretch boundaries of own knowledge and skills, and to foster similar approaches in others literacy skills to analyse and develop potentially complex organisational requirements and documentation for work systems numeracy skills to develop and interpret financial estimates planning and organisational skills to plan the implementation of new systems and to organise and implement training and learning activities research skills to investigate the broader context for system development self-management skills to take responsibility for driving system development with a focus on innovation
Required knowledge
concepts and theories of change management, including ways of introducing change in different organisational contexts and change management communication strategies concepts and theories of innovation and how these link to innovation in practice in-depth understanding of the ways in which workplace systems can contribute to innovation in the workplace project planning and management techniques technical context in which the system is being developed typical ways in which systems may present barriers to innovation

Evidence Guide

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: designing, trialling and reviewing more than one work system that is planned and structured to maximise opportunities for innovation by workers and managers in the workplace clearly articulating and understanding how and why the work system fosters workplace innovation among workers and managers knowledge of concepts and theories of innovation.
Context of and specific resources for assessment	Assessment must ensure: interaction with others to reflect the collaborative nature of systems development and of innovation more broadly use of current industry technology in the development of systems.
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 by the candidate evaluation of systems developed by the candidate for a particular workplace context, with a focus on innovation (both in terms of process and outcome) oral or written questioning to assess knowledge of links between systems and innovation, wider innovation concepts and change management processes review of analysis of current organisational systems to identify gaps or barriers to innovation review of operational plan developed for the system review of communication strategy developed to support the introduction of the new system evaluation of learning and development strategy for users of the system.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is strongly recommended, for example: BSBHRM506A Manage recruitment, selection and induction processes BSBINM601A Manage knowledge and information BSBINN601B Manage organisational change BSBLED705A Plan and implement a mentoring program.

Range Statement

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.
Impact of systems may be positive or negative and relate to:	administrative processes degree of freedom or restriction for individuals, workers and teams extent of collaboration and cooperation within the organisation operational procedures quality of communication channels and processes quality of the physical environment responsiveness of the organisation to customer needs.
Systems might relate to:	human resources innovation reward systems learning and development systems product or service review processes project management quality management team management.
System objectives may include:	addressing operational or service problems changing the culture of the organisation developing workforce skills diversifying the business enhancing customer service quality generating more income improving competitiveness reducing operating costs winning more projects.
Gaps or barriers might relate to:	differences between management rhetoric and reality hierarchical system of management inadequate reporting or recording managers who do not accept new ideas overly bureaucratic processes people not communicating with each other or sharing information staff not being involved in decisions teams who work in rigid and inflexible ways.
Other organisations and contexts may be:	competitor organisations local, national or international organisations of similar size or structure totally different organisations who have developed interesting or successful systems wider community or business contexts in which innovation occurs.
Resources and other commitment may include:	financial human management commitment physical preparedness to change at all levels of the organisation.
Key stakeholders may include:	boards or committees customers government departments or other statutory authorities management specialist advisors work colleagues.
Individual and group techniques may include:	brainstorming cost-benefit analysis flow charts jotting down words mind maps process analysis review of approaches/procedures used by competitors strengths, weaknesses, opportunities and threats (SWOT) analysis value analysis visual imagining other creative thinking strategies.
Ongoing testing, exploration and challenge may include:	comparing contrasting gaining input from those who do not support the concept playing 'devil's advocate' seeking objective internal or external review.
Specialised assistance may include:	external consultants or advisers internal colleagues with specialist or technical knowledge relevant to the system.

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Innovation

Co-requisite units

Co-requisite units

BSBINN502A Build and sustain an innovative work environment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create an environment that enables and supports the application of innovative practice. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in leadership or management roles in any industry or community context. The individual could be employed by the organisation, but may also be an external contractor, the leader of a cross organisation team or of a self formed team of individuals. The work group could be permanent or temporary in nature. The unit focuses on the skills and knowledge required to develop and implement a holistic approach to the integration of innovation across all areas of work practice. It also acknowledges the importance of wider contextual evaluation for potential innovations to ensure their value and benefit.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Lead innovation by example	1.1. Make innovation an integral part of leadership and management activities 1.2. Demonstrate positive reception of ideas from others and provide constructive advice 1.3. Establish and maintain relationships based on mutual respect and trust 1.4. Take considered risks to open up opportunities for innovation 1.5. Regularly evaluate own approaches for consistency with the wider organisational or project context
2. Establish work practices that support innovation	2.1. Consult on and establish working conditions that reflect and encourage innovative practice 2.2. Introduce and maintain workplace procedures that foster innovation and allow for rigorous evaluation of innovative ideas 2.3. Facilitate and participate in collaborative work arrangements to foster innovation 2.4. Build and lead teams to work in ways that maximise opportunities for innovation
3. Promote innovation	3.1. Acknowledge suggestions, improvements and innovations from all colleagues 3.2. Find appropriate ways of celebrating and promoting innovation 3.3. Promote and reinforce the value of innovation according to the vision and objectives of the organisation or project 3.4. Promote and support the evaluation of innovative ideas within the wider organisational or project context
4. Create a physical environment which supports innovation	4.1. Evaluate the impact of the physical environment in relation to innovation 4.2. Collaborate with colleagues about ideas for enhancing the physical work environment before taking action 4.3. Consider potential for supporting innovation when selecting physical resources and equipment 4.4. Design, fit-out and decorate workspaces to encourage creative mindsets, collaborative working and the development of positive workplace relationships
5. Provide learning opportunities	5.1. Pro-actively share relevant information, knowledge and skills with colleagues 5.2. Provide or encourage formal and informal learning opportunities to help develop the skills needed for innovation 5.3. Create opportunities in which individuals can learn from the experience of others

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, consultation and negotiation skills to model and lead, open and collaborative relationships comprehension skills to interpret and develop information that may deal with complex ideas and relate to issues both within and outside a given workplace context planning and organisational skills to implement wide-ranging practical processes and procedures that support innovation problem-solving skills to assess and respond to challenges and risks around innovation at an operational management level self-management and learning skills to evaluate and enhance personal effectiveness, and to promote a culture of ongoing learning and development.
Required knowledge
benefits of providing coaching and learning opportunities in relation to innovation concept of innovation, what it is and what it means for different people either working independently or within an organisation context for innovation in the relevant workplace context including core business values, overall objectives, broader environmental context and the need to ensure the value and benefit of innovative ideas and projects different ways of rewarding performance factors and tools that can motivate individuals to use creative thinking and apply innovative work practices legislative framework that impacts on operations in the relevant workplace context management principles and leadership styles, including the impact of different approaches on innovation typical challenges and barriers to innovation within teams and organisations, and ways of overcoming these ways in which workplace climate can affect individual attitudes and performance.

Evidence Guide

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: establishment of procedures and practices (for a project or a workplace) which support and foster innovative work practice and include sound evaluation processes modelling of behaviour that supports innovative work practice knowledge and understanding of the role of leaders and managers in encouraging innovation, and the issues and challenges associated with building and sustaining an innovative work environment.
Context of and specific resources for assessment	Assessment must ensure: involvement of a team for which the candidate provides leadership and guidance.
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 by the candidate evaluation of outcomes and processes from activities managed by the candidate, particularly in relation to how innovation and innovative practice was encouraged and supported oral or written questioning to assess knowledge of ways that innovation can be fostered and the typical challenges and barriers to innovation.
Guidance information for assessment	Innovation does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended.

Range Statement

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.
Leadership and management activities may include:	people management practices planning processes regular management meetings review processes
Risks may include:	budgetary issues challenging changes in relationships, work practices and general workplace climate unforseen impacts of innovative ideas
Working conditions may include:	family-friendly leave entitlements flexible working hours social leave study leave time provided for coming up with ideas
Workplace procedures may relate to:	briefing processes client relations performance management project management staff meetings training
Evaluation of innovative ideas may relate to:	analysing consistency with overall goals, values or vision assessing resource requirements and practicalities assessing the potential to find 'champions' or supporters evaluating the external factors that may impact on the idea exploring the implications of ideas that may stretch or change existing ways of doing things
Collaborative work arrangements might be:	cross section vertical teams within a section working with supplier organisations or partner organisations
Ways that maximise opportunities for innovation may relate to:	collaborating collecting data creative thinking future scanning getting feedback making suggestions networking
Ways of celebrating and promoting innovation may include:	congratulating the project team ensuring management acknowledgment providing a newsletter story about the idea using the idea to help foster other ideas well-planned group incentive schemes
Impact of the physical environment may relate to:	eating areas extent to which design or style links with declared philosophies or objectives external areas general ambience of the work environment location of different people presence and ambience of relaxation areas style of dÃ©cor use of creative messages or images in the workplace workspace design and dÃ©cor workstation arrangements and opportunities for interaction
Formal and informal learning opportunities may include:	coaching conferences formal training courses/programs information seminars job rotation mentoring online learning

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Innovation

Co-requisite units

Co-requisite units

BSBINN601B Manage organisational change

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to determine strategic change requirements and opportunities; and to develop, implement and evaluate change management strategies. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to managers with responsibilities that extend across the organisation or across significant parts of a large organisation. They may have a dedicated role in human resources management, human resources development, or work in a strategic policy or planning area. The unit takes a structured approach to change management and applies to people with considerable work experience and organisational knowledge.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify change requirements and opportunities	1.1. Identify strategic change needs through an analysis of organisational objectives 1.2. Review existing policies and practices against strategic objectives to identify change requirements 1.3. Monitor trends in the external environment to identify events or trends that impact on the achievement of organisation's objectives 1.4. Identify major operational change requirements due to performance gaps, business opportunities or threats, or management decisions 1.5. Review and prioritise change requirements or opportunities with relevant managers 1.6. Consult specialists and experts to assist in the identification of major change requirements and opportunities
2. Develop change management strategy	2.1. Undertake cost-benefit analysis for high priority change requirements and opportunities 2.2. Undertake risk analysis, identify barriers to change, and agree and record mitigation strategies 2.3. Develop change management project plan 2.4. Obtain approvals from relevant authorities to confirm the change management process 2.5. Assign resources to the project and agree reporting protocols with relevant managers
3. Implement change management strategy	3.1. In consultation with relevant groups and individuals, develop communication or education plan to promote the benefits of the change to the organisation and to minimise loss 3.2. Arrange and manage activities to deliver the communication or education plans to relevant groups and individuals 3.3. Consult with relevant groups and individuals for input into the change process 3.4. Identify and respond to barriers to the change according to risk management plans 3.5. Action interventions and activities set out in project plan according to project timetable 3.6. Activate strategies for embedding the change 3.7. Conduct regular evaluation and review, and modify project plan where appropriate to achieve change program objectives

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
high level interpersonal and leadership skills to obtain acceptance of change processes and to inspire trust innovation skills to think laterally and to develop creative means to enable people to accept change positively learning skills to enable openness to new ideas and techniques which could contribute to ongoing organisational improvement planning and organising skills to sequence events and to enable staff to be clear in times of change or turbulence problem-solving skills to identify and respond to barriers to the change and analyse risks project management skills to implement the change management strategy teamwork skills to consult with relevant groups and individuals for input to the change process verbal communication skills to consult with relevant stakeholders and promote the change management plan
Required knowledge
change management process or cycle components of a change management project plan impact of the external environment on change strategies organisational behaviour potential barriers to change range of strategies for embedding change

Evidence Guide

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: development of a change process that detailsrationale for the change and its objectives implementation of a change process critical evaluation of how the change process was managed demonstration of techniques for responding to resistance to change.
Context of and specific resources for assessment	Assessment must ensure access to appropriate documentation and resources normally used in the workplace.
Method of assessment	The following assessment methods are appropriate for this unit: analysis of responses to case studies and scenarios around change management assessment of reports on change management direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate review of change management project plan and communication or education plans review of records outlining consultation with relevant groups and individuals for input to the change process oral or written questioning to assess knowledge of change management strategies.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Strategic change needs may include:	actions arising from strategic planning activities to bring about major change in the organisation, which may relate to: people processes technology structure.
External environment may refer to factors that are:	consumer-driven ecological economic ethical global legal political social technological the drive to corporate sustainability the move to a knowledge economy workforce-driven.
Relevant managers may include those:	affected by the change holding a leadership position in the organisation participating in the change project.
Barriers to change may include:	challenges to group norms or established roles existing organisational culture existing reward systems fear of loss of status, security, power or friends interdepartmental rivalry or conflict lack of involvement in the change low morale vested interests.
Resources may include:	contractors employees and managers external and internal consultants financial and budget allocation hardware and software physical assets.
Interventions and activities may include:	action research career planning job redesign sensitivity training succession planning surveys (with feedback) team building termination or redeployment training transition analysis.

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and innovation - innovation

Co-requisite units

Co-requisite units

BSBINN801A Lead innovative thinking and practice

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to generate, lead and sustain innovative organisational thinking and practice. The unit also covers generating innovative thinking and creativity to lead sustainable innovative practices; supporting a culture of innovation; and maintaining a sustained approach to innovative thinking and practice. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who initiate and lead innovation in any industry or community context. Each organisation's thinking and practice will be different depending on its core business, purpose, size, complexity and broader operating context. Leaders encourage innovative thinking and practice in relation to drivers shaping the particular work environment. Managers may use innovative thinking and practice to advance learning and business processes that contribute to organisational strategies, business plans and goals.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Generate innovative thinking and creativity	1.1. Research and use a range of techniques and tools to generate new ideas and thinking 1.2. Research and analyse trends shaping organisation's current and future thinking and practice 1.3. Introduce and promote creative thinking techniques to foster personal and team innovation 1.4. Evaluate overall context for individual and collective innovative thinking and creativity 1.5. Research and analyse specific conditions for innovation and issues that impact on individual and collective innovative thinking and creativity 1.6. Research and review innovation drivers and enablers
2. Lead innovative practices	2.1. Develop personal leadership style to model positive innovative thinking and practice 2.2. Review, challenge and refine own style and practice in relation to modelling and supporting innovation 2.3. Assess and determine the requirements to promote sustainable innovative activity for the operational context and people involved 2.4. Devise and implement most appropriate means to promote knowledge transfer 2.5. Identify, evaluate and manage risks associated with innovation within an organisation
3. Generate and support a culture of innovation	3.1. Introduce and promote innovative practices, processes, products or services appropriate to audience and organisational requirements 3.2. Establish ways to capture, communicate and share innovative ideas and practices 3.3. Initiate and foster communication, consultation and team development approaches that support innovation 3.4. Identify, assess and provide adequate resources for innovation to occur 3.5. Develop and apply strategies to foster a workplace culture capable of encouraging innovation 3.6. Establish mechanisms at system and process level that can support innovation
4. Sustain innovative thinking and practice	4.1. Develop strategies to make innovation an integral part of organisational activity 4.2. Develop and monitor processes to ensure ongoing awareness of individual and collective contributions to innovative thinking and practice 4.3. Analyse potential barriers and risks to innovation and devise strategies to respond 4.4. Analyse and reflect on innovation performance as a basis for developing strategies for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, consultation and negotiation skills to model and lead open and collaborative relationships planning and organisational skills to develop, implement and sustain practical strategies for innovation problem-solving skills to assess challenges and risks at a strategic level and to develop appropriate responses research and analytical skills to work with structurally intricate and conceptually complex innovation texts and broader industry contexts; and to develop materials which deal with complex ideas and concepts self-management and learning skills to evaluate and enhance personal effectiveness, and to promote a culture of ongoing learning and development team and leadership skills to generate, promote and sustain innovation in an organisational or community setting technology skills to use computers for document production and research of innovative practices and theories
Required knowledge
current and past theories and thinking about innovation and creativity leadership styles including the way that different approaches impact on innovation in organisations, and specific approaches that foster innovation legislative framework that affects business operations in a given context, including particular legislation with a direct impact on innovation, for example concerning copyright, trademarks, intellectual property, occupational health and safety (OHS) management techniques and tools for the encouragement of creative thinking and for turning good ideas and creative thinking into innovation organisational and industry context for innovation including overarching mission, objectives and strategies relationship between theory and thinking on innovation and creativity, and applied practice risk assessment and management strategies in the context of innovation social, political, economic and technological developments that determine the broad context for innovation in the relevant workplace context theories, processes and practice of organisational transformation and the management of the stages of change typical strategic challenges and barriers to innovation within organisations and ways of overcoming these challenges and barriers

Evidence Guide

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: comprehensive understanding and application of key concepts, current theories and processes for promoting innovative thinking and practices in an organisational context critical examination of trends in thinking and emerging practices as they relate to an organisation's current thinking and practices knowledge of social, political, economic and technological developments that determine the broad context for innovation in the relevant workplace context.
Context of and specific resources for assessment	Assessment must ensure: assessment over a sufficient timeframe to allow holistic assessment of the candidate's capacity to lead and sustain innovative thinking and practice opportunities for interaction with others to reflect the collaborative nature of the innovation process access to current organisational documentation and support materials.
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 by the candidate evaluation of reports prepared by the candidate to propose strategies and techniques for building innovative thinking and practice within a given organisational context oral or written questioning to assess knowledge of innovation theory and practice, context for innovation, and factors that affect innovation in a particular organisation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBINN601B Manage organisational change BSBLED701A Lead personal and strategic transformation BSBLED702A Lead learning strategy implementation PSPMNGT614A Facilitate knowledge management.

Range Statement

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.
Range of techniques and tools for creative thinking may include:	brainstorming concept maps creative thinking matrix DeBono tools (e.g. six hats) foresight tools Kirton Adaptation Innovation Inventory mindmapping (Buzan) nominal group technique scenario analysis.
Overall context may include the environment relating to:	culture electronic and non-physical context global local or regional national work group or community.
Conditions for innovation may span causal factors and issues relating to:	ability to gain and respond to customer feedback available resources (in all their forms) business systems changes to workflow and processes competency, capability and skills of the workforce culture and values economic change emerging technologies executive support for innovation external globalisation government regulations, policy or funding initiatives internal labour market and industry changes and restructures learning culture management practices new business models new markets organisational sociocultural circumstances and issues (for example, within Indigenous organisations) research and development focus and support shift to knowledge economy or new economy structure and design of work in the organisation technology change and convergence vision, core purpose and capabilities.
Drivers are factors or changes that impel innovative practice and may include:	customer expectations globalisation market shifts new legislation (such as compliance) policies (such as environmental protection) price and profitability technology change.
Enablers are factors that help innovation overcome barriers and may include:	breakthroughs collaboration culture development intellectual property inventions management support profitability research resources responsiveness skilled workforce technology.
Leadership style will usually be differentiated by five classical approaches:	autocratic (non-participative) charismatic flexibility democratic (participative) laissez faire (free reign) paternalistic.
Risks may include:	damage to property/equipment environmental market changes OHS (including disease) product failure professional incompetence resource deficiencies systems and process failures.
Mechanisms at system and process level may be physical or electronic and relate to:	customer management human resources information technology learning market OHS operations planning (strategic and corporate) quality research and development risk resource management supply chain management structural and performance hierarchies (strata).

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Innovation

Co-requisite units

Co-requisite units

BSBIPR401A Use and respect copyright

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use and respect copyright. It covers maintaining control over the copyright owner's work, commercialising copyright material, preventing the unauthorised use of an original work, and using other party's original work legitimately. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to people who may be authors, creators or other owners of works covered by copyright. It also applies to employees who have a role in ensuring that their organisation's copyright is protected and/or that their organisation uses others' copyright appropriately to benefit the organisation without infringing the rights of copyright owners. These people may work in a wide range of industry and business contexts.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify extent of copyright protection for original works	1.1. Research copyright and its application to original works 1.2. Identify legislative requirements governing copyright 1.3. Determine the copyright owner of original works within or used by the organisation 1.4. Research the rights of the copyright owner, including moral rights 1.5. Determine whether a copyright notice is required 1.6. Identify sources of information and advice regarding copyright issues and use copyright professionals where required
2. Ensure that copyright protection is effective when using original works	2.1. Identify material within the organisation that may attract copyright 2.2. Identify and review organisation policies and procedures to ensure that own and others' original works are protected against direct or indirect infringement of copyright 2.3. Implement policies and procedures to protect the organisation's copyright, recognising exceptions that allow the legitimate use of own copyright material by others 2.4. Provide advice to relevant personnel about the legal and economic implications of copyright infringement 2.5. Evaluate and make recommendations for the commercialisation potential of copyright material 2.6. Research issues that need to be considered when licensing or selling copyright rights, including the use of copyright collection societies
3. Monitor policies and procedures for use of own copyright materials by other parties	3.1. Monitor policies and procedures to ensure that the organisation's copyright is respected locally and internationally 3.2. Create and maintain documentation in relation to copyright agreements where established 3.3. Implement procedures to limit or deter infringement of organisation's copyright and/or encourage the proper use of the organisation's copyright 3.4. Make recommendations to appropriate personnel when real or potential infringements of organisation's copyright may require further action
4. Monitor policies and procedures for legitimate use of others' copyright materials	4.1. Research when permission is needed to use copyright material belonging to others 4.2. Advise appropriate personnel about restrictions on and licensing requirements for the use of others' copyright material, and implement training if required 4.3. Advise appropriate personnel of legislative exceptions that allow use of copyright material without permission 4.4. Monitor policies and procedures covering organisational use of others' copyright material to ensure it is to the benefit of the organisation 4.5. Monitor organisational use of others' copyright material to reduce the risk of infringement 4.6. Take action to minimise damage if infringement of others' copyright material occurs

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research skills to identify a range of issues and information relating to copyright ownership and use organisational skills to review and maintain policies and procedures communication skills to provide relevant advice to others about copyright protection problem solving skills to monitor copyright policies and procedures and make recommendations for action if required technology skills to research copyright information
Required knowledge
principal features of legislative framework for copyright and its application to the organisation: Australia Copyright Act 1968 and Copyright Regulations 1969 internationally WIPO Treaties, in particular the Berne Convention, the WIPO Copyright Treaty and the WIPO Performances and Phonograms Treaty International Trade Agreements, in particular the WTO TRIPS Agreement and the impact of free trade agreements to which Australia is a party (including AUSFTA) what works are protected by copyright and how long copyright lasts rights of copyright owners sources of information and advice on copyright methods for preventing unauthorised use of copyright material and action to take if infringement of copyright occurs when authorisation for use of copyright materials is needed and how to obtain it licensing and the role of collecting societies open source copyright licences, such as creative commons, AEShareNet, NEALS, GPL and other similar licences for copyright material impact of the internet on copyright

Evidence Guide

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: identification of issues for the use, management and protection of original works with copyright implementation of policies and procedures for the use, management and protection of original works with copyright and legitimate use of others' original material
Context of and specific resources for assessment	Assessment must ensure: access to relevant information on the individual or organisation's copyright requirements and procedures access to reliable and appropriate explanatory material and guidelines access to appropriate computer resources for establishment and maintenance of policies and procedures
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 portfolio of evidence oral or written questioning to assess knowledge of copyright and its implications for the organisation development of action plans for implementation of copyright policies and procedures, and commercialisation of original works analysis of case studies around copyright issues, with recommendations for action
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from BSB07 including other units relating to intellectual property

Range Statement

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.
Copyright refers to:	the protection of the original expression of ideas from copying and certain other uses, but not the ideas themselves a large range of works, including: works of art and design, and graphic representations, e.g. drawings, maps, community art literature and other written material, e.g. reports, manuals, guides music, e.g. tunes, lyrics sound recordings films and other moving images drama and dance broadcasts computer programs, software, games online or digital content traditional knowledge
Legislative requirements may include:	Copyright Act 1968 Copyright Regulations 1969
Copyright owner may be:	creator of the work employer where the employee creates a work in the course of employment as part of their usual duties, or is contracted to create the work for the employer person to whom copyright has been assigned person who arranged for a film or sound recording to be made person who commissioned design work on a commercial basis State, Territory or Federal Government for material created under their direction or control Note: there could be more than one owner of copyright
Rights of the copyright owner may include:	the exclusive right to reproduce, publish, communicate to the public, publicly perform and adapt material assigning their rights to others so that another party becomes the owner or exclusive licensee of the rights licensing their rights, giving another party the permission to use the copyright material but not own the rights licensing of rights associated with derivative works of copyright material, including: exact copies enhancements supplementary works compilations (For example license to use computer software programs - specialist legal advice should be obtained) Note: different rights attach to different types of copyright and the term of copyright may also differ
Moral rights:	refer to the personal legal rights of individual creators in the copyright works they have created. They are separate from the economic rights of the copyright owner and may be held by different people include the right of creators: to be attributed not to have their work falsely attributed not to have their work treated in a derogatory way
Copyright notice may refer to:	the copyright symbol Â© name of the copyright owner year of creation or first publication Note: a copyright notice is not required to obtain copyright protection in Australia, but is recommended to clearly indicate to others that the work is protected and to identify the copyright owner
Sources of information and advice may include:	IP Australia Attorney-General's Department Australian Copyright Council State and Commonwealth government agencies lawyers specialising in intellectual property, including trade mark attorneys and patent attorneys accountants business advisors marketing consultants branding consultants copyright collecting societies, e.g. CAL, PPCA, MIPI, APRA, AMCOS publications websites, Internet databases, e.g. local and international trade mark databases
Policies and procedures may relate to:	information technology and computer usage computer security measures employment contracts, including responsibility for intellectual property confidentiality agreements within the organisation or among people who may need to know about the copyright material, so as to keep the copyright secret prior to commercialisation
Direct infringement of copyright may include:	when a person, without the copyright owner's permission: reproduces the work (or a substantial portion thereof) in a material form publishes the work communicates the work to the public in the case of literary, dramatic and musical works, performs the work in public adapts the work
Indirect infringement of copyright may include:	when a person authorises or facilitates another person to infringe copyright, including through 'inactivity' or 'indifference' when a person, without the copyright owner's permission, imports certain articles into Australia, e.g. to sell, distribute, exhibit or hire, when the article if made in Australia would have been an infringement of copyright
Implications of copyright infringement may include:	legal and economic implications of not complying with copyright legislation legal and economic implications of others infringing the individual or organisation's copyright
Commercialisation potential could include:	licensing or transferring use of original work profiting from the sale of the original work developing a product or creative work under a government grant or other funding source and taking it to a commercial product stage
Copyright collection societies refer to:	societies that license, collect and distribute royalties on behalf of the copyright owners they represent
Locally refers to:	copyright protection within Australia which, under the Copyright Act 1968, exists automatically when something is written down or recorded in accordance with the requirements of the copyright legislation
Internationally refers to:	copyright protection in other countries. Copyright is protected by national laws of each country, usually based on international conventions
Procedures to limit or deter infringement may include:	making sure there is a copyright notice on all work statement on works outlining preferred licensing arrangements access codes in software encrypting express agreements on copyright ownership, particularly when work is outsourced
Further action could include:	seeking legal advice contacting publisher if the work is published civil actions, including informal negotiations and letters of cease and desist court order, including: order to seize infringing goods injunctions monetary damages/compensation
Restrictions may include:	not using others' copyright material without authorisation from the copyright owner Note: there are some limited exceptions: fair dealing for the specific purposes of research or study, criticism or review, and news reporting reproduction of computer programs, e.g. in the technical processes of running the program, for back-up copy, to correct errors copying industrial products

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Intellectual Property

Co-requisite units

Co-requisite units

BSBIPR404A Protect and use innovative designs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to protect the appearance or look of manufactured or hand made articles as registered designs. It covers identifying the need for protection, the process of design registration, monitoring and protecting registered designs, and using registered designs commercially. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals and organisations who are involved in creating industrial or fashion designs across a variety of work environments.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify the need for protection of innovative designs	1.1. Research what constitutes a registrable design and what exclusive rights are obtained through registration 1.2. Identify legislative requirements governing design registration 1.3. Research prior art to determine what has already been published or registered in the area of design 1.4. Assess whether copyright provides protection and determine adequacy of non-registrable protection 1.5. Identify innovative designs within own organisation with commercial potential 1.6. Evaluate and make recommendations for commercialisation potential of innovative designs
2. Identify and initiate application for protection of innovative designs	2.1. Identify sources of information and advice regarding protection of innovative designs 2.2. Evaluate the role of intellectual property professionals in the registration process 2.3. Identify processes required for the application for registration of a design 2.4. Identify process for international design registration 2.5. Participate in a design registration process and, if applicable, provide relevant information to an intellectual property professional
3. Monitor the market and protect and use registered design	3.1. Identify and review organisation policies and procedures to protect and use the organisation's designs correctly 3.2. Identify and establish processes to use own and others' registered designs for business growth 3.3. Ensure that procedures are followed for the organisation to maintain innovative design protection 3.4. Ensure all employees are aware of the importance to the organisation of the protection of designs, and implement training, if required 3.5. Monitor the market for possible infringements of registered designs 3.6. Pursue appropriate legal measures to protect designs against infringements, if required, using appropriate professional advice 3.7. Identify and review organisation policies and procedures to ensure all employees respect the work of other designers in fair and open competition

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research skills to identify rules governing design registration and search databases analytical skills to identify commercial potential of innovative designs and their registration applicability literacy skills tointerpret IP Australia's design registration procedures and contribute to an innovative design protection application problem solving skills to act on potential infringement issues
Required knowledge
application guidelines, formats and procedures to protect innovative designs overview of relevant legislation concerning designs, including the overlap of intellectual property rights between design protection and copyright sources of information and advice about protection of designs

Evidence Guide

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: identification of issues for the use, management and protection of innovative designs implementation of policies and procedures for the use, management and protection of innovative designs and legitimate use of others' designs
Context of and specific resources for assessment	Assessment must ensure: access to relevant information on the individual or organisation's innovative design protection requirements and procedures access to reliable and appropriate explanatory material and guidelines access to appropriate computer resources for establishment and maintenance of policies and procedures
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 portfolio of evidence oral or written questioning to assess knowledge of protection of innovative designs and its implications for the organisation development of action plans for implementation of policies and procedures for the protection of innovative designs, and commercialisation of innovative designs analysis of case studies ofissues about protection of innovative designs, with recommendations for action
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from BSB07 including other units relating to intellectual property

Range Statement

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.
Registrable design refers to:	the appearance or look of a manufactured or hand made article that is: new and distinctive not substantially similar in overall impression to designs in the prior art distinctive in the view of the Informed User not used or shown in public before first application design protection may not be appropriate to protect: how a product works or functions items that are primarily artistic or literary in nature
Exclusive rights are defined as:	the right to prevent others from making, using and exploiting a design for a product, in relation to which the design is registered, for a specified period of time exclusive rights are limited in the following ways: infringement may not occur if the design is used on a product outside of the scope to that for which the design was registered certain repairs may not infringe the design where the product is a component part of a complex product protection does not cover the design features if only the idea of the general functional features are copied, as a product's function cannot be protected under design protection does not cover the underlying idea of the design, only the actual design
Legislative requirements refer to:	Designs Act 2003 Design Regulations Copyright Act 1968
Prior art is defined as:	all information in the public domain relating to previous designs that may impact on the design's originality
Non-registrable protection may include:	trade secrets confidentiality agreements and non-disclosure agreements
Commercialisation potential may include:	licensing the design to third parties for a fee or under certain conditions profiting from the manufacture and sale of a registered design
Sources of information and advice include:	IP Australia Attorney-General's Department Australian Copyright Council State and Commonwealth government agencies lawyers specialising in intellectual property trade mark attorneys and patent attorneys accountants business advisors marketing consultants branding consultants copyright collecting societies, eg CAL, PPCA, MIPI, APRA, AMCOS publications websites, Internet design databases
Processes may include:	reviewing and proliferating confidentiality agreements within organisation or among people who may need to know about the design before application for registration is lodged so as to keep the design secret carrying out searches on relevant databases including: bibliographic and pictorial searches on IP Australia's website pictorial or representation searches in the public domain drafting a completed application form preparing copies of representations of the design in relation to a product the application process may also include, if desired or requested: requesting an examination considering the value of a Statement of Newness and Distinctiveness to identify particular visual features of the design as new and distinctive responding to any adverse findings the Registrar of Designs may identify during the examination process considering any material submitted by a third party to dispute the Newness and Distinctiveness of the design
International design registration may include:	filing for design registration with the relevant offices of a foreign country Signatory states to the international convention for design protection allow for the priority date assigned to the design in Australia to be obtained internationally if applied for within six months of lodgement in Australia
Maintain protection may include:	keeping track of registration expiration dates applying for renewal of registration
Monitoring may include:	observing the activities of competitors scanning the market for potential design infringements regular or ad-hoc searching of design applications and/or registrations locally or internationally
Legal measures may include:	seeking legal advice from an appropriate professional requesting examination of suspected infringements bringing infringement proceedings against a party suing a party who has imported any infringing designs into Australia suing a party who has sold, or offered for sale, any product infringing their rights in the design implementing other business, regulatory or market strategies within legal means

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Intellectual Property

Co-requisite units

Co-requisite units

BSBIPR405A Protect and use intangible assets in small business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively protect and exploit the intellectual property of a small business. It focuses on identifying and valuing intangible assets, implementing measures to protect and commercialise these assets as well avoiding the infringement of others' intellectual property rights. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who either operate a small business or who are investigating the establishment of a small business. It particularly applies to small businesses that have intangible assets with market value which require protection, and which can be used to improve business performance. Intangible assets refer to assets which may be protected under a range of intellectual property legislation, including patents, trade marks, designs and copyright, as well as protection under other techniques, such as common or contract law. This unit encourages small business owners to seek expert advice from intellectual property professionals when required for the protection of intellectual property.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and value intangible assets which are key to the small business	1.1. Identify intangible assets, which are a key to the ongoing success of the small business, through an intellectual property audit 1.2. Research appropriate sources of information and advice for protecting and effectively exploiting the small business's intangible assets, and seek professional advice when required 1.3. Value intangible assets so they can be incorporated into the business plan and risk assessment strategy
2. Identify and select types of protection available for intangible assets	2.1. Identify the types of protection for intangible assets, including registered and unregistered protection 2.2. Identify relevant legislative requirements in relation to the proper use and protection of intangible assets 2.3. Calculate the likely costs, risks and benefits of potential types of protection available 2.4. Assess organisational requirements, and balance costs and benefits to select the most appropriate methods to protect and use intangible assets
3. Implement appropriate protection for intangible assets	3.1. Ensure all employees, partners and directors are aware of the importance to the small business of protection of intangible assets 3.2. Implement confidentiality agreements if appropriate with employees and others who might have access to commercially sensitive information 3.3. Search appropriate databases and other resources to determine whether the small business's intangible assets are original, to avoid infringement of the intangible assets of others 3.4. Follow procedures to protect intangible assets according to the type of protection required, using appropriate intellectual property professionals 3.5. Develop and implement processes for detecting and defending infringements against the small business's intangible assets 3.6. Monitor the market for possible infringements of protection of intangible assets and take appropriate action if required
4. Develop and implement processes to avoid infringement of the rights of others	4.1. Develop and implement processes so that the small business does not infringe others' intellectual property rights 4.2. Ensure all employees are aware of and understand the importance of avoiding the infringement of others' intellectual property rights
5. Use and commercialise the small business's and others' intangible assets	5.1. Identify options for exploiting and commercialising own intangible assets 5.2. Identify intellectual property of others that can legally be used by the small business for business advantage 5.3. Identify taxation, accounting and financial reporting requirements for any gains made from commercialisation of intangible assets

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research and analytical skills to investigate and interpret relevant legal requirements in relation to protection of intangible assets numeracy skills to understand the value of intangible assets organisational skills to develop processes to protect, use and exploit intangible assets communication skills to provide information to relevant personnel about intellectual property
Required knowledge
basic knowledge of types of intellectual property and the key characteristics of each the range of intellectual property residing with the organisation basic knowledge of relevant legislative requirements as they apply to the job role

Evidence Guide

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: identification of issues for the use, management and protection of intangible assets implementation of policies and procedures for the use, management and protection of intangible assets and legitimate use of others' intangible assets in a small business context
Context of and specific resources for assessment	Assessment must ensure: access to a small business, either own, other or proposed, for exploration of intangible assets access to relevant documentation, including explanatory materials and guidelines access to appropriate computer resources for establishment and maintenance of policies and procedures
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 portfolio of evidence oral or written questioning to assess knowledge of intellectual property and its implications for the organisation development of action plans for implementation of intellectual property policies and procedures, and commercialisation of intangible assets analysis of case studies around intellectual property issues, with recommendations for action presentation to financial backers or others showing how intangible assets will be protected and commercialised
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB401A Establish legal and risk management requirements of small business BSBSMB403A Market the small business

Range Statement

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.
Intangible assets may include:	brand business name customer/client list computer systems software confidential information copyrights core technology database design distribution agreements domain name employees' specialist knowledge goodwill ideas innovation invention logo packaging patent practical application of a good idea process product promotional materials secret recipe, process, formula standard of service/unique service technique trade mark trade secret training manuals
Intellectual property audit refers to:	a systematic review of the intellectual property owned, used or acquired by a person or organisation. It includes: identifying products or services that are key to the small business identifying intangible assets and the legal rights in relation to protection of the assets understanding what market advantage these rights give the small business
Sources of information and advice may include:	IP Australia Attorney-General's Department Australian Copyright Council State and Commonwealth government agencies lawyers specialising in intellectual property trade mark attorneys and patent attorneys accountants business advisors marketing consultants branding consultants copyright collecting societies, e.g. CAL, PPCA, MIPI, APRA, AMCOS publications websites, Internet databases e.g. local and international trade mark databases
Value may include:	using processes in accordance with accepted accounting standards and with the assistance of appropriate professionals: calculating how much time would be required to develop these assets from scratch estimating how much a competitor might pay to buy or use these assets estimating how much of the organisation's profit is attributable to the assets
Business plan may include:	executive summary objectives description of the business legal requirements, including intangible assets selling and marketing strategy research and development plan production or operating strategies ownership and management plan funding strategy financial plan strengths, weaknesses, opportunities and threats, including intangible assets
Types of protection may include:	copyright registered patents registered and unregistered trade marks registered company name, business name, domain name registered designs trade secrets sui generis protection (e.g. plant breeders and circuit layouts) moral rights
Registered protection refers to:	protection which occurs through the registration of the particular intangible assets, e.g. trade marks, patents and designs
Unregistered protection refers to:	protection which occurs automatically by law, without the need for registration, e.g., copyright, moral rights and common law trade marks
Legislative requirements may include:	Business Names legislation Copyright Act 1968 Designs Act 2003 Patents Act 1990 Trade Marks Act 1995 Trade Practices Act 1974 and State/Territory fair trading legislation
Confidentiality agreements may refer to:	an agreement between a party with confidential information and a party to whom that confidential information will be disclosed (e.g. potential partners and financial backers, employees) outlining conditions of the disclosure and permitted use of the information
Appropriate databases may include:	public registers of registered Australian and international patents, trade marks, designs and plant breeders' rights Note: these may be accessed via IP Australia's website or through use of a commercial search company or patent and trade mark attorney
Others' intellectual property rights may be infringed through unlicensed use of:	brands, logos, packaging, colours domain names, business and company names inventions, innovations, business methods designs content, e.g. photos, text, images software music film technology in new invention
Commercialising intangible assets may include:	franchising licensing selling off business and/or processes, inventions, brands, etc. manufacturing
Gains may include:	proceeds from: sales franchising licensing use of the intellectual property or associated products

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Intellectual Property

Co-requisite units

Co-requisite units

BSBIPR501A Manage intellectual property to protect and grow business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to protect, secure and effectively use intangible assets of value to an organisation. It focuses on establishing and maintaining systems to protect and exploit an organisation's intellectual property to ensure business growth. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to managers or coordinators who take an active role in recognising, securing and commercialising intangible assets which contribute to the organisation's profitability, productivity, product or service delivery, and market leadership. These managers and coordinators may work in a range of industry or other contexts and may have responsibility for managing people, systems or processes.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify the organisation's intellectual property assets and rights	1.1. Identify the intangible assets residing within the organisation and how they can be protected 1.2. Identify the sections of the organisation in which intellectual property is created, procured or transferred and for which management is required 1.3. Research intellectual property rights appropriate to the organisation according to legislative requirements 1.4. Identify and access sources of information and advice for protection of the organisation's intellectual property 1.5. Conduct a cost-benefit analysis of protecting intellectual property and determine risks 1.6. Identify and use appropriate intellectual property professionals to initiate processes to protect intellectual property, according to the type of intellectual property protection required
2. Create a strategy to manage the organisation's intellectual property	2.1. Review or create an organisational strategy, and review or develop policies and procedures for protection, management and use of intellectual property as part of the organisation's business strategy 2.2. Plan and implement an intellectual property audit and establish or review the value and use of the organisation's intangible assets inventory 2.3. Plan and make recommendations for implementation of a strategy for business growth through use of organisation's intellectual property 2.4. Plan and implement strategies to ensure employees, partners and contractors protect the organisation's and others' intangible assets 2.5. Establish or review procedures to securely record and store documentation related to the organisation's intangible assets
3. Monitor and maintain organisational strategies for the protection and use of intellectual property	3.1. Monitor and review strategies, policies and procedures for the identification, protection and use of intellectual property regularly to ensure they are working effectively, and make changes if required 3.2. Manage the identification of potential infringement of organisation's intellectual property rights, and ensure appropriate action is taken 3.3. Promote a culture of compliance and respect for other organisations' and individuals' intellectual property rights
4. Manage the commercialisation of the organisation's intellectual property to ensure business growth	4.1. Research the role intellectual property will play in the strategic plans of the organisation 4.2. Contribute to the implementation of the commercialisation of the organisation's intellectual property 4.3. Manage the review of the activities of existing or potential competitors and assess their impact on the organisation's intangible assets 4.4. Access and effectively use others' intellectual property within legal guidelines for business advantage

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and analytical skills to conduct audits and make recommendations for compliance and commercialisation of intellectual property interpersonal skills to foster a positive culture of compliance within the organisation marketing skills to contribute to the commercialisation of the organisation's intellectual property problem solving skills to address intellectual property compliance issues research skills to find and interpret relevant legislation in relation to the particular types of intellectual property
Required knowledge
types of intellectual property protection and time restraints on protection relevant legislation and regulations relating to intellectual property rights potential sources of information and advice about intellectual property business and marketing advantages of intellectual property protection strategic and business planning options for commercialisation

Evidence Guide

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: identification of the types of intellectual property within the organisation and the relevant legislation protecting them establishment or review of strategies, policies and procedures for the management and use of own and others' intellectual property identification of commercialisation potential of an organisation's intellectual property
Context of and specific resources for assessment	Assessment must ensure: access to relevant organisational strategies, policies and procedures; or access to information to allow for the design of these policies and procedures access to relevant legislation and regulations as they relate to intellectual property access to appropriate computer resources for online search and report preparation
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: analysis of data collected on intangible assets and their compliance requirements within an organisation direct questioning combined with review of portfolio of evidence and third party workplace reports of on-the-job performance by the candidate, to demonstrate the establishment of strategies, policies and procedures to manage an organisation's intellectual property third party reports to demonstrate how the candidate promoted a culture of respect for the intellectual property of others presentation to appropriate personnel on the commercialisation of a range of intellectual property within the organisation oral or written questioning about relevant legislation as it relates to the organisation's intellectual property
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBRSK501A Manage risk other management units from BSB07

Range Statement

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.
Intangible assets may include:	brand business name customer/client list computer systems software confidential information copyrights core technology database/customer list design distribution agreements domain name employees' specialist knowledge goodwill ideas innovation invention logo packaging patent practical application of a good idea process product promotional materials secret recipe, process, formula standard of service/unique service technique trade mark trade secret training manuals
Sections of the organisation may include:	any section of the organisation that creates products or services that may be protected by intellectual property rights, or that is responsible for the management of intellectual property, including: design department marketing department research and development department product development group human resource department production, administration or service delivery legal services unit
Intellectual property refers to:	the output of the mind or intellect rather than tangible objects. It includes: copyright trade marks patents designs plant breeder's rights circuit layout rights confidential information/trade secrets
Intellectual property rights may refer to:	the exclusive rights associated with the relevant intangible asset the right to prevent use by others of the intangible asset
Legislative requirements may include:	Business Names legislation Copyright Act 1968 Designs Act 2003 Patents Act 1990 Trade Marks Act 1995 Trade Practices Act 1974 and State/Territory fair trading legislation
Sources of information and advice may include:	IP Australia Attorney-General's Department Australian Copyright Council State and Commonwealth government agencies lawyers specialising in intellectual property trade mark attorneys and patent attorneys accountants business advisors marketing consultants branding consultants copyright collecting societies, e.g. CAL, PPCA, MIPI, APRA, AMCOS publications websites, Internet databases, e.g. local and international trade mark databases
Intellectual property audit may involve:	a systematic review of the intellectual property owned, used or acquired by a person or organisation, including: products or services that are key to the organisation intangible assets and the legal rights that constitute them in relation to the goods or services what market advantage these rights give the organisation rights under which the organisation uses intellectual property gaps or weaknesses in the organisation's intellectual property and rights the valuation and recording of such intangible assets in accordance with accepted accounting standards
Intangible assets refer to:	registered forms of intellectual property, such as patents and trade marks unregistrable forms of intellectual property, such as copyright, client lists, know how, staff and training programs
Strategies may include:	preparation of employer, contractor and supplier contracts which protect the organisation's intellectual property, so that: the organisation's intellectual property is not introduced into other organisations ownership of the intellectual property is established, e.g. external contractors designing training materials for an organisation licensing, assignment or transfer of the organisation's intellectual property to other parties for the benefit of the organisation or its stakeholders conducting appropriate clearance searches and investigations
Documentation may include:	deeds registration certificates licence agreements contract and end user licence agreements employment contracts
Infringement occurs when:	someone consciously or inadvertently uses another party's intellectual property without their permission
Compliance is important to:	identify and where necessary take action to prevent breaches of laws and regulations in relation to intellectual property, to: avoid costly legal decisions be a good corporate citizen
Commercialisation may include:	utilising intellectual property with the aim of producing financial or other commercial gain, and/or public benefit, including: adapting applying assigning copying developing licensing making publishing selling using

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Intellectual Property

Co-requisite units

Co-requisite units

BSBITU101A Operate a personal computer

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to start up a personal computer or business computer terminal; to correctly navigate the desktop environment; and to use a range of basic functions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals developing basic skills and knowledge of personal computer operation in preparation for working in a broad range of settings.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Start computer, system information and features	1.1. Adjust workspace, furniture and equipment to suit user ergonomic requirements 1.2. Ensure work organisation meets organisational and occupational health and safety (OHS) requirements for computer operation 1.3. Start computer or log on according to user procedures 1.4. Identify basic functions and features using system information 1.5. Customise desktop configuration, if necessary, with assistance from appropriate persons 1.6. Use help functions as required
2. Navigate and manipulate desktop environment	2.1. Open, close and access features by selecting correct desktop icons 2.2. Open, resize and close desktop windows by using correct window functions and roles 2.3. Create shortcuts from the desktop, if necessary, with assistance from appropriate persons
3. Organise files using basic directory and folder structures	3.1. Create folders/subfolders with suitable names 3.2. Save files with suitable names in appropriate folders 3.3. Rename and move folders/subfolders and files as required 3.4. Identify folder/subfolder and file attributes 3.5. Move folders/subfolders and files using cut and paste, and drag and drop techniques 3.6. Save folders/subfolders and files to appropriate media where necessary 3.7. Search for folders/subfolders and files using appropriate software tools 3.8. Restore deleted folder/subfolders and files as necessary
4. Print information	4.1. Print information from installed printer 4.2. View progress of print jobs and delete as required 4.3. Change default printer if installed and required
5. Shut down computer	5.1. Close all open applications 5.2. Shut-down computer according to user procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to identify work requirements, to comprehend basic workplace documents, to interpret basic user manuals and to proofread simple documents communication skills to identify lines of communication, to request advice, to effectively question, to follow instructions and to receive feedback problem-solving skills to solve routine problems in the workplace, while under direct supervision technology skills to use equipment safely while under direction, basic keyboard and mouse skills and procedures relating to logging on and accessing a computer basic typing techniques and strategies.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: OHS basic ergonomics of computer use main types and parts of computers, and basic features of different operating systems suitable file naming conventions.

Evidence Guide

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: navigation and manipulation of the desktop environment within the range of assigned workplace tasks knowledge of organisational requirements for simple documents and filing conventions application of simple keyboard functions to produce documents with a degree of speed and accuracy relevant to the level of responsibility required.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of workplace documentation.
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 by the candidate demonstration of techniques oral or written questioning to assess knowledge of computer operations and functions review of shortcuts created review of folders/subfolders created.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBITU102ADevelop keyboard skills other general administration units.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation may include:	exercise breaks mix of repetitive and other activities rest periods visual display unit (VDU) eye testing
Occupational health and safety requirements may include:	OHS guidelines related to the use of the screen equipment, computing equipment and peripherals, ergonomic work stations, security procedures, customisation requirements statutory requirements
Desktop icons include:	directories/folders files network devices recycle bin and waste basket
File attributes include:	dates size
Appropriate media may include:	CDs diskettes local hard drive other locations on a network USB/ Flash/Thumb drives zip disks

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU102A Develop keyboard skills

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop basic keyboard skills using touch typing techniques. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals developing skills and knowledge of basic keyboarding techniques in preparation for working in a broad range of settings.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Use safe work practices	1.1. Adjust workspace, furniture and equipment to suit user ergonomic requirements 1.2. Ensure work organisation meets organisational and occupational health and safety (OHS) requirements for computer operation
2. Identify and develop keyboard skills	2.1. Identify and apply keyboard functions for both alpha and numeric keyboard functions 2.2. Apply touch typing technique to complete a task 2.3. Develop speed and accuracy in accordance with workplace requirements for level of responsibility
3. Check accuracy	3.1. Proofread document carefully to identify errors 3.2. Amend document, correct errors and complete a final accuracy check

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to identify lines of communication, to request advice, to effectively question, to follow instructions and to receive feedback literacy skills to identify work requirements, to comprehend basic workplace documents, and to produce and proofread simple documents problem-solving skills to solve routine problems in the workplace, while under direct supervision technology skills to use equipment safely while under direction, and to use basic keyboard, touch typing and mouse skills to produce simple documents.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as OHS organisational benchmarks for keyboarding.

Evidence Guide

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: applying touch typing technique to enter alphanumeric characters safely using keyboard.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of workplace documentation.
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 by the candidate demonstration of techniques oral or written questioning to assess knowledge of keyboard operations and functions review of completed documents.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBITU101A Operate a personal computer other general administration units.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation may include:	exercise breaks mix of repetitive and other activities rest periods visual display unit (VDU) eye testing
Touch typing technique may vary according to:	level of competency of operator workplace requirements
Speed and accuracy must be:	consistent with degree of experience of operator relevant to level of responsibility

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU201A Produce simple word processed documents

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to correctly operate word processing applications in the production of workplace documents. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who perform a range of routine tasks in the workplace, using a limited range of practical skills and fundamental knowledge of word processing and software in a defined context, under direct supervision or with limited individual responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to produce documents	1.1. Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are addressed 1.2. Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required 1.3. Identify organisational and task requirements for document layout and design
2. Produce documents	2.1. Format document using appropriate software functions to adjust page layout to meet information requirements, in accordance with organisational style and presentation requirements 2.2. Use system features to identify and manipulate screen display options and controls 2.3. Use manuals, user documentation and online help to overcome problems with document presentation and production
3. Finalise documents	3.1. Ensure final document is previewed, checked, adjusted and printed in accordance with organisational and task requirements 3.2. Ensure document is prepared within designated time lines and organisational requirements 3.3. Name and store document in accordance with organisational requirements and exit application without information loss/damage

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify document requirements editing and proofreading skills to check own work for accuracy keyboarding skills to enter text and numerical data literacy skills to read and understand organisation's procedures, and to use basic models to produce a range of correspondence problem-solving skills to solve routine problems.
Required knowledge
formatting styles and their effect on formatting, readability and appearance of documents purpose, use and function of word processing software organisational requirements for ergonomics, work periods and breaks, and conservation techniques organisational style guide.

Evidence Guide

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: knowledge of simple word processing functions, standard document layout and design principles production of a minimum of three simple, word processed documents.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of word processed documents and style guides.
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 by the candidate review of formatted document review of final document demonstration of techniques oral or written questioning to assess knowledge of word processing software functions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units other IT use units.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation requirements may include:	exercise breaks mix of repetitive and other activities rest periods
Conservation requirements may include:	disposing of non-confidential waste paper in recycling bins double-sided paper use re-using paper for rough drafts (observing confidentiality requirements) utilising power-save options for equipment
Documents may include:	agendas briefing papers envelopes faxes labels letters mail merges memos minutes short reports simple one-page flyers standard form letters
Organisational requirements may include:	company colour scheme company logo consistent corporate image content restrictions established guidelines and procedures for document production house styles observing copyright legislation organisation name, time, date, document title, filename etc. in header/footer templates
Formatting may include:	alignment on page columns company logo/letterhead enhancements to format - borders, patterns and colours enhancements to text - colour, size, orientation headers/footers margins page orientation
Software functions may include:	default settings document protection grammar check headers/footers indent line spacing page numbers page set up paragraph formatting spell check tabs text formatting
Screen display options and controls may include:	layout view maximise/minimise normal view page view print preview ruler toolbars zoom percentage
Checking may include:	accuracy of information consistency of layout ensuring instructions with regard to content and format have been followed grammar proofreading spelling, electronically and manually
Printing may include:	basic print settings multiple copies odd or even pages print preview printer setup specified pages whole document
Designated time lines may include:	organisational time line e.g. deadline requirements time line agreed with internal/external client time line agreed with supervisor/person requiring document/s
Naming and storing documents may include:	appropriate file type authorised access file names according to organisational procedure e.g. numbers rather than names file names which are easily identifiable in relation to the content file/directory names which identify the operator, author, section, date etc. filing locations organisational policy for backing up files organisational policy for filing hard copies of documents security storage in folders/sub-folders storage on hard/floppy disk drives, CD-ROM, tape back-up

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU202A Create and use spreadsheets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to correctly create and use spreadsheets and charts through the use of spreadsheet software. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who perform a range of routine tasks in the workplace using a limited range of practical skills and fundamental knowledge of creating spreadsheets in a defined context under direct supervision or with limited individual responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Select and prepare resources	1.1. Adjust workspace, furniture and equipment to suit user ergonomic, work organisation and occupational health and safety (OHS) requirements 1.2. Use energy and resource conservation techniques to minimise wastage in accordance with organisational and statutory requirements 1.3. Identify spreadsheet task requirements and clarify with relevant personnel as required
2. Create simple spreadsheets	2.1. Ensure data is entered, checked and amended in accordance with organisational and task requirements, to maintain consistency of design and layout 2.2. Format spreadsheet using software functions, to adjust page and cell layout to meet information requirements, in accordance with organisational style and presentation requirements 2.3. Ensure formulae are used and tested to confirm output meets task requirements, in consultation with appropriate personnel as required 2.4. Use manuals, user documentation and online help to overcome problems with spreadsheet design and production
3. Produce simple charts	3.1. Select chart type and design that enables valid representation of numerical data and meets organisational and task requirements 3.2. Create chart using appropriate data range in the spreadsheet 3.3. Modify chart type and layout using formatting features
4. Finalise spreadsheets	4.1. Ensure spreadsheet and any accompanying charts are previewed, adjusted and printed in accordance with organisational and task requirements 4.2. Ensure data input meets designated time lines and organisational requirements for speed and accuracy 4.3. Name and store spreadsheet in accordance with organisational requirements and exit the application without data loss/damage

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify requirements of spreadsheet editing and proofreading skills to check own work for accuracy keyboarding skills to enter text and numerical data literacy skills to read and understand organisation's procedures, and to use basic models to produce a range of spreadsheets numeracy skills to create and use spreadsheet formulae.
Required knowledge
formatting of workplace documents organisational requirements for ergonomic standards, work periods and breaks, and conservation techniques organisational guidelines on spreadsheet manipulation and processing purpose and range of use of spreadsheet functions.

Evidence Guide

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: designing a minimum of two spreadsheets using cell-based formulae creating charts using relevant data knowledge of purpose and range of use of spreadsheet functions.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of spreadsheets and simple formulae.
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 by the candidate review of final spreadsheets analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of spreadsheet software functions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units other IT use units.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation requirements may include:	exercise breaks mix of repetitive and other activities rest periods
Conservation techniques may include:	double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality requirements) utilising power-save options for equipment
Spreadsheet task requirements may include:	data entry output presentation storage
Data may include:	numbers text
Checking may include:	accuracy of data accuracy of formulae with calculator ensuring instructions with regard to content and format have been followed proofreading spelling, electronically and manually
Formatting may include:	alignment on page efficiency of formulae enhancements to format - borders, patterns and colours enhancements to text headers/footers use of absolute and relative cell addresses use of cell addresses in formulae
Software functions may include:	adding/deleting columns/rows formatting cells formatting text headers/footers sizing columns/rows
Formulae may include:	absolute cell referencing and/or mixed references average division maximum minimum multiplication subtraction sum combinations of above
Chart types may include:	area bar column exploded pie line pie and 3-D pie scatter/bubble stacked/multiple bar stacked, 3-D column
Features may include:	axes axis title borders chart title colours data labels data tables fills gridlines legend lines patterns
Printing may include:	fit on one page fit specific number of pages with formulae with values
Designated time lines may include:	organisational time line e.g. financial requirements time line agreed with internal/external client time line agreed with supervisor/person requiring spreadsheet
Storing data may include:	authorised access filing locations organisational policy for backing up files organisational policy for filing hard copies of spreadsheets security storage in electronic folders/sub-folders storage on CD-ROM, zip drives, USB memory

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU203A Communicate electronically

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to send, receive and manage electronic mail (email), as well as to collaborate online using chat rooms, intranets and instant messaging. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who use business technology to perform a range of routine tasks to communicate with co workers, customers or others. The individual will use a limited range of practical skills and fundamental knowledge in a defined context under direct supervision or with limited individual responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Implement procedures to send and receive electronic mail	1.1. Log in to software for sending and receiving email in accordance with organisational requirements 1.2. Check outgoing email for accuracy and ensure any required attachments are prepared, in accordance with organisational and service provider requirements 1.3. Identify urgent, confidential, personal, suspicious or potentially dangerous email and take appropriate actions 1.4. Deal with returned email in accordance with organisational policies and procedures
2. Manage electronic mail	2.1. Set security levels and/or filters for incoming email in accordance with organisational requirements 2.2. Create and maintain individual mailboxes in accordance with organisational requirements 2.3. Store email and/or attachments in accordance with organisational requirements 2.4. Empty inboxes and archive or permanently delete in accordance with organisational requirements 2.5. Prepare and maintain electronic mailing lists in accordance with organisational requirements
3. Collaborate online	3.1. Identify software to be used in collaboration 3.2. Ensure online collaboration is undertaken in accordance with organisational policy, procedures and net etiquette (netiquette) 3.3. Respond to posts or communications in accordance with agreed parameters, organisational requirements and netiquette

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to request advice, to receive feedback and to work with a team literacy skills to identify work requirements; to understand and process basic, relevant workplace information; and to draft simple correspondence problem-solving skills to solve routine technology problems.
Required knowledge
different methods of electronic communication key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety.

Evidence Guide

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: sending and receiving email for a range of purposes attaching and removing documents to email using software applications to collaborate online knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to software applications likely to be used in the workplace.
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 by the candidate analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of electronic communication methods and tools review of attachments prepared for email review of electronic mailing lists evaluation of postings and responses to online discussions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units other IT use units.

Range Statement

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.
Software may include:	mobile or wireless software applications: personal digital assistants (PDA) mobile phones text messaging (SMS/TXT) multimedia messaging (MMS) internet relay chat (IRC) personal computer-based software applications: email applications web-based email services chat applications internet discussion groups/boards/chat rooms intranet discussion groups/boards/chat rooms
Organisational requirements may include:	carbon copies or blind carbon copies concise, relevant subject line electronic signature form of address formality/informality of language, tone and structure including original message in the reply length of emails (i.e. short and to the point) net ethics net etiquette(netiquette) requesting read receipt sender's name and address
Checking outgoing email for accuracy may include checking:	clarity of intended meaning completeness content grammar punctuation recipient's address spelling structure
Attachments may include:	PDFs pictures spreadsheets word processed documents any electronic file
Suspicious or potentially dangerous email may include:	attachments email where sender is unknown, and subject line is enticing and/or personal (e.g. urging the receiver to open immediately) particular file extensions spam (unsolicited commercial email or junk email) unsolicited email containing viruses
Dealing with returned email may include:	checking email address checking size of attachment/s re-sending sending message by other means e.g. facsimile, post telephoning addressee
Storing email may include:	email application software paper-based filing system specialised recordkeeping, spreadsheet or database software
Mailing lists may include:	database or spreadsheet records electronic address books word processing tables or data files
Online collaboration may include:	chat rooms email communications instant messaging intranet
Net etiquette may include:	accepted (not mandated) rules for being a good net citizen (netizen) adjust to the style and tone of discussion groups be forgiving of other's mistakes do not abuse your power if you would not do it in real life do not do it in cyberspace keep flames under control (flaming is making personal attacks on others) look good online (spelling, grammar, and have something worth saying) protocols for discussion groups remember you are dealing with real people not computers respect copyright respect other people's privacy respect other's time and bandwidth share expert knowledge

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU301A Create and use databases

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create simple two table relational databases with reports and queries, for the storage and retrieval of information. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments who develop and use simple databases to store and retrieve data. They may provide administrative support within an enterprise, or may be independently responsible for the storage and retrieval of data relating to their own work roles.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Create a simple database	1.1. Design a simple database, with at least two tables, using a database application, basic design principles, software functions and simple formulae 1.2. Develop a table with fields and attributes according to database usage, as well as data considerations and user requirements 1.3. Create a primary key for each table 1.4. Modify table layout and field attributes as required 1.5. Create a relationship between the two tables 1.6. Check and amend data entered, in accordance with organisational and task requirements
2. Create reports and queries	2.1. Determine information output, database tables to be used and report layout to meet task requirements 2.2. Determine data groupings, search and sort criteria to meet task requirements 2.3. Run reports and queries to check that results and formulae provide the required data 2.4. Modify reports to include or exclude additional requirements
3. Use database	3.1. Ensure data input meets designated time lines and organisational requirements for speed and accuracy 3.2. Use manuals, user documentation and online help to overcome problems with database design and production 3.3. Preview, adjust and print database reports or forms in accordance with organisational and task requirements 3.4. Name and store databases, in accordance with organisational requirements, and exit application without data loss or damage 3.5. Prepare and distribute reports to appropriate person in a suitable format

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills to create simple queries and to use simple formulae planning and organising skills to develop effective databases problem-solving skills to address inconsistencies in data and issues in database, and to query structures.
Required knowledge
key provisions of relevant legislation from all forms of government, standards and codes that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety organisational requirements relating to data entry, storage and presentation.

Evidence Guide

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: creating simple databases and queries manipulating data using queries formatting data into a final version.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to sample data.
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 by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: administration units other information and communications technology units.

Range Statement

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.
Database applications may include:	commercial database applications organisational specific database applications
Basic design principles may include:	naming conventions data layout formatting database use required output reporting and presentation requirements
Software functions may include:	adding, deleting, moving, re-labelling fields altering field widths calculating, using formula data protection field definitions and attributes formatting fields formatting text headers and footers inserting and deleting blank lines and spaces repeating (if available) table, form and report wizards
Simple formulae may include:	average count division maximum minimum multiplication subtraction sum combinations of above
Data may include:	numbers text
Checking and amending data may include:	accuracy of data accuracy of formulae with calculator ensuring instructions with regard to content and format have been followed outcome of sorting or filtering proofreading spelling, electronically and manually
Report layout may include:	alignment on page columns enhancements to format - borders, patterns and colours enhancements to text formatting provided through use of a wizard or other automated process headers/footers logical ordering of data tables
Designated time lines may include:	time line agreed with internal or external client time line agreed with supervisor or person requiring database
Printing may include:	forms queries records reports tables
Storing databases may include:	authorised access filing locations naming conventions organisational policy for backing up files organisational policy for filing hard copies of databases security storage in electronic folders and sub-folders storage on disk drives, CD-ROM, back-up tapes

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and communications Technology - IT use

Co-requisite units

Co-requisite units

BSBITU302B Create electronic presentations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design and produce electronic presentations for speakers, for self access and for online access. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments who design electronic presentations. They may work as individuals providing administrative support within an enterprise, or may be responsible for production of their own electronic presentations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to create presentation	1.1. Organise personal work environment in accordance with ergonomic requirements 1.2. Determine purpose, audience and mode of presentation in consultation with content author or presenter 1.3. Identify presentation requirements in terms of supporting documents, transparencies and equipment 1.4. Apply work organisation strategies and energy and resource conservation techniques to plan work activities
2. Create presentation	2.1. Design slides, notes and handout masters to incorporate organisational and task requirements in relation to image and preferred style, avoiding distractions 2.2. Use software functions for consistency of design and layout, to meet identified presentation requirements 2.3. Balance presentation features for visual impact and emphasis 2.4. Use advanced software features to streamline and customise the presentation for different audiences 2.5. Prepare presentations within designated time lines
3. Finalise presentation	3.1. Use manuals, user documentation and online help to overcome problems with design and production 3.2. Check presentation for spelling, consistency in presentation features and style, in accordance with task requirements 3.3. Print presentation materials in accordance with presenter or audience requirements 3.4. Store presentation, in accordance with organisational requirements and exit the application without information loss or damage

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify requirements of documents keyboarding skills to enter text and numerical data literacy skills to read and understand organisational procedures, to use screen layout to support text structure, and to proofread and edit documents problem-solving skills to use processes flexibly and interchangeably.
Required knowledge
key provisions of relevant legislation from all forms of government, standards and codes that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety effect of design features on readability and appearance of electronic presentations.

Evidence Guide

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: creating at least two electronic presentations
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of electronic presentations and style guides.
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 by the candidate review of presentation materials demonstration of techniques oral or written questioning to assess knowledge of word processing software functions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other business services units.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Mode of presentation may include:	available for browsing by individuals display on one computer, control from another online, internet, intranet conference presentation self-running presentation speaker
Presentation requirements may include:	35 mm slides annotation pen computer equipment and peripherals for on-screen presentation data show digital pointer handouts internet access laptop computer network access outlines overhead projector overhead transparencies paper printouts of presentation or slide show slide projector speaker notes video projector/s world wide web documents
Work organisation strategies may include:	exercise breaks mix of repetitive and other activities rest periods
Energy and resource conservation techniques may include:	double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality requirements) using power-save options for equipment
Organisational and task requirements may include:	company colour scheme company logo corporate image music organisation name, time, date, occasion etc. in header/footer organisational video clip
Distractions may include:	heavy colour insufficient colour separation (background to text) irrelevant animation multiple transitions overly busy background overuse of sound too many words or pictures per slide too small fonts
Software functions may include:	backgrounds colour schemes creating templates handout master importing outlines from other applications importing images and graphics notes master placeholders slide master
Presentation features may include:	animation charts graphics headlines or titles illustrations logos music objects pace pictures sound text content timing transitions video clips
Advanced software features may include:	agenda slides presentation within a presentation - custom show
Designated time lines may include:	organisational time line e.g. conference deadline requirements timeline agreed with internal or external client timeline agreed with supervisor or person requiring presentation
Presentation materials may include:	handouts outlines overhead transparencies paper printouts of presentation/slide show speaker notes 35 mm slides world wide web documents
Storing presentations may include:	authorised access filing locations organisational policy for backing up files organisational policy for filing hard copies security storage in folders or sub-folders storage on disk drives, USB, CD-ROM, backup tapes, server

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU303A Design and produce text documents

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design and develop predominantly text based documents using advanced features of word processing software. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who possess fundamental skills in computer operations and keyboarding, and basic skills in the operation of word processing software. They may work as individuals who provide administrative support within an enterprise, or may be technical/knowledge experts responsible for production of their own word processed documents.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to produce word processed documents	1.1. Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are addressed 1.2. Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required 1.3. Identify organisational and task requirements for text-based business documents to ensure consistency of style and image
2. Design word processed documents	2.1. Design document structure and layout to suit purpose, audience and information requirements of the task 2.2. Design document to enhance readability and appearance, and to meet organisational and task requirements for style and layout 2.3. Use style sheets and automatic functions to ensure consistency of design and layout
3. Add tables and other data	3.1. Insert a standard table into a document, changing cells to meet information requirements 3.2. Insert and delete columns and rows as necessary 3.3. Insert images and other data to meet required specifications
4. Produce text documents	4.1. Use advanced software functions to enable efficient production of documents 4.2. Enter or import, and edit text and other data to meet required specifications 4.3. Preview, adjust and print documents in accordance with organisational and task requirements 4.4. Name and store text documents, in accordance with organisational requirements and exit the application without information loss/damage 4.5. Prepare text documents within designated time lines and organisational requirements for speed and accuracy 4.6. Use manuals, user documentation and online help to overcome problems with document design and production

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify requirements of documents editing and proofreading skills to check own work for accuracy against original keyboarding skills to enter text and numerical data literacy skills to read and understand the organisation's procedures, and to use models to produce a range of documents problem-solving skills to use processes flexibly and interchangeably.
Required knowledge
formatting styles and their impact on formatting, readability and appearance of documents organisational requirements for ergonomics, work periods and breaks, and conservation techniques organisational style guide purposes, uses and functions of word processing software.

Evidence Guide

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: applying document design principles knowledge of organisation's style guide production of a minimum of three text documents using advanced software functions.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of text documents and style guides.
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: demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of word processing software functions review of text documents.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWRT301AWrite simple documents general administration units other IT use units.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation requirements may include:	exercise breaks mix of repetitive and other activities rest periods
Energy and resource conservation requirements may include:	double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality requirements) using power-save options for equipment
Documents may include:	brochures calendars faxes flyers forms mail merge documents, including labels memos multi-page letters promotional material reports schedules tables
Organisational requirements may include:	company colour scheme company logo consistent corporate image content restrictions established guidelines and procedures for document production house styles observing copyright legislation organisation name, time, date, document title, filename, etc. in header/footer templates
Design may include:	balance diversity relative positioning of graphics and headings simplicity text flow typography
Structure and layout may include:	boxes colour columns drawing graphics headings letter and memo conventions page layout photographs typeface white space
Automatic functions may include:	auto correct auto date auto format auto text default settings headers and footers page numbering styles table headings
Consistency of design and layout may include:	annotated references borders bullet/number lists captions consistency with other business documents footnotes/endnotes indentations page numbers spacings typeface styles and point size
Data may include:	clip art data from other software applications digital photographs files graphics quotes references scanned photographs and logos tables, graphs and charts
Advanced software functions may include:	alternate headers and footers drawing tools graphics tools importing data/objects/pictures mail merge newspaper columns sections sort styles tables templates
Printing may include:	print merge print to file with comments with drawing objects with field codes with hidden text
Naming and storing documents may include:	authorised access file names according to organisational procedure e.g. numbers rather than names file names which are easily identifiable in relation to the content file/directory names which identify the operator, author, section, date filing locations organisational policy for backing up files, storage in folders/sub-folders organisational policy for filing hard copies of documents security/password protection storage on hard/floppy disk drives, CD-ROM, tape back-up
Designated time lines may include:	organisational time line e.g. deadline requirements time line agreed with internal/external client time line agreed with supervisor/person requiring document

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU304A Produce spreadsheets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop spreadsheets through the use of spreadsheet software. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of environments who require skills in the creation of spreadsheets that encompass formatting, formulae and charts. They tend to be personally responsible for designing and working with spreadsheets under minimal supervision.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Select and prepare resources	1.1. Adhere to ergonomic, work organisation and occupational health and safety requirements 1.2. Use energy and resource conservation techniques to minimise wastage 1.3. Identify spreadsheet task requirements in relation to data entry, storage, output and presentation
2. Plan spreadsheet design	2.1. Ensure spreadsheet design suits the purpose, audience and information requirements of the task 2.2. Ensure spreadsheet design enhances readability and appearance, and meets organisational and task requirements for style and layout 2.3. Use style sheets and automatic functions to ensure consistency of design and layout
3. Create spreadsheet	3.1. Ensure data is entered, checked and amended to maintain consistency of design and layout, in accordance with organisational and task requirements 3.2. Format spreadsheet using software functions to adjust page and cell layout to meet information requirements, in accordance with organisational style and presentation requirements 3.3. Ensure formulae are tested and used to confirm output meets task requirements, in consultation with appropriate personnel as required 3.4. Use manuals, user documentation and online help to overcome problems with spreadsheet design and production
4. Produce simple charts	4.1. Select chart type and design that enables valid representation of numerical data, and meets organisational and task requirements 4.2. Create charts using appropriate data range in the spreadsheet 4.3. Modify chart type and layout using formatting features
5. Finalise spreadsheets	5.1. Preview, adjust and print spreadsheet and any accompanying charts, in accordance with task requirements 5.2. Ensure data input meets designated time lines and organisational requirements for speed and accuracy 5.3. Name and store spreadsheet in accordance with organisational requirements and exit the application without data loss/damage

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify requirements of spreadsheet editing and proofreading skills to check own work for accuracy against original keyboarding skills to enter text and numerical data literacy skills to read and understand organisational procedures, and to use basic models to produce a range of spreadsheets mathematical and statistical skills to use spreadsheet functions such as sum, counts and averages.
Required knowledge
formatting requirements of workplace documents organisational guidelines on spreadsheet design and use organisational requirements for ergonomic standards, work periods and breaks, and conservation techniques.

Evidence Guide

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: designing spreadsheets that address a range of data and organisational requirements using software functions, graphics and support materials to create spreadsheets knowledge of formatting requirements of workplace documents.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources access to samples of data for inclusion in spreadsheets.
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 by the candidate review of energy and resource conservation techniques used to minimise wastage demonstration of techniques oral or written questioning to assess knowledge of spreadsheet software functions review of spreadsheets produced.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other IT use units.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation requirements may include:	exercise breaks mix of repetitive and other activities rest periods
Occupational health and safety requirements may include:	inspections organisational procedures regarding incidents, accidents, fire and emergencies workplace meetings workplace safety procedures other consultative activities
Conservation techniques may include:	double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality requirements) utilising power-save options for equipment
Spreadsheet design may include:	appropriateness to required tasks basic analysis charts formatting and reformatting formulae functions headers and footers headings headings and labels identification and parameters import and export of data labels macros multi-page documents split screen operation
Automatic functions may include:	auto date auto correct auto format auto text default settings headers and footers page numbering styles table headings
Consistency of design and layout may include:	borders bullet/number lists captions consistency with other business documents page numbers spacings typeface styles and point size
Data may include:	numbers text
Checking data may include:	accuracy of data accuracy of formulae with calculator ensuring instructions with regard to content and format have been followed proofreading spelling, electronically and manually
Formatting may include:	alignment on page efficiency of formulae enhancements to format - borders, patterns and colours enhancements to text headers/footers use of absolute and relative cell addresses use of cell addresses in formulae
Software functions may include:	adding/deleting columns/rows formatting cells formatting text headers/footers sizing columns/rows using macros utilising shortcuts
Formulae may include:	average division multiplication percentage subtraction sum combinations of above
Printing may include:	charts entire workbooks selected data within a worksheet worksheets
Designated time lines may include:	organisational time line e.g. financial requirements time line agreed with internal/external client time line agreed with supervisor/person requiring spreadsheet
Naming and storing spreadsheet may include:	authorised access file naming conventions filing locations organisational policy for backing up files organisational policy for filing hard copies of spreadsheets security storage in electronic folders/sub-folders storage on CD-ROM, USB, tape back-up, server

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU305A Conduct online transactions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake a range of online transactions, including banking, buying and selling products and services. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of conducting online transactions to provide technical advice and support to a team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and investigate online service provider	1.1. Undertake online research to identify suppliers of required products/services 1.2. Assess service provider confidentiality, security and privacy facilities in accordance with individual and organisational requirements 1.3. Assess potential products/services for authenticity
2. Perform online transactions	2.1. Confirm organisational requirements for products/services to be obtained 2.2. Ensure authentication information is secured in accordance with organisational requirements 2.3. Use appropriate online functions to obtain required products/services 2.4. Report any difficulties in accessing or using online facilities to the service provider 2.5. Complete transaction and ensure that products/services are received in accordance with terms of online transaction
3. Maintain records of online transactions	3.1. Maintain records of transactions in accordance with organisational policy, procedures and level of authority 3.2. Compare organisational records with online records and deal with irregularities according to organisational policy and procedures
4. Review online transactions	4.1. Review obtained products/services rendered to determine quality, timeliness and level of customer service in relation to advertised profile 4.2. Make recommendations regarding continued or future use of online service provider, as supported by transaction history

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to negotiate with online service provider/s. literacy skills to read and analyse information for its relevance and sufficiency, and to follow policies and procedures numeracy skills to work with and evaluate monetary figures technology skills to operate computer and software appropriate to transaction being performed.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety policies and procedures relating to use of the internet and online purchasing service provider requirements legal and ethical requirements relating to a range of online transactions.

Evidence Guide

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: identification and selection of appropriate services to meet defined needs use of appropriate security considerations knowledge of policies and procedures relating to the use of the internet and online purchasing.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources.
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 by the candidate analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of legal and ethical requirements relating to a range of online transactions review of recommendations made regarding continued or future use of online service provider.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other information and communications technology units.

Range Statement

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.
Suppliers may include:	banks or other financial institutions e-auction e-brokerage service e-mail e-procurement service e-shop third party marketplace
Products/services may include:	financial services goods insurance loans shares
Confidentiality, security and privacy may include:	access to independent reviews of financial services such as: Australian Competition and Consumer Commission (ACCC) Financial Planning Association of Australia (FPA) authentication services disclaimers firewall protection jurisdiction level of encryption limit of liability personal identification number (PIN) physical site security of web server receipting terms and conditions of website use use of 'cookies' - small files automatically downloaded from a web server to the computer of someone browsing a website - information stored in cookies can be accessed any time computer returns to the site user name and password warranties

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU306A Design and produce business documents

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design and produce various business documents and publications. It includes selecting and using a range of functions on a variety of computer applications. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who possess fundamental skills in computer operations and keyboarding. They may exercise discretion and judgement using appropriate theoretical knowledge of document design and production to provide technical advice and support to a team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Select and prepare resources	1.1. Select and use appropriate technology and software applications to produce required business documents 1.2. Select layout and style of publication according to information and organisational requirements 1.3. Ensure document design is consistent with company and/or client requirements, using basic design principles 1.4. Discuss and clarify format and style with person requesting document/publication
2. Design document	2.1. Identify, open and generate files and records according to task and organisational requirements 2.2. Design document to ensure efficient entry of information and to maximise the presentation and appearance of information 2.3. Use a range of functions to ensure consistency of design and layout 2.4. Operate input devices within designated requirements
3. Produce document	3.1. Complete document production within designated time lines according to organisational requirements 3.2. Check document produced to ensure it meets task requirements for style and layout 3.3. Store document appropriately and save document to avoid loss of data 3.4. Use manuals, training booklets and/or help-desks to overcome basic difficulties with document design and production
4. Finalise document	4.1. Proofread document for readability, accuracy and consistency in language, style and layout prior to final output 4.2. Make any modifications to document to meet requirements 4.3. Name and store document in accordance with organisational requirements and exit the application without data/loss damage 4.4. Print and present document according to requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
keyboarding and computer skills to complete a range of formatting and layout tasks literacy skills to read and understand a variety of texts; to prepare general information and papers according to target audience; and to edit and proofread documents to ensure clarity of meaning and conformity to organisational requirements numeracy skills to access and retrieve data problem-solving skills to determine document design and production processes.
Required knowledge
appropriate technology for production requirements functions and features of contemporary computer applications organisational policies, plans and procedures organisational requirements for document design e.g. style guide.

Evidence Guide

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: designing and producing a minimum of 3 completed business documents, using at least 2 software applications in the production of each document using appropriate data storage options knowledge of the functions and features of contemporary computer applications.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of style guides and organisational procedures.
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 by the candidate review of final printed documents demonstration of techniques observation of presentations oral or written questioning to assess knowledge of software applications.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units other IT use units.

Range Statement

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.
Technology may include:	computers photocopiers printers scanners
Software may include:	accounting packages database packages presentation packages spreadsheet packages word processing packages
Business documents may include:	accounts statements client databases newsletters project reviews proposals reports web pages
Organisational requirements may include:	budgets correctly identifying and opening files legal and organisational policies, guidelines and requirements locating data log-on procedures manufacturers' guidelines occupational health and safety policies, procedures and programs quality assurance and/or procedures manuals saving and closing files security storing data
Functions may include:	alternating headers and footers editing merging documents spell checking table formatting using columns using styles
Input devices may include:	keyboard mouse numerical key pad scanner
Naming documents may include:	appropriate file type authorised access file names according to organisational procedure e.g. numbers rather than names file names which are easily identifiable in relation to the content file/directory names which identify the operator, author, section, date etc. filing locations organisational policy for backing up files organisational policy for filing hard copies of documents security
Storing documents may include:	storage in directories and sub-directories storage on CD-ROMs, disk drives or back-up systems storing/filing hard copies of computer generated documents storing/filing hard copies of incoming and outgoing facsimiles storing/filing incoming and outgoing correspondence

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU309A Produce desktop published documents

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design and produce desktop published documents. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who work in a range of environments and require skills in desktop publishing. They may work as individuals providing administrative support within an enterprise, or may be technical or knowledge experts responsible for the production of their own documents.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to produce desktop published documents	1.1. Use safe work practices including addressing ergonomic requirements and using work organisation strategies 1.2. Use energy and resource conservation techniques 1.3. Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required 1.4. Identify organisational and task requirements for desktop published documents to ensure consistency of style and image
2. Set up desktop published document	2.1. Design content structure and layout to ensure information and graphics are arranged according to related topics and logical sequences 2.2. Select appropriate formatting and create templates or master pages to ensure consistency of design and layout 2.3. Confirm layout with appropriate person
3. Create desktop published document	3.1. Prepare, format and enter required text 3.2. Import text from other applications and resolve any formatting issues 3.3. Scan or import graphics from other applications and resolve any formatting issues 3.4. Arrange text and graphics according to organisational and task requirements
4. Finalise desktop published document	4.1. Review text for possible errors and omissions, and resolve any issues 4.2. Check page order, structure and linkages 4.3. Produce completed document in required format 4.4. Name and store text documents, in accordance with organisational requirements and exit the application without information loss/damage 4.5. Prepare text documents within designated time lines and organisational requirements for speed and accuracy 4.6. Use manuals, user documentation and online help to overcome problems with document design and production

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify requirements of documents culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities editing and proofreading skills to check own work for accuracy against original keyboarding skills to enter text and numerical data literacy skills to read and understand the organisation's procedures and to use models or exemplars to produce a range of documents problem-solving skills to edit documents and to resolve issues of consistency of design.
Required knowledge
energy and resource conservation techniques organisational requirements for ergonomics, work periods and breaks organisational style guides purposes, uses and functions of desktop publishing software styles and their effect on formatting, readability and appearance of document.

Evidence Guide

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: knowledge of document design and layout principles producing desktop published documents.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources in a workplace or simulated environment access to samples of relevantworkplace desktop published documents.
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 by the candidate review of desktop published documents demonstration of techniques oral or written questioning to assess knowledge of desktop publishing software functions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units other IT use units.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation strategies may include:	exercise breaks mix of repetitive and other activities rest periods
Energy and resource conservation techniques may include:	double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality requirements) utilising power-save options for equipment
Documents may include:	brochures calendars faxes flyers forms mail merge documents, including labels memos multi-page letters promotional material reports schedules tables
Organisational and task requirements may include:	company colour scheme company logo consistent corporate image content restrictions established guidelines and procedures for document production house styles observing copyright legislation organisation name, time, date, document title, filename or other fields in headers and footers templates
Design may include:	balance diversity relative positioning of graphics, headings and white space simplicity text flow typography
Structure and layout may include:	boxes colour columns drawing graphics headings letter and memo conventions page layout photographs typeface white space
Consistency of design and layout may include:	annotated references borders bulleted and numbered lists captions consistency with other business documents footnotes and endnotes indentations page numbers spacings font styles and point size
Naming and storing documents may include:	authorised access file and folder names which identify requirements such as the operator, author, section or date filing locations file names according to organisational procedure file names which are easily identifiable in relation to the content organisational policy for backing up files storage in folders and sub-folders organisational policy for filing hard copies of documents security and password protection storage on disk drives, USBs, CD-ROM, tape back-up to server
Designated time lines may include:	time line agreed with internal or external client time line agreed with supervisor or person requiring document organisational time line e.g. deadline requirements

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU401A Design and develop complex text documents

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design and develop business documents using complex technical features of word processing software. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who work in a range of business environments and are skilled in the creation of complex documents using word processing software. These skills may be applied in the provision of administrative support within an enterprise, or by technical/knowledge experts responsible for producing their own word processed documents.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to produce word processed documents	1.1. Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are addressed 1.2. Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required 1.3. Identify organisational requirements for text-based business documents to ensure consistency of style and image 1.4. Evaluate complex technical functions of the software for their usefulness in fulfilling the requirements of the task 1.5. Match document requirements with software functions to provide efficient production of documents
2. Design complex documents	2.1. Design document structure and layout to suit purpose, audience and information requirements of the task 2.2. Design document to enhance readability and appearance, and to meet organisational and task requirements for style and layout 2.3. Use complex software functions to enable efficient manipulation of information and other material, and ensure consistency of design and layout 2.4. Use manuals, user documentation and online help to overcome problems with document design and production
3. Add complex tables and other data	3.1. Insert a standard table into document, changing cells to meet information requirements 3.2. Format rows and columns as required 3.3. Insert images and other data, formatting as required
4. Produce documents	4.1. Use complex operations in the development of documents, to achieve required results 4.2. Preview, adjust and print documents in accordance with organisational and task requirements 4.3. Name and store documents in accordance with organisational requirements and exit the application without information loss/damage 4.4. Prepare documents within designated time lines and organisational requirements for speed and accuracy

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify requirements of documents keyboarding skills to enter text and numerical data literacy skills to edit and proofread documents, creating documents with a complex, organised structure of linked paragraphs which use simple and complex syntactic structure numeracy skills to collate and present data, graphs and annotated referencesproblem-solving skills to use processes flexibly and interchangeably.
Required knowledge
formatting styles and their effect on formatting, readability and appearance of documents organisational requirements for ergonomics, work periods and breaks, and conservation techniques organisational style guide.

Evidence Guide

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: production of text documents using advanced software functions application of document design principles.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of complex text documents and style guides.
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 by the candidate review of documents with complex design demonstration of techniques oral or written questioning to assess knowledge of word processing software functions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWRT401AWrite complex documents.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout equipment that is reasonably adjusted to meet personal needs, in appropriate circumstances
Work organisation requirements may include:	exercise breaks mix of repetitive and other activities rest periods
Energy and resource conservation requirements may include:	double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality requirements) using power-save options for equipment
Complex documents may include:	call outs captions concordance files different odd and even pages document protection drawing forms with fields hyperlinks linked and/or embedded objects long documents mail merge data documents master documents MS WordArt multiple headers and footers multiple sections multiple users primary mail merge documents subdocuments templates
Organisational requirements may include:	company colour scheme company logo consistent corporate image content restrictions established guidelines and procedures for document production house styles observing copyright legislation organisation name, time, date, document title, filename, etc. in header/footer templates
Complex technical functions may include:	alignment data transfer display features embedding exporting fields form fields formulae importing index linking macros merge criteria page and section breaks sort criteria style sheets table of contents templates
Design choices may include:	balance diversity relative positioning of graphics and headings simplicity text flow typography
Structure and layout may include:	boxes colour columns drawing graphics headings letter and memo conventions page layout photographs typeface white space
Consistency of design and layout may include:	annotated references borders bullet/number lists captions consistency with other business documents footnotes/endnotes indentations page numbers spacings typeface styles and point size
Formatting rows and column may include:	auto distribute fills/shading lines and borders merge cells sorting contents split cell text direction
Other data may include:	clip art data from other software applications digital photographs files graphics quotes references scanned photographs and logos tables, graphs and charts
Formatting of other data may include:	colour cropping layout position in relation to other text size
Printing may include:	print merge print to file to fit specific number of pages with comments with drawing objects with field codes with hidden text
Naming and storing documents may include:	authorised access file names according to organisational procedure e.g. numbers rather than names file names which are easily identifiable in relation to the content file/directory names which identify the operator, author, section, date etc. filing locations organisational policy for backing up files organisational policy for filing hard copies of documents security storage in folders/sub-folders storage on hard/floppy disk drives, CD-ROM, tape back-up
Designated time lines may include:	time line agreed with internal/external client time line agreed with supervisor/person requiring spreadsheet organisational time line e.g. deadline requirements

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU402A Develop and use complex spreadsheets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use spreadsheet software to complete business tasks and to produce complex documents. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments who require skills in the creation of complex spreadsheets to store and retrieve data. They may work as individuals providing administrative support within an enterprise, or may be independently responsible for designing and working with spreadsheets relevant to their own work roles.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to develop spreadsheet	1.1. Organise personal work environment in accordance with ergonomic requirements 1.2. Analyse task and determine specifications for spreadsheets 1.3. Identify organisational and task requirements in relation to data entry, storage, output, reporting and presentation requirements 1.4. Apply work organisation strategies and energy and resource conservation techniques to plan work activities
2. Develop a linked spreadsheet solution	2.1. Utilise spreadsheet design software functions and formulae to meet identified requirements 2.2. Link spreadsheets in accordance with software procedures 2.3. Format cells and use data attributes assigned with relative and/or absolute cell references, in accordance with the task specifications 2.4. Test formulae to confirm output meets task requirements
3. Automate and standardise spreadsheet operation	3.1. Evaluate tasks to identify those where automation would increase efficiency 3.2. Create, use and edit macros to fulfil the requirements of the task and automate spreadsheet operation 3.3. Develop, edit and use templates to ensure consistency of design and layout for forms and reports, in accordance with organisational requirements
4. Use spreadsheets	4.1. Enter, check and amend data in accordance with organisational and task requirements 4.2. Import and export data between compatible spreadsheets and adjust host documents, in accordance with software and system procedures 4.3. Use manuals, user documentation and online help to overcome problems with spreadsheet design and production 4.4. Preview, adjust and print spreadsheet in accordance with organisational and task requirements 4.5. Name and store spreadsheet in accordance with organisational requirements and exit the application without data loss or damage
5. Represent numerical data in graphic form	5.1. Determine style of graph to meet specified requirements and manipulate spreadsheet data if necessary to suit graph requirements 5.2. Create graphs with labels and titles from numerical data contained in a spreadsheet file 5.3. Save, view and print graph within designated time lines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to interpret and evaluate the purposes and uses of various features of spreadsheets and to use a variety of strategies for planning and reviewing own work proofreading and editing skills to check for accuracy and consistency of information by consulting additional resources numeracy skills to collate and present data, graphs and related references.
Required knowledge
advanced functions of spreadsheet software applications impact of formatting and design on the presentation and readability of data key provisions of relevant legislation from all forms of government, standards and codes that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety organisational policies and procedures.

Evidence Guide

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: developing complex spreadsheets developing graphical representations of data contained in spreadsheets.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and software access to samples of data for inclusion in spreadsheets.
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 by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: administration units other information and communications technology units.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation strategies may include:	exercise breaks mix of repetitive and other activities rest periods
Energy and resource conservation techniques may include:	double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality requirements) using power-save options for equipment
Spreadsheet design may include:	analysis appropriateness avoidance of blank rows and columns embedding cell references in formulae formulae formatting and reformatting functions headers and footers headings headings and labels identification and parameters import and export of data labels linked formulae multi-page documents pivot tables relative and absolute cell references split screen operation
Functions may include:	basic financial functions (if available) date functions logical functions (lookup, if, choose, true, false, conditions) mathematical functions (square root, integer, absolute value, round) simple nested functions statistical functions (standard deviation, count, maximum, minimum)
Formulae may include:	addition average comparison division exponentiation multiplication percentage subtraction combinations of above
Macros may include:	printing sections of a spreadsheet
Templates may include:	font types and sizes forms headers and footers headings page formats reports
Importing and exporting data may include:	proofreading reformatting split screen (if available)
Printing may include:	charts entire workbooks selected data within a worksheet worksheets
Naming and storing spreadsheets may include:	authorised access file naming conventions filing locations organisational policy for backing up files organisational policy for filing hard copies of spreadsheets security storage in folders and sub-folders storage on disk drives, CD-ROM, USB, tape back-up, server
Graphs may include:	bar line pie scatter stack 3D
Creating graphs may include:	data range keys and legends labels and titles naming sizing (if possible) using graph menu X and Y axis

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBITU404A Produce complex desktop published documents

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design and produce complex desktop published documents. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments who require well developed skills in desktop publishing. They may be individuals providing administrative support within an enterprise, or others responsible for the production of their own documents.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to produce desktop published documents	1.1. Use safe work practices including addressing ergonomic requirements and using work organisation strategies 1.2. Use energy and resource conservation techniques 1.3. Identify document purpose, audience, presentation and final output requirements, and clarify with relevant personnel as required 1.4. Identify organisational and task requirements for desktop published documents to ensure consistency of style and image
2. Design desktop published documents	2.1. Design document to enhance readability and appearance, according to organisational and task requirements 2.2. Determine document type and assess production and design requirements 2.3. Set up and use master pages, templates and styles to ensure consistency of design and layout 2.4. Set up colour palettes according to organisational and task requirements
3. Create desktop published documents	3.1. Prepare, format and enter required text 3.2. Import text from other applications and resolve any formatting issues 3.3. Scan or import graphics from other applications and resolve any formatting issues 3.4. Use complex software functions to arrange text and graphics on page, according to organisational and task requirements
4. Finalise desktop published documents	4.1. Ensure pages. and combined graphics and text are composed correctly, to suit organisational and task requirements 4.2. Check that numerical sequencing and laydown of document is correct, to meet binding and finishing requirements 4.3. Incorporate bleed allowance in margins and borders
5. Produce desktop published documents	5.1. Review text for possible errors and omissions, and resolve any issues 5.2. Produce completed document in line with required final output 5.3. Name and store text documents, in accordance with organisational requirements and exit the application without information loss/damage 5.4. Prepare text documents within designated time lines and organisational requirements for speed and accuracy 5.5. Use manuals, user documentation and online help to overcome problems with document design and production

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify requirements of documents culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities editing and proofreading skills to check own work for accuracy against original keyboarding skills to enter text and numerical data literacy skills to read and understand organisation's procedures and to use models or exemplars to produce a range of documents problem-solving skills to edit documents and to resolve issues of consistency of design.
Required knowledge
formatting styles and their effect on formatting, readability and appearance of documents organisational requirements for ergonomics, work periods and breaks, and energy and resource conservation techniques purposes, uses and functions of desktop publishing software organisational style guide.

Evidence Guide

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: applying document design and layout principles producing complex desktop published documents.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources access to samples of desktop published documents.
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 by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques in a workplace or simulated environment oral or written questioning to assess knowledge of desktop publishing software functions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other information and communications technologyunits.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation strategies may include:	exercise breaks mix of repetitive and other activities rest periods
Energy and resource conservation techniques may include:	double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality requirements) utilising power-save options for equipment
Document purpose may include using:	call outs captions concordance files different odd and even pages document protection drawing forms with fields hyperlinks long documents linked or embedded objects mail merge data documents master documents MS WordArt multiple headers and footers multiple sections multiple users primary mail merge documents subdocuments templates
Final output may include:	electronic publishing printed document professionally printed document web services
Organisational and task requirements may include:	company colour scheme company logo consistent corporate image content restrictions established guidelines and procedures for document production house styles master pages observing copyright legislation organisation name, time, date, document title, filename or other fields in headers or footers sheet size style sheets templates
Design may include:	balance boxes colour columns diversity drawing graphics headings letter and memo conventions page layout photographs relative positioning of graphics and headings simplicity text flow typeface typography white space
Consistency of design may include:	annotated references borders bullet/ number lists captions consistency with other business documents footnotes and endnotes indentations kerning and leading page numbers spacings typeface styles and point size
Complex software functions may include:	data transfer display features embedding exporting fields form fields formulae importing index linking macros merge criteria sort criteria table of contents templates
Naming and storing text documents may include:	authorised access file or folder names which identify the operator, author, section, date filing locations file names according to organisational procedure file names which are easily identifiable in relation to the content organisational policy for backing up files storage in folders and sub-folders organisational policy for filing hard copies of documents security and password protection storage on disk drives, CD-ROM, USBs, tape or server back-up
Designated time lines may include:	time line agreed with interna or external client time line agreed with supervisor or person requiring document organisational time line e.g. deadline requirements

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBLED401A Develop teams and individuals

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine development needs	1.1. Systematically identify and implement learning and development needs in line with organisational requirements 1.2. Ensure that a learning plan to meet individual and group training and development needs is collaboratively developed, agreed to and implemented 1.3. Encourage individuals to self-evaluate performance and identify areas for improvement 1.4. Collect feedback on performance of team members from relevant sources and compare with established team learning needs
2. Develop individuals and teams	2.1. Identify learning and development program goals and objectives, ensuring a match to the specific knowledge and skill requirements of competency standards relevant to the industry 2.2. Ensure that learning delivery methods are appropriate to the learning goals, the learning style of participants, and availability of equipment and resources 2.3. Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate individual and team achievement of competencies 2.4. Create development opportunities that incorporates a range of activities and support materials appropriate to the achievement of identified competencies 2.5. Identify and approve resources and time lines required for learning activities in accordance with organisational requirements
3. Monitor and evaluate workplace learning	3.1. Use feedback from individuals or teams to identify and implement improvements in future learning arrangements 3.2. Assess and record outcomes and performance of individuals/teams to determine the effectiveness of development programs and the extent of additional development support 3.3. Negotiate modifications to learning plans to improve the efficiency and effectiveness of learning 3.4. Document and maintain records and reports of competency according to organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to receive and report on feedback, to maintain effective relationships and to manage conflict culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities leadership skills to gain trust and confidence of clients and colleagues literacy skills to read, write and understand a variety of texts; and to edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information negotiation skills to achieve mutually acceptable outcomes technology skills to support effective communication and presentation.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) facilitation techniques to encourage team development and improvement organisational policies, plans and procedures career paths and competency standards relevant to the industry.

Evidence Guide

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: identifying and implementing learning opportunities for others giving and receiving feedback from team members to encourage participation in and effectiveness of team creating learning plans to match skill needs knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of learning and development plans, policies and procedures examples of documents relating to diversity policies and procedures.
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 by the candidate analysis of responses to case studies and scenarios oral or written questioning to assess knowledge of career paths and competency standards relevant to the industry review of records and reports of competency.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: management units other learning and development units.

Range Statement

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.
Learning and development needs may include:	career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study recognition of current competence/skills recognition work experience/exchange/opportunities workplace skills assessment
Organisational requirements may include:	access and equity principles and practices anti-discrimination and related policy business and performance plans confidentiality and security requirements defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manuals
Feedback on performance may include:	formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Learning delivery methods may include:	conference and seminar attendance formal course participation induction involvement in professional networks on-the-job coaching or mentoring presentations/demonstrations problem-solving work experience
Equipment and resources may include:	facilities funding guest speakers technological tools and equipment time training equipment such as whiteboards and audio-visual equipment
Coaching and mentoring assistance may include:	fair and ethical practice non-discriminatory processes and activities presenting and promoting a positive image of the collective group problem-solving providing encouragement providing feedback to another team member respecting the contribution of all participants and giving credit for achievements

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Learning and Development

Co-requisite units

Co-requisite units

BSBLED501A Develop a workplace learning environment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to encourage and support the development of a learning environment in which work and learning come together. Particular emphasis is on the development of strategies to facilitate and promote learning, and to monitor and improve learning performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to managers. All managers have a prominent role in encouraging, supporting and facilitating the development of a learning environment in which work and learning come together. At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Create learning opportunities	1.1. Identify potential formal and informal learning opportunities 1.2. Identify learning needs of individuals in relation to the needs of the team and/or enterprise, and available learning opportunities 1.3. Develop and implement learning plans as an integral part of individual and team performance plans 1.4. Develop strategies to ensure that learning plans reflect the diversity of needs 1.5. Ensure organisational procedures maximise individual and team access to, and participation in, learning opportunities 1.6. Ensure effective liaison occurs with training and development specialists and contributes to learning opportunities which enhance individual, team and organisational performance
2. Facilitate and promote learning	2.1. Develop strategies to ensure that workplace learning opportunities are used and that team members are encouraged to share their skills and knowledge to encourage a learning culture within the team 2.2. Implement organisational procedures to ensure workplace learning opportunities contribute to the development of appropriate workplace knowledge, skills and attitudes 2.3. Implement policies and procedures to encourage team members to assess their own competencies, and to identify their own learning and development needs 2.4. Share the benefits of learning with others in the team and organisation 2.5. Recognise workplace achievement by timely and appropriate recognition, feedback and rewards
3. Monitor and improve learning effectiveness	3.1. Use strategies to ensure that team and individual learning performance is monitored to determine the type and extent of any additional work-based support required, and any occupational health and safety (OHS) issues 3.2. Use feedback from individuals and teams to identify and introduce improvements in future learning arrangements 3.3. Make adjustments, negotiated with training and development specialists, for improvements to the efficiency and effectiveness of learning 3.4. Use processes to ensure that records and reports of competency are documented and maintained within the organisation's systems and procedures to inform future planning

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: deal with people openly and fairly encourage colleagues to share their knowledge and skills gain the trust and confidence of colleagues use consultation skills effectively literacy skills to access and use workplace information planning and organisational skills to facilitate, promote and monitor learning by: developing learning plans establishing a workplace which is conducive to learning evaluating the effectiveness of learning identifying learning needs negotiating learning arrangements with training and development specialists selecting and using work activities to create learning opportunities using coaching and mentoring to support learning.
Required knowledge
management of relationships to achieve a learning environment principles and techniques involved in the management and organisation of: adult learning coaching and mentoring consultation and communication improvement strategies leadership learning environment and learning culture monitoring and reviewing workplace learning problem identification and resolution record keeping and management methods structured learning work-based learning.

Evidence Guide

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: methods for reviewing performance development needs and techniques for providing feedback on those needs models for planning professional development options available for professional development knowledge of relationship management required to achieve a learning environment.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios assessment of written reports direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays observation of presentations oral or written questioning to assess knowledge of the principles and techniques involved in the management and organisation of adult learning review of the development and implementation of learning plans evaluation of how workplace achievement is recognised review of processes used to record and report competency.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

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.
Learning opportunities may include:	structured learning activities conducted outside and within the workplace such as: accredited training through an independent organisation such as a state/territory OHS authority action learning short courses training through a Registered Training Organisation (RTO) leading to a nationally recognised Australian Qualifications Framework (AQF) qualification or Statement of Attainment workshops workplace learning activities, that may also contribute to a recognised credential, such as: coaching exchange/rotation induction mentoring shadowing
Learning needs may include:	developmental learning, for example the learning required to progress through an organisation and take on new tasks and roles gaps between the competencies held by the employee, and the skills and knowledge required to effectively undertake workplace tasks
Learning plans may include:	codes of conduct key performance indicators negotiated agreement with individual/s OHS requirements performance standards team competencies team roles and responsibilities work outputs and processes
Diversity of needs may include:	learning needs that relate to social, cultural and other types of workplace diversity, such as the need for varied communication styles and approaches
Training and development specialists may be:	internal external
Encourage a learning culture may refer to:	encouraging learning and sharing skills and knowledge across the work team and the wider organisation to develop competencies of individual team members and the team as a whole

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMED301B Interpret and apply medical terminology appropriately

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to understand and respond to instructions; to carry out routine tasks and communicate with a range of internal/external clients in a medical environment; and to use appropriate advanced medical terminology. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various medical administration contexts. They may exercise discretion and judgment using appropriate knowledge to provide technical advice and support to a team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Respond appropriately to instructions which contain medical terminology	1.1. Receive, interpret and document written and oral instructions using medical terminology 1.2. Use checklists where appropriate 1.3. Ensure own understanding of abbreviations for specialised medical terminology and associated processes 1.4. Ensure own understanding of and adhere to, the policies and procedures of the enterprise 1.5. Seek clarification when necessary
2. Carry out routine tasks	2.1. Use medical terminology correctly in the completion of routine tasks 2.2. Seek assistance from supervisor or experienced staff member as required
3. Use appropriate medical terminology in oral and written communication	3.1. Use appropriate medical terminology as directed, in oral communication with patients, fellow workers and health professionals 3.2. Use appropriate medical terminology as directed, in written communication with patients, fellow workers and health professionals 3.3. Present written communication to a designated person for verification if required 3.4. Spell and pronounce medical terminology correctly

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to interpret policies, signs and instructions and to use correct spelling, grammar and punctuation learning skills to research and increase own knowledge of medical terminology communication skills to understand, clarify and explain instructions and procedures.
Required knowledge
medical terminology, including the fundamental word structure used in medical terms basic systems of the body organisational documentation and recording requirements source of information relating to medical terminology key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation ethical principles privacy laws Freedom of Information Act.

Evidence Guide

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: using medical terminology in written and verbal communication identifying and appropriately using abbreviations for medical terms and associated processes managing own learning to maintain knowledge of up-to-date medical terminology knowledge of relevant legislation from all levels of government that impacts on business operations, codes of practice and national standards.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of documentation and resources.
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 by the candidate review of authenticated documents from the workplace or training environment analysis of responses to case studies and scenarios demonstration of techniques observation of presentations oral or written questioning observation of performance in role plays review of written communication with patients for use of appropriate medical terminology oral or written questioning to assess knowledge of workplace emergencies, risks and hazards assessment of documentation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other general administration or medical services administration units.

Range Statement

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.
Written and oral instructions may include:	diary entries drugs orders instructions for postoperative care notices occupational health and safety (OHS) signs and instructions patient notes referrals routine reports telephone calls test results theatre lists verbal instructions
Medical terminology may include:	abbreviations for medical and pharmacological terms (e.g. BCG, HRT, IVP, tab, ante, ung) causes to changes in the systems of the body (e.g. changes to the musculo-skeletal system may include inflammation due to repeated strain on the system) common medical conditions including illnesses, injuries and diseases departments/sections in a hospital health insurance terminology interrelated functions of the body, locations and diseases (e.g. functions of the skeletal system, locations of skeletal injuries, skeletal diseases knowledge of medical specialties and the names and titles of doctors working in specialist fields medical conditions medical equipment and instruments medical investigations and procedures Medicare terminology medications referrals terms to describe onset and/or nature of disease
Policies and procedures may include:	abiding by local, state/territory and commonwealth legislation accessing and updating files cleanliness and hygiene correspondence format emergency procedures following instructions information specific to the enterprise office practice manual OHS Royal Australian College of General Practitioners (RACGP) Code of Practice for the Management of Health Information in General Practice RACGP Entry Standards for General Practices telephone protocol recording information security, confidentiality and privacy procedures
Clarification may be sought from:	drug and prescription information sources/databases experienced staff member/s medical dictionary office practice manual relevant handbook supervisor
Routine tasks may include:	answering patient enquiries contributing to meetings dealing with patient complaints entering patient details into computer system filing patient notes maintaining information to assist patients maintaining patient information maintaining reception area, waiting room, consultation room ordering stock (e.g. stationery, medical supplies) preparing medical equipment preparing reports processing correspondence producing a range of complex medical documents (e.g. patient history, case report) providing information to patients receiving and making telephone calls receiving visitors and patients recording information storing and maintaining security of drugs word processing
Oral communication may include:	answering routine telephone enquiries communicating with a range of medical/hospital professionals on patient related matters confirming appointments dealing with difficult patients/customers paging staff reporting to staff at meetings transferring calls verbal instructions
Written communication may include:	appointment diaries, cards case reports complex correspondence to a range of medical/hospital professionals on patient related matters forms letters memoranda minutes patient histories patient history questionnaires patient records telephone messages
Designated person may include:	doctor practice manager supervisor

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - Medical Services Administration

Co-requisite units

Co-requisite units

BSBMGT402A Implement operational plan

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement the operational plan by monitoring and adjusting operational performance, producing short term plans for the department/section, planning and acquiring resources and providing reports on performance as required. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers are actively engaged in planning activities to achieve the measurable, stated objectives of the team and the organisation. This key role is carried out to provide safe, efficient and effective products and services to customer satisfaction within the organisation's productivity and profitability plans. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning, evaluation, leadership and guidance of others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Implement operational plan	1.1. Collate, analyse and organise details of resource requirements in consultation with relevant personnel, colleagues and specialist resource managers 1.2. Implement operational plans to contribute to the achievement of organisation's performance/business plan 1.3. Identify and use key performance indicators (KPIs) to monitor operational performance 1.4. Undertake contingency planning and consultation processes 1.5. Provide assistance in the development and presentation of proposals for resource requirements in line with operational planning processes
2. Implement resource acquisition	2.1. Recruit and induct employees within organisation's policies, practices and procedures 2.2. Implement plans for acquisition of physical resources and services within organisation's policies, practices and procedures and in consultation with relevant personnel
3. Monitor operational performance	3.1. Monitor performance systems and processes to assess progress in achieving profit/productivity plans and targets 3.2. Analyse and use budget and actual financial information to monitor profit/productivity performance 3.3. Identify unsatisfactory performance and take prompt action to rectify the situation according to organisational policies 3.4. Provide mentoring, coaching and supervision to support individuals and teams to use resources effectively, economically and safely 3.5. Present recommendations for variation to operational plans to the designated persons/groups and gain approval 3.6. Implement systems, procedures and records associated with performance in accordance with organisation's requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
coaching and mentoring skills to provide support to colleagues literacy skills to access and use workplace information, and to prepare reports planning and organising skills to monitor performance and to sequence work of self and others to achieve planned outcomes.
Required knowledge
principles and techniques associated with: contingency planning methods for monitoring and reporting on performance monitoring and implementing operations and procedures problem identification and methods of resolution relevant budgeting and financial analysis, interpretation and reporting requirements resource management systems at the tactical implementation level resource planning and acquisition tactical risk analysis including identification and reporting requirements.

Evidence Guide

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: ability to monitor and adjust operational performance, produce short-term plans for the department or section, plan and acquire resources, and provide reports on performance as required knowledge of principles and techniques associated with monitoring and implementing operations and procedures.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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 by the candidate review of documentation outlining contingency planning and consultation processes undertaken demonstration of techniques in managing performance evaluation of mentoring, coaching and supervision provided to support individuals and teams to use resources effectively, economically and safely.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

Range Statement

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.
Resource requirements may refer to:	goods and services to be purchased and ordered human, physical and financial resources - both current and projected stock requirements and requisitions
Relevant personnel, colleagues and specialist resource managers may include:	colleagues and specialist resource managers managers occupational health and safety committees and other people with specialist responsibilities other employees people from a wide range of social, cultural and ethnic backgrounds, and people with a range of physical and mental abilities supervisors
Operational plans may refer to:	organisational plans tactical plans developed by the department or section to detail product and service performance
Key performance indicators may refer to:	measures for monitoring or evaluating the efficiency or effectiveness of a system, and which may be used to demonstrate accountability and to identify areas for improvements
Contingency planning may refer to:	contracting out or outsourcing human resources and other functions or tasks diversification of outcomes finding cheaper or lower quality raw materials and consumables increasing sales or production recycling and re-use rental, hire purchase or alternative means of procurement of required materials, equipment and stock restructuring of organisation to reduce labour costs risk identification, assessment and management processes seeking further funding strategies for reducing costs, wastage, stock or consumables succession planning
Consultation processes may refer to:	mechanisms used to provide feedback to the work team in relation to outcomes of consultation meetings, interviews, brainstorming sessions, email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual operational plans
Organisation's policies, practices and procedures may include:	organisational culture Standard Operating Procedures organisational guidelines which govern and prescribe operational functions, such as the acquisition and management of human and physical resources undocumented practices in line with organisational operations
Performance systems and processes may refer to:	informal systems used by frontline managers for the work team in the place of existing organisation-wide systems formal processes within the organisation to measure performance, such as: feedback arrangements individual and teamwork plans KPIs specified work outcomes
Designated persons/groups may include:	other affected work groups or teams and groups designated in workplace policies and procedures those who have the authority to make decisions and/or recommendations about operations such as workplace supervisors, other managers
Systems, procedures and records may include:	databases and other recording mechanisms for ensuring records are kept in accordance with organisational requirements individual and team performance plans organisational policies and procedures relative to performance

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT403A Implement continuous improvement

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement the organisation's continuous improvement systems and processes. Particular emphasis is on using systems and strategies to actively encourage the team to participate in the process, monitoring and reviewing performance, and identifying opportunities for further improvements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers have an active role in implementing the continuous improvement process to achieve the organisation's objectives. Their position, closely associated with the creation and delivery of products and services, means that they have an important role in influencing the ongoing development of the organisation. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning and evaluation, and leadership and guidance of others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Implement continuous improvement systems and processes	1.1. Implement systems to ensure that individuals and teams are actively encouraged and supported to participate in decision making processes, assume responsibility and exercise initiative 1.2. Communicate the organisation's continuous improvement processes to individuals and teams, and obtain feedback 1.3. Ensure effective mentoring and coaching allows individuals and teams to implement the organisation's continuous improvement processes
2. Monitor and review performance	2.1. Use the organisation's systems and technology to monitor and review progress and to identify ways in which planning and operations could be improved 2.2. Improve customer service through continuous improvement techniques and processes 2.3. Formulate and communicate recommendations for adjustments to those who have a role in their development and implementation
3. Provide opportunities for further improvement	3.1. Implement processes to ensure that team members are informed of savings and productivity/service improvements in achieving the business plan 3.2. Document work performance to aid the identification of further opportunities for improvement 3.3. Manage records, reports and recommendations for improvement within the organisation's systems and processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: coach and mentor team members gain the commitment of individuals and teams to continuously improve innovation skills to design better ways of performing work.
Required knowledge
principles and techniques associated with: benchmarking best practice change management continuous improvement systems and processes quality systems.

Evidence Guide

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: taking active steps to implement, monitor and adjust plans, processes and procedures to improve performance supporting others to implement the continuous improvement system/processes, and to identify and report opportunities for further improvement knowledge of principles and techniques associated with continuous improvement systems and processes.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: assessment of written reports direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of principles and techniques associated with change management review of how the organisation's continuous improvement processeswascommunicated to individuals and teams review of documentation of work performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

Range Statement

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.
Systems may refer to:	forums, meetings newsletters and reports organisational policies and procedures web-based communication devices
Participation in decision making processes may include:	feedback in relation to outcomes of the consultative process processes which ensures all employees have the opportunity to contribute to organisational issues
Continuous improvement processes may include:	cyclical audits and reviews of workplace, team and individual performance evaluations and monitoring of effectiveness implementation of quality systems, such as International Standardization for Organization (ISO) modifications and improvements to systems, processes, services and products policies and procedures which allow the organisation to systematically review and improve the quality of its products, services and procedures seeking and considering feedback from a range of stakeholders
Mentoring and coaching may refer to:	providing assistance with problem-solving providing feedback, support and encouragement teaching another member of the team, usually focusing on a specific work task or skill
Technology may include:	computerised systems and software such as databases, project management and word processing telecommunications devices any other technology used to carry out work roles and responsibilities
Customer service may be:	internal or external to existing, new or potential clients
Processes to ensure that team members are informed of savings and productivity/service improvements may refer to:	email/intranet, newsletters or other communication devices newsletters and bulletins staff reward mechanisms team meetings

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT515A Manage operational plan

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and monitor implementation of the operational plan to provide efficient and effective workplace practices within the organisation's productivity and profitability plans. Management at a strategic level requires systems and procedures to be developed and implemented to facilitate the organisation's operational plan. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to people who manage the work of others and operate within the parameters of a broader strategic and/or business plan. The task of the manager at this level is to develop and implement an operational plan to ensure that the objectives and strategies outlined in the strategic and/or business plan are met by work teams. However in some larger organisations operational plans may be developed by a strategic planning unit. At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop operational plan	1.1. Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers 1.2. Develop and/or implement consultation processes as an integral part of the operational planning process 1.3. Ensure details of the operational plan include the development of key performance indicators to measure organisational performance 1.4. Develop and implement contingency plans at appropriate stages of operational planning 1.5. Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required 1.6. Obtain approval for plan from relevant parties and ensure understanding among work teams involved
2. Plan and manage resource acquisition	2.1. Develop and implement strategies to ensure that employees are recruited and/or inducted within the organisation's human resources management policies and practices 2.2. Develop and implement strategies to ensure that physical resources and services are acquired in accordance with the organisation's policies, practices and procedures
3. Monitor and review operational performance	3.1. Develop, monitor and review performance systems and processes to assess progress in achieving profit and productivity plans and targets 3.2. Analyse and interpret budget and actual financial information to monitor and review profit and productivity performance 3.3. Identify areas of under performance, recommend solutions, and take prompt action to rectify the situation 3.4. Plan and implement systems to ensure that mentoring and coaching are provided to support individuals and teams to effectively, economically and safely use resources 3.5. Negotiate recommendations for variations to operational plans and gain approval from designated persons/groups 3.6. Develop and implement systems to ensure that procedures and records associated with documenting performance are managed in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to access and use workplace information and to write a succinct and practical plan technology skills to use software to produce and monitor the plan against performance indicators planning and organisational skills coaching skills to work with people with poor performance numeracy skills to allocate and manage financial resources.
Required knowledge
models and methods for operational plans budgeting processes alternative approaches to improving resource usage and eliminating resource inefficiencies and waste.

Evidence Guide

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: development of an operational plan with details of how it will be implemented and monitored knowledge of models and methods for operational plans.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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 by the candidate oral or written questioning to assess knowledge of budgeting processes review of operational plan, key performance indicators and contingency plans evaluation of employee recruitment and induction strategies evaluation of processes implemented to acquire physical resources and services.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

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.
Resource requirements may include:	goods and services to be purchased and ordered human, physical and financial resources - both current and projected stock requirements and requisitions
Relevant personnel, colleagues and specialist resource managers may include:	employees at the same level or more senior managers managers occupational health and safety committee/s and other people with specialist responsibilities supervisors union or employee representatives
Consultation processes may refer to:	email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual operational plans mechanisms used to provide feedback to the work team in relation to outcomes of consultation meetings, interviews, brainstorming sessions
Operational plans may also be termed:	action plans annual plans management plans tactical plans
Key performance indicators may refer to:	measures for monitoring or evaluating the efficiency or effectiveness of a system which may be used to demonstrate accountability and to identify areas for improvements
Contingency plans may include:	contracting out or outsourcing human resources and other functions or tasks diversification of outcomes finding cheaper or lower quality raw materials and consumables increasing sales or production recycling and re-using rental, hire purchase or alternative means of procurement of required materials, equipment and stock restructuring of organisation to reduce labour costs risk identification, assessment and management processes seeking further funding strategies for reducing costs, wastage, stock or consumables succession planning
Organisation's policies, practices and procedures may include:	organisational culture organisational guidelines which govern and prescribe operational functions, such as the acquisition and management of human and physical resources Standard Operating Procedures undocumented practices in line with organisational operations
Designated persons/groups may include:	groups designated in workplace policies and procedures managers or supervisors whose roles and responsibilities include decision making on operations other stakeholders such as Board members other work groups or teams whose work will be affected by recommendations for variations

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT608C Manage innovation and continuous improvement

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to sustain and develop an environment in which continuous improvement, innovation and learning are promoted and rewarded. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to people with managerial responsibilities, including for building a better and more effective work environment. Continuous improvement and innovation have links with the model of the learning organisation and people working at this level play an important role in building the culture, values and attitudes of the organisation. Links may be made between continuous improvement and formal quality systems, such as International Organization for Standardization (ISO) or quality software. However it is not assumed that formal quality systems or software are in the workplace. Innovation is seen as an important attitude and set of practices, which should be fostered by people working at this level in teams and across the organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Review programs, systems and processes	1.1. Establish strategies to monitor and evaluate performance and sustainability of key systems and processes 1.2. Undertake detailed analyses of supply chains, and operational, product and service delivery systems 1.3. Identify performance measures, and assessment tools and techniques, and evaluate their effectiveness 1.4. Analyse performance reports and variance from plans for key result areas of the organisation 1.5. Identify and analyse changing trends and opportunities relevant to the organisation 1.6. Seek advice from specialists, where appropriate, to identify technology and electronic commerce opportunities
2. Develop options for continuous improvement	2.1. Brief groups on performance improvement strategies and innovation as an essential element of competition 2.2. Foster creative climate and organisational learning by promoting interaction within and between work groups 2.3. Encourage, test and recognise new ideas and entrepreneurial behaviour where successful 2.4. Accept failure of an idea during trialling, and recognise, celebrate and embed success into systems 2.5. Undertake risk management and cost-benefit analysis for each option or idea approved for trial 2.6. Approve innovations through agreed organisational processes
3. Implement innovative processes	3.1. Promote continuous improvement and sustainability as essential to doing business 3.2. Address impact of change and consequences for people, and implement transition plans 3.3. Ensure objectives, timeframes, measures and communication plans are in place to manage implementation 3.4. Implement contingency plans in the event of non-performance 3.5. Follow up failure by prompt investigation and analysis of causes and manage emerging challenges and opportunities effectively 3.6. Ensure that learnings from activities are captured and managed to inform future work 3.7. Regularly evaluate continuous improvement systems and processes 3.8. Communicate costs and benefits of innovations and improvements to relevant groups and individuals

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify improvement opportunities in relation to: concepts and ideas developed services or products delivered flexibility and creativity skills to think laterally learning skills to develop options for continuous improvement teamwork and leadership skills to foster a commitment to quality and an openness to innovation
Required knowledge
cost-benefit analysis methods creativity and innovation theories and concepts organisational learning principles quality management and continuous improvement theories risk management sustainability practices

Evidence Guide

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: demonstration of consultation processes to introduce or evaluate an existing continuous improvement process or system, including suggested actions or an action plan generation of an idea or concept that exhibits creative thinking and offers the possibility of benefiting the organisation demonstration of how the concept or idea was introduced, tested and evaluated,which does not have to have been shown to work or to be adopted by the business application of knowledge of quality management and continuous improvement theories.
Context of and specific resources for assessment	Assessment must ensure access to appropriate documentation and resources normally used in the workplace.
Method of assessment	The following assessment methods are appropriate for this unit: analysis of responses to case studies and scenarios assessment of reports direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of creativity and innovation theories and concepts evaluation of strategies established to monitor and evaluate performance of key systems and processes review of briefing of groups on performance improvement strategies and innovation review of documentation communicating costs and benefits of innovations and improvements to relevant groups and individuals.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Sustainability may include:	addressing environmental and resource sustainability initiatives, such as environmental management systems, action plans, green office programs, surveys and audits applying the waste management hierarchy in the workplace complying with regulations and corporate social responsibility considerations for sustainability to enhance the organisation's standing in business and community environments determining organisation's most appropriate waste treatment, including waste to landfill, recycling, re-use, recoverable resources and wastewater treatment implementing ecological footprint implementing environmental management systems, e.g. ISO 14001:1996 Environmental management systems life cycle analyses implementing government initiatives, e.g. Australian government's Greenhouse Challenge Plus improving resource and energy efficiency initiating and maintaining appropriate organisational procedures for operational energy consumption introducing a green office program - a cultural change program introducing green purchasing introducing national and international reporting initiatives, e.g. Global Reporting Initiative introducing product stewardship reducing emissions of greenhouse gases reducing use of non-renewable resources referencing standards, guidelines and approaches, such as sustainability covenants and compacts or triple bottom line reporting supporting sustainable supply chain.
Supply chains include:	network of facilities that procures raw materials, transforms them into intermediate products or services and then finished goods or service, and delivers them through a distribution system procurement, production and distribution, viewed as interlinked not as discrete elements.
Performance reports may include:	budget or cost variance customer service environmental financial OHS quality other operating parameters.

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and leadership - management

Co-requisite units

Co-requisite units

BSBMGT616A Develop and implement strategic plans

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to establish the strategic direction of the organisation, and to sustain competitive advantage and enhance competitiveness. It requires analysis and interpretation of relevant markets, capability assessment of the organisation, and its existing and potential competitors and allies. It also covers implementation of the strategic plan. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in senior roles in the organisation, who have responsibility for ensuring that the organisation is positioned to ensure its long term viability and success. The unit covers the requirements for analysing the organisation's present position, and for developing specific actions and initiatives that will be undertaken by people working in various roles.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Confirm organisational vision and mission	1.1. Check with stakeholders that organisational vision and mission are still held to be current and are supported 1.2. Make any changes or refinements to vision or mission statement as required 1.3. Review or develop organisational values to support the vision and mission statement 1.4. Gain support for strategic planning process from all relevant stakeholders
2. Analyse the internal and external environment	2.1. Determine information requirements and undertake or commission research to deliver relevant information 2.2. Analyse political, economic, social, and technological developments in a global context 2.3. Seek advice from appropriate experts wherever necessary 2.4. Identify and consider strengths and weaknesses of existing and potential competitors and allies 2.5. Analyse organisation's strengths, weaknesses, opportunities and threats 2.6. Consider co-operative ventures that are supported by risk and cost-benefit analyses, are consistent with the organisational vision, mission and values, and provide for due diligence 2.7. Check that analysis of internal and external environment is consistent with the perspectives of other informed people
3. Write strategic plan	3.1. Document relevant research and background for inclusion in the strategic plan 3.2. Formulate strategic objectives and strategies needed for the future 3.3. Detail each strategy with an assigned priority, a timeframe, responsible parties and measurable performance indicators 3.4. Circulate strategic plan for comment, support and endorsement
4. Implement strategic plan	4.1. Communicate strategic plan to all relevant parties 4.2. Brief people with a specific role in relation to strategies 4.3. Use performance indicators to monitor progress in implementing plan 4.4. Make necessary refinements to plan 4.5. Evaluate achievement of objectives at agreed milestones 4.6. Review effectiveness of plan and consider methods for improving strategic planning processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to undertake value chain analysis, to review strengths and weaknesses, and to collate and interpret statistical data including trend analysis financial skills to consider resource implications of proposed strategies research skills to ensure accurate, up-to-date information is available for the environmental analysis risk management skills to plan and undertake appropriate due diligence.
Required knowledge
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination strategic planning methodologies including political, economic, social and technological (PEST) analysis and strengths, weaknesses, opportunities and threats analysis (SWOT) competitor knowledge codes and by-laws relevant to the organisation's operations.

Evidence Guide

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: thorough analysis of the organisation's own capabilities, those of their existing potential competitors and allies, and the external environment strategic plan which includes objectives, strategies, timeframes, performance indicators and methods for monitoring the implementation of the plan knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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 by the candidate observation of presentations oral or written questioning to assess knowledge of strategic planning methodologies review of documentation outlining strengths and weaknesses of existing and potential competitors and allies review of strategies and their assigned priority, timeframe, responsible parties and performance indicators.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Advanced Diploma of Management.

Range Statement

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.
Stakeholders may include:	Board customers employees government agencies owners shareholders technical advisers
Research may include:	commissioned research demographics economics internal research market segmentation political product social technological
Global context means:	examination on a world-wide basis of factors which may impact on the long-term strategic direction of the business
Due diligence means:	process by which an investor, lawyer, auditor, or other qualified person, verifies the accuracy of data provided by another organisation

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT617A Develop and implement a business plan

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers. Business plans are critical tools for business growth and development. They will vary depending on the needs of the organisation. This unit covers the typical elements of a business plan and the standard approaches to be used in implementing a business plan. The business plan should be supported by a strategic plan, and may also be supported by a marketing plan and cash flow forecasts.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop business plan	1.1. Review and evaluate pre-existing strategic, business and operational plan, if available 1.2. Analyse and interpret business vision, mission, values and objectives 1.3. Consult with key stakeholders 1.4. Review market requirements for the product or service, profile customer needs and research pricing options 1.5. Develop performance objectives and measures through consultation with key stakeholders 1.6. Identify financial, human and physical resource requirements for the business 1.7. Consider any permits or licences that may be required for new activity 1.8. Write business plan
2. Monitor performance	2.1. Communicate business plan to all relevant parties and ensure understanding of performance requirements and timeframes 2.2. Ensure skilled labour is available to implement plan 2.3. Test performance measurement systems and refine, if necessary 2.4. Ensure timely reports on all key aspects of the business are available, user-friendly and balanced in terms of financial and non-financial performance 2.5. Report system failures, product failures and variances to the business plan as they occur
3. Respond to performance data	3.1. Analyse performance reports against planned objectives 3.2. Review performance indicators and refine if necessary 3.3. Ensure groups and individuals contributing to under-performance are coached, and provide training where appropriate 3.4. Review system processes and work methods regularly as part of continuous improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical and research skills to review the market, to research competitors and to review pricing structures coaching and communication skills to remediate any under-performance in the work group or individuals planning and organising skills to sequence activities and to develop a logical structure.
Required knowledge
performance measurement approaches and benchmarking options for developing business plans.

Evidence Guide

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: analysis of the strengths and weaknesses of a range of business plans implementation of a business plan including evaluation of performance against documented indicators in key results areas knowledge of performance measurement approaches and benchmarking.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: assessment of written reports/examples of business plans and their outcomes direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of options for developing business plans review of development of performance objectives and measures review of how business plan was communicated to all relevant parties.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Advanced Diploma of Management.

Range Statement

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.
Strategic, business and operational plan may include:	previously formulated: action plan business goals competitor analysis financing arrangements or financial targets management arrangements and/or personnel requirements marketing approaches product or service research or analysis
Key stakeholders may include:	business partners or financiers customers shareholders staff technical experts or advisers
Performance objectives and measures may relate to:	efficiency measures input measures such as staff time or dollars allocated outcomes measures qualitative indicators such as feedback from customers, effect on the wider market or competitors, staff reports quantitative indicators, such as numbers produced and sold, turnover, customer satisfaction ranking, lower staff turnover
Business plan includes:	description of the business business products and services marketing activity financial indicators productivity and performance targets for key result areas such as: community awareness or branding environmental impact governance or management quality sales triple bottom line workforce
Coaching refers to:	informal on-the-job and off-the-job advice and training to improve performance

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMKG401B Profile the market

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to profile a target market or market segments in accordance with a marketing plan and to develop market positioning strategies. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in a marketing team who are responsible for segmenting a target market to review alignment with organisational marketing objectives. This involves identifying viable market segments and profiling target consumers, and then defining the target market in more detail and developing strategies to position products and services. This unit is relevant to individuals working in a variety of marketing communications occupational roles, including advertising, direct marketing, promotional marketing, personal selling and public relations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Segment the market	1.1. Identify criteria for use in segmenting the market in accordance with the marketing plan 1.2. Identify and access sources of information for segmenting and profiling markets in accordance with the marketing plan 1.3. Segment the market in accordance with identified criteria 1.4. Review market segments for their usefulness in terms of factors such as their size, potential, distinctive needs, easy identification of members or distinctive media use patterns 1.5. Select market segments to meet marketing objectives, and choose and apply new segmentation criteria if required
2. Identify the target market	2.1. Evaluate approaches to determining and describing the total market for a product or service 2.2. Define the target market in terms of the consumers to be included as prospective users of a product or service, and the selected market segments 2.3. Use segment descriptors to describe the target market 2.4. Identify available strategic marketing options and select targeting strategies that best meet the requirements of the marketing plan
3. Profile the target audience	3.1. Describe the total market and selected market segments in the form of a consumer profile 3.2. Identify consumer characteristics in standard statistical terms and/or the descriptive terms used in media selection in the consumer profile 3.3. Use demographic and/or psychographic descriptions in the consumer profile in accordance with the requirements of the marketing plan 3.4. Describe consumer attitudes to products or services being offered 3.5. Ensure profile meets organisational requirements in terms of language, format, content and level of detail
4. Develop a positioning strategy	4.1. Identify available positioning strategies and choose a strategy to meet marketing requirements and consumer profile 4.2. Write a positioning implementation plan containing several options, in accordance with organisational requirements 4.3. Submit plan to supervisor within specified time lines and make appropriate adjustments based on feedback

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
creativity and innovation skills to select targeting and positioning strategies that meet organisation's requirements culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice Free TV Australia Commercial Television Industry Code of Practice privacy laws sweepstakes regulations Trade Practices Act literacy skills to prepare reports and to interpret internal and external marketing information research skills to identify and analyse market segments and target markets.
Required knowledge
Australian Marketing Institute Code of Professional Conduct data collection and analysis techniques industry knowledge including: components of the marketing mix elements of marketing planning marketing communications concepts and processes organisational structures, roles, responsibilities, business and marketing plans product and service standards and best practice models relevant legislation from all forms of government that may affect aspects of business operation in addition to those listed above, especially in relation to occupational health and safety, environmental issues, equal opportunity, industrial relations and anti-discrimination statistical terms used by the Australian Bureau of Statistics.

Evidence Guide

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: developing a market positioning strategy that documents market segmentation, consumer profiling, targeting and strategies relevant to a product or service being offered to the marketplace.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace access to information on past profiling, segmentation and targeting performed for a product or service.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following assessment methods are appropriate for this unit: assessment of positioning implementation plan direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of the application of criteria to segment markets, selection of targeting strategies oral or written questioning to assess knowledge and understanding presentation of marketing profiling activities review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBMKG402B Analyse consumer behaviour for specific markets BSBMKG507AInterpret market trends and developments.

Range Statement

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.
Criteria may include:	attitude average order value in units and dollars desired benefits business characteristics consumer needs demographics geography lifestyle lifetime value in units, dollars and number of transactions product or service usage psychographics recency and frequency of response to direct marketing activities social and cultural factors
Sources of information for segmenting and profiling markets may include:	advertising sales representatives existing research data industry sources media representatives original a priori research (where the market segments are assumed at the beginning and research is used to confirm them) original response based research owners or brokers of mail, email and phone lists sales representatives website operators
Usefulness in terms of size may include:	segments which are large enough to justify the expense of creating distinctive offers and creative executions small segments which are viable if telephone and email are used as communication media rather than other types of media
Potential may include:	high response of market segment members to test campaigns high response to previous campaigns by members of market segments
Distinctive needs may include:	specific price points specific products or services specific response vehicles such as: store visiting only website only response specific timing of communications such as: day of week seasonality time of day
Easy identification of members may include:	flags such as: postcode date of last purchase geographical location of segment members, such as: city metropolitan region regional centre rural region state or territory spending habits such as: one-off purchasers subscribers
Distinctive media use patterns may include:	age email use ethnic language television, newspapers and radio gender internet use mobile phone use special interests
Selection of market segments may be contingent upon:	expected frequency of purchase expected lifetime as customers expected volume of purchase how efficiently segment members can be reached with targeted communications one or more segments
Approaches may include:	describing total market in dollar or unit terms as gross sales of all other products or services similar to those offered by the organisation describing total market in prospect terms as those most similar to current customers identifying consumers with relevant needs identifying current users of a product or service identifying people with related characteristics
Prospective users may include:	market segment users most similar to current customers
Segment descriptors may include:	demographic descriptions geographic descriptions historic descriptions such as: volume of purchase frequency of purchase psychographic descriptions
Strategic marketing options may include:	advertising strategies such as: most cost effective creative executions most cost effective media or media vehicle for each segment most cost-effective media or media vehicle distribution strategies such as: one-step multi-step innovative strategies
Targeting strategies may include:	anniversary of first purchase concentrated, differentiated and mass strategies de-duping prospect lists against customer lists differentiation and segmentation ease of entry frequency of purchase gender geography of home or workplace growth considerations innovation market share media usage niche markets price sensitivity purchasing power recency of purchase sales volume
Standard statistical terms may include:	categories used by the Australian Bureau of Statistics in collecting and reporting census data media selection terms such as: behaviouristics demographics geo-demographic analysis of census data available from proprietary research suppliers geographic selections and segmentations
Demographic descriptions may include:	age date and place of birth disability education first language gender household income indigenous Australian languages spoken at home marital status nationality number and age of children occupation
Psychographic descriptions may include:	activities affiliations attitudes interests lifestyle opinions political views values
Positioning strategies may include:	competitive positioning conspicuous positioning convenience of use convenience to buy image perceptions market follower positions market leader positions Me-Too positioning prestige and exclusive positioning pricing quality repositioning service positioning uniqueness value positioning
Marketing requirements may include:	business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG402B Analyse consumer behaviour for specific markets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to analyse consumer behaviour to target marketing to specific markets and specific needs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in a marketing team who need to analyse consumer behaviour to examine the factors that impact on decisions to purchase products or services. Having thoroughly analysed consumer attitudes and behaviour, recommendations can be made on marketing strategies to increase consumption of the product or service being marketed. This unit analyses consumer behaviour in greater detail than BSBMKG401B Profile the market, which covers more generic profiling, targeting, and positioning strategy development and planning. This unit is relevant to individuals working within a variety of marketing communications occupational roles including advertising, public relations, direct marketing, promotional marketing or personal selling roles.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Confirm product or service market	1.1. Gather information on the market or market segment for a product or service in accordance with the marketing plan 1.2. Identify consumer attributes for the market or market segment from the market profile or existing customer data 1.3. Identify and test features of the product or service in accordance with the marketing plan
2. Assess the reasons for existing levels of consumer interest	2.1. Investigate consumer need for the product or service through analysis of trends and past performance 2.2. Review past marketing or positioning of a product or service in relation to the effectiveness of its focus of appeal 2.3. Assess, test and estimate the impact of individual, social and lifestyle influences on consumer behaviour for a product or service 2.4. Analyse consumer responses to previous marketing communications 2.5. Assess organisational behaviour capability to respond quickly to consumer demand for products or services in accordance with the marketing plan
3. Recommend a focus of appeal for marketing strategies for a product or service	3.1. Ensure marketing strategies address innate and acquired needs of consumers and appeal to the motives that influence decision making 3.2. Present a rationale for the focus of appeal that outlines how influences on consumer behaviour will be used to target effective marketing strategies 3.3. Ensure the focus of appeal meets legal and ethical obligations and the budgetary requirements of the marketing plan

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to prepare reports with complex marketing concepts research skills to investigate overall market trends, past product/service performance and consumer behaviour characteristics.
Required knowledge
key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: anti-discrimination legislation and the principles of equal opportunity, equity, and diversity ethical principles Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice Free TV Australia Commercial Television Industry Code of Practice privacy laws industry and product or service knowledge marketing communication concepts and processes organisational structure, procedures and marketing objectives.

Evidence Guide

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: documenting and presenting an analysis of consumer behaviour including recommendations on what marketing strategies should be developed to influence consumers to be more inclined to purchase a product or service knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources access to past marketing performance review documents.
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: analysis of responses to case studies and scenarios assessment of written reports containing analysis of consumer behaviour and recommendations demonstration of techniques to analyse consumer behaviour direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations of analysis conducted and resulting recommendations oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBMKG401B Profile the market other marketing units.

Range Statement

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.
Information on the market or market segment may include:	customer segments such as: active customers inactive customers former customers demographics existing product usage lifestyle non-customer segments such as: core prospects non-core prospects social and cultural factors values or attitude factors
Marketing may include:	business-to-consumer marketing business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing
Individual influences may include:	attitudes beliefs learning past experience perception personality self-image
Social influences may include:	culture family background family decision-maker/s social class socioeconomic factors
Lifestyle influences may include:	aspirations interests leisure activities
Consumer responses may include:	average order value preferred frequency of contact preferred medium of contact preferred medium of response preferred order size preferred price point for typical purchase preferred range of options within a single offer
Organisational behaviour may include:	contract buying group decision making modified re-purchase new purchases re-purchase
Legal and ethical obligations may include:	codes of practice cultural expectations and influences ethical principles relevant legislation policies and guidelines regulations social responsibilities such as: protection of children environmental issues societal expectations

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG408B Conduct market research

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to conduct market research using interview and survey methodologies (not specialist statistical design and analysis) and to report on findings. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to non specialist market research personnel who have data and information gathering and analysis as a major part of their role and who are required to conduct market research. These individuals may work in areas such as marketing, communications, strategic planning and organisational development.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Conduct desk research to gather background market information	1.1. Conduct initial desk research using appropriate sources to gather background market information 1.2. Identify options for information collection and collation tools and methods 1.3. Determine and seek approval for reporting formats for market research documentation 1.4. Report initial research findings in approved formats in accordance with organisational procedures
2. Develop research methodology and objectives	2.1. Develop hypotheses and research objectives for market research 2.2. Identify options for quantifying data 2.3. Identify market research methodology and determine, develop, test and amend required survey tools 2.4. Determine and test methods of data extraction, collation and analysis
3. Recruit respondents	3.1. Interpret market research plans to identify potential respondents and their requirements 3.2. Identify respondents in line with research and organisational requirements 3.3. Recruit respondents in line with the agreed research methodology and organisational requirements
4. Gather data and information from respondents	4.1. Prepare and arrange resources for data gathering 4.2. Gather data and information using survey tools 4.3. Record data and information gathered in approved formats, in accordance with organisational procedures 4.4. Store and safeguard survey information and data in accordance with organisational procedures
5. Analyse research information	5.1. Conduct checks on quality of data and information collected 5.2. Select appropriate techniques to summarise data and information 5.3. Design software files for entering data and information 5.4. Process data using a method appropriate to research design 5.5. Interpret and aggregate data and information including categorisation, to provide observations relevant to research objectives
6. Prepare research reports	6.1. Collate and assess findings for relevance and usefulness to research objectives 6.2. Prepare research reports 6.3. Communicate research findings to relevant personnel and stakeholders in accordance with organisational procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities information management skills to categorise, store and retrieve market research information innovation and creativity skills to conceptualise, test and refine qualitative and quantitative questionnaires and other tools literacy skills to prepare reports containing complex ideas research and data collection skills to locate information sources, to design and analyse a market research strategy.
Required knowledge
key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: anti-discrimination legislation and principles of equal opportunity, equity, and diversity Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice ethical principles Free TV Australia Commercial Television Industry Code of Practice privacy laws marketing communications concepts and processes market research principles and practices including: data processing methods and data analysis techniques design of samples development and use of hypotheses research reporting formats roles and uses of qualitative and quantitative research use of survey instruments requirements of house or other style manuals or protocols for written communication.

Evidence Guide

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: developing and implementing a market research survey tool accurately recording and securely storing survey data in accordance with organisational procedures utilising a range of methodologies to analyse market research information documenting market research activities and findings in a research report.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources including computer hardware and software access to exemplar survey tools and recently used survey tools.
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: analysis of responses to case studies and scenarios analysis of survey tools direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of data collection techniques observation of presentations of market research results oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other marketing units.

Range Statement

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.
Appropriate sources of background market information may include:	published (including on the internet) data and information from: articles and advertisements business advisors clients and suppliers conferences government bodies industry associations and trade media other research projects reports from trade or professional associations annual reports reports to regulatory or funding bodies speeches enterprise information such as: sales data attendance figures
Information collection and collation tools and methods may include:	forms for recording information sources reviewed procedures for abstracting key information and citing sources rules for including or not including information and data reviewed
Reporting formats may include:	prose reports verbal presentations visual aids, such as: charts photographs tables
Market research methodologies may include:	brand equity research brand name testing concept testing consumer decision process research depth interviews descriptive techniques experimental techniques focus groups mystery shopping observational techniques projective techniques qualitative research quantitative research random sampling
Survey tools may include:	handouts one-on-one discussions overhead transparencies questionnaires small group discussions
Potential respondents may include:	current, past or potential clients key stakeholders persons identified from lists or directories staff
Research and organisational requirements may include:	legal requirements need for respondent to meet demographic or psychographic criteria need for respondent to represent an organisation, have specific expertise or knowledge, or meet other criteria quality assurance policy and procedures requirements for statistical validity in sampling
Resources for data gathering may include:	appropriate venues and rooms organisation of tables, chairs, audio and visual equipment, refreshments audio-visual recording and display devices telecommunications equipment and facilities
Checks may include:	ensuring data is: a true record of interview accurate adequately expressed authentic complete not fabricated ensuring others collecting data and information have studied and understood instructions keeping records on data sources, copyright and privacy information rejecting inadequate data and resurveying to overcome gaps reporting to senior personnel on issues and problems in data collection where required, verifying records of interview with respondents
Appropriate techniques to summarise data may include:	charts and tables coefficient of variation mean median mode percentile prose commentary range standard deviation statistical detailed analysis statistical overview variance
Software files may include:	databases with specified forms and fields spreadsheets with specified axes word processing programs with specified heading structures, text and table formats
Interpreting and aggregating data and information may include:	development of further hypotheses based on initial processing of raw data, and statistical tests of these hypotheses bringing together data or datasets statistical analysis of raw data using general or specialist software
Categorisation may include:	creation of a preliminary report table of contents with headings and subheadings under which data and information could be organised data tabulation in a format appropriate for the type of analysis to be performed development of basic market segmentation categories by demographic or psychographic characteristics
Research reports may include:	detailed data analysis explanation of methodology key observations and findings key summaries of data recommendation and implementation issues recommendations for future research references, citations and other correct acknowledgement for all non-original material

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG413A Promote products and services

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to coordinate and review the promotion of an organisation's products and services. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of the promotion of products and services specific to an organisation. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan promotional activities	1.1. Identify and assess promotional activities to ensure compatibility with organisational requirements 1.2. Plan and schedule promotional activities according to the marketing needs of the organisation 1.3. Determine overall promotional objectives in consultation with designated individuals and groups 1.4. Ensure that time lines and costs for promotion of activities are realistic and consistent with budget resources 1.5. Develop action plans to provide details of products and services being promoted
2. Coordinate promotional activities	2.1. Ensure personnel and resources to support promotional activities are identified and prepared to facilitate the achievement of promotional goals 2.2. Identify and agree roles and responsibilities for delivery of promotional services and allocate to relevant personnel 2.3. Establish and conduct relationships with targeted groups in a manner which enhances the positive image of the organisation 2.4. Use networks to assist in the implementation of promotional activities
3. Review and report on promotional activities	3.1. Analyse audience feedback and data to determine the impact of the promotional activity on the delivery of products and services 3.2. Assess effectiveness of planning processes to identify possible improvements in future activities 3.3. Collect feedback and provide to personnel and agencies involved in promotional activity 3.4. Analyse costs and time lines to evaluate the benefits accruing from the promotional activities 3.5. Prepare conclusions and recommendations from verifiable evidence and provide constructive advice on future directions of promotional activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read a variety of texts; to prepare general information and papers; and to write formal and informal letters according to target audience technology skills to select and use technology appropriate to a task problem-solving skills to manage contingencies in promotional activities numeracy skills to analyse data and to compare time lines and promotional costs against budgets.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety (OHS) planning processes for organising promotional activities organisational marketing plan and associated budgets.

Evidence Guide

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: designing and delivering promotional presentations evaluating promotional impacts presenting and advocating promotional strategies within the organisation assessing and reporting on customer satisfaction
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of products/services and promotional strategies.
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 by the candidate review of action plans developed for products and services being promoted analysis of responses to case studies and scenarios demonstration of techniques observation of presentations assessment of written reports.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other marketing, sales or public relations units.

Range Statement

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.
Promotional activities may include:	advertisements client functions employee functions media announcements product launches web pages
Organisational requirements may include:	access and equity principles and practices confidentiality and security requirements defined resource parameters ethical standards filing and documentation storage processes goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs payment and delivery options pricing and discount policies quality and continuous improvement processes and standards quality assurance and/or procedures manuals replacement and refund policy and procedures who is responsible for products or services
Designated individuals and groups may include:	colleagues committees customers external organisations line management supervisor
Personnel and resources may include:	management marketing funds organisational personnel promotional products samples technology time venue
Roles and responsibilities may include:	Code of Conduct job description and employment arrangements marketing plans organisation's policy relevant to work role skills, training and competencies supervision and accountability requirements including OHS team structures
Networks may include:	company customer internal media and promotional professional social
Feedback may include:	customer/client response employee data sales orders market share data focus groups

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG414B Undertake marketing activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan, implement and manage basic marketing and promotional activities. It is a foundation unit that covers general and basic marketing and promotional activities that do not require detailed or complex planning or implementation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The unit applies to people with no previous experience in marketing. It could be undertaken as part of a broader role of a person in a small enterprise, or as part of a marketing plan for a larger enterprise.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Research marketing information	1.1. Research the concept of marketing as it applies to the organisation 1.2. Identify and analyse organisation's marketing plan and relevant policies and procedures 1.3. Identify need for marketing activities from the established marketing plan 1.4. Investigate previous marketing activities for relevant information 1.5. Identify profile of the market segment 1.6. Identify positioning and market mix for each target segment 1.7. Identify outcomes expected from marketing activities
2. Plan marketing activities	2.1. Undertake analysis of collected basic marketing information 2.2. Develop and document work activity plans for marketing activities 2.3. Obtain approval of plans from relevant enterprise personnel
3. Implement marketing activities	3.1. Determine and access resources required for work activities 3.2. Undertake marketing activities within job role 3.3. Assist with assigning responsibilities and functions to relevant personnel performing specific marketing functions 3.4. Monitor marketing activities, and review and amend activity plan as required
4. Review marketing activities	4.1. Measure and record outcomes of marketing activities 4.2. Review marketing activities against expected outcomes and record identified improvements 4.3. Prepare reports of marketing activities and communicate to relevant enterprise personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
learning skills to: select and use appropriate research methods review and learn from marketing activities to contribute to the organisation's marketing operations literacy skills to: prepare general information and papers for a target audience read a variety of texts write formal and informal letters planning and organising skills to develop implementation schedules problem-solving skills to address issues that may affect plans and their implementation research skills to: research the concept of marketing identify profile of marketing segment
Required knowledge
basic foundations of marketing practices: concept of marketing marketing planning process marketing mix segmentation targeting and positioning key provisions of relevant legislation and industry-specific regulations that may affect aspects of marketing, such as: anti-discrimination legislation codes of practice competition legislation consumer legislation environmental issues ethical principles OHS legislation privacy legislation trade practices legislation organisational policies and procedures relating to marketing specific product knowledge related to products and services being marketed

Evidence Guide

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: research into the foundations of marketing practice and how they apply to an organisation planning and implementing marketing activities reviewing the effectiveness of the marketing plan recording the activities and processes worked with.
Context of and specific resources for assessment	Assessment must ensure: access to a workplace or simulated work environment access to office equipment and resources examples of products or services to be marketed examples of marketing plans, policies and procedures.
Method of assessment	The following assessment methods are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate review of work activity plans for marketing activities analysis of responses to case studies and scenarios observation of presentations oral or written questioning to assess knowledge of marketing techniques and strategies analysis of documentation outlining the outcomes of marketing activities review of marketing activity reports.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Need may be determined by:	analysis of sales figures and other performance data analysis of client information direction from relevant enterprise personnel development of new products and services.
Marketing activities may include:	attendance at trade shows, conferences and other events basic advertising development and distribution of general promotional and informational materials development and distribution of samples, case studies, testimonials and other evidence of enterprise activity development of displays and signs development of media releases, articles and media background information information sessions for clients, suppliers and stakeholders online information telephone promotions.
Outcomes may include:	projections for: potential client enquiries detailed potential client follow-up sales and service levels.
Analysis may include:	market definition, statistics and basic research basic market segmentation target audience profiles.
Work activity plans may include:	activity monitoring and evaluation plans detailed implementation plans covering the how, what and when of activities financial plans human resource plans plans for other required resources time plans.
Relevant enterprise personnel may include:	coordinators owners managers section leaders supervisors team leaders.
Resources may include:	finance human resources resource contributions from suppliers and partners.
Relevant personnel may include:	administrators copywriters desktop publishers external consultants graphic artists and designers marketing specialists printers and sign-writers.

Unit Sector(s)

Unit sector

Competency field

Competency field	Business development - marketing

Co-requisite units

Co-requisite units

BSBMKG415A Research international markets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake market research to select markets to pursue. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working with minimal supervision but with the support and assistance of a more senior person within the organisation. The activities will be focused on the target market and will involve communication and executing tasks across cultural and geographic barriers. The tasks involved in marketing goods and services internationally include selecting and implementing appropriate marketing activities, and monitoring and reviewing marketing performance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Collect information about target markets	1.1. Identify target markets for market research for international markets from brief or manager 1.2. Confirm information requirements for market research 1.3. Seek assistance as required, with sourcing and accessing required information 1.4. Identify and access sources of required information
2. Investigate trends in target markets	2.1. Collate required information from information sources 2.2. Apply statistical analysis tools to information to identify trends 2.3. Seek assistance as required, with analysing required information 2.4. Investigate causal influences 2.5. Document and report identified trends and causal influences to relevant personnel within the organisation
3. Utilise data in decision making	3.1. Base decision making on available data 3.2. Check consistency of decision making against data, and document a rationale for decision making in relation to markets to be pursued 3.3. Document and report recommendations to relevant personnel within the organisation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities research and data collection skills to maintain knowledge of potential opportunities literacy skills to document research findings and recommendations planning and organising skills to manage timelines.
Required knowledge
identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: International Commercial Terms (INCOTERMS) trade modernisation legislation: Customs Legislation Amendment and Repeal Act, Import Processing Charges Act, Customs Depot Licensing Charges Amendment Act Trade Practices Act Warsaw Convention World Trade Organisation determinations cultural aspects relevant to international markets researched market research techniques and tools required formats for reporting outcomes of research available external and internal information sources related to international markets.

Evidence Guide

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: identifying and documenting trends in the target market analysing information to validate trends making decisions based on available data knowledge of relevant Australian, international and local legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to relevant workplace documents access to information sources used by candidate.
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 by the candidate review of documenting and reporting of identified trends analysis of responses to case studies and scenarios observation of presentations of research about international markets oral or written questioning to assess knowledge of cultural aspects relevant to international markets researched assessment of documentation reporting decision making recommendations in relation to markets to be pursued.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: research units international business units other marketing units.

Range Statement

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.
Target markets may include:	specific country or countries geographic region/s within specific country or countries specific sub-groups within selected areas combinations of above
Information requirements may include:	balance of payments data competitors cultural and social influences of consumers demand and unmet demand demographic data economic and socioeconomic data regulations on foreign investment size of market segments tariff and non-tariff barriers
Assistance may be sought from:	Austrade, state/territory departments and agencies, chambers of commerce industry or trade associations, other private organisations, consultants manager and colleagues within organisation
Sources may include:	academic publications and personnel Austrade, state/territory departments and agencies, chambers of commerce trade and business publications
Statistical analysis may include:	measures of central tendency measures of dispersion nature and degree of relationship between variables normal distribution probability curve sampling time series analysis
Trends may include:	buying patterns changes in demand and unmet demand demographics of decision maker/purchaser imports versus local sales seasonal variations
Causal influences may include:	attitude towards Australia and Australian products and services consumer awareness cultural considerations related to values, beliefs current availability of products or services economic or socioeconomic factors local alternatives to product or service perceptions of potential consumers
Decision making may refer to:	market entry strategy to be adopted markets selected for more in-depth research markets to be pursued
Relevant personnel may include:	chief executive officer of organisation, board of directors client for market research manager or supervisor marketing manager

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG416A Market goods and services internationally

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to market goods and service internationally in line with the organisation's marketing plan and marketing strategy for a specified international target market. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of marketing who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They provide leadership and guidance to others and have limited responsibility for the output of others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Select appropriate marketing activities	1.1. Access marketing plan and marketing strategy for specific international target market 1.2. Seek clarification as required, to interpret marketing plan and marketing strategy 1.3. Draw up a potential range of marketing activities 1.4. Select activities based on cultural and social appropriateness, cost, viability and suitability in relation to market research undertaken 1.5. Seek and obtain assistance as required, to select appropriate marketing activities 1.6. Document selected marketing activities with costs and rationale for selection and obtain approval for implementation
2. Implement international marketing activities	2.1. Prioritise marketing activities and obtain resources for their implementation 2.2. Brief persons involved in the marketing effort on their roles and responsibilities as members of a self-managed team to ensure the success of marketing strategies 2.3. Implement promotional activities in accordance with marketing objectives and budgetary requirements 2.4. Assign responsibility for ongoing monitoring of marketing activities and evaluate business performance against objectives and targets 2.5. Ensure implementation of marketing activities meets legal, ethical and safety requirements, and cultural considerations
3. Monitor and review marketing performance	3.1. Monitor progress against performance, analyse performance gaps and take corrective action as required 3.2. Analyse over-performance against targets for trends and set new targets 3.3. Encourage all staff involved in marketing activities to propose ways to improve marketing performance 3.4. Implement processes to gather customer reaction to all aspects of the marketing mix to improve targeting and outcomes 3.5. Conduct ongoing research of customer and business requirements to identify opportunities for change and improvement and their timing 3.6. Analyse changes in market phenomena for new business opportunities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills sufficient to document marketing activities and strategies communication and negotiation skills to seek and use feedback to improve current practice.
Required knowledge
identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: International Commercial Terms (INCOTERMS) trade modernisation legislation: Customs Legislation Amendment and Repeal Act, Import Processing Charges Act, Customs Depot Licensing Charges Amendment Act Trade Practices Act Warsaw Convention World Trade Organization determinations organisational client relationship strategy marketing concepts, principles and strategies evaluation and monitoring principles and strategies.

Evidence Guide

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: implementing culturally appropriate marketing and promotional activities monitoring market performance identifying and making improvements to marketing activities and strategies knowledge of relevant Australian, international and local legislation.
Context of and specific resources for assessment	Assessment must ensure: access to relevant workplace documents access to customer feedback access to an actual workplace or simulated environment access to office equipment and resources.
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 by the candidate review of documentation for selected marketing activities analysis of responses to case studies and scenarios observation of marketing presentations on goods and services oral or written questioning to assess knowledge of evaluation and monitoring principles and strategies assessment of analysis of changes in market phenomena for new business opportunities.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: international business units other marketing units.

Range Statement

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.
Clarification may be sought from:	consultants manager, supervisor or relevant specialist staff specialist staff involved in marketing
Marketing activities may include:	advertisements client functions demonstration activities distribution of free samples employee functions media announcements product launches web pages
Assistance may be sought from:	Austrade, state/territory departments and agencies, chambers of commerce industry or trade associations, other private organisations, consultants manager and colleagues within organisation
Approval may be obtained from:	client manager or supervisor owner of organisation, chief executive officer, board of directors
Persons may include:	colleagues and self consultants overseas agents and representatives
Legal and ethical requirements and cultural considerations may include:	cultural expectations and influences environmental issues ethical principles legislation e.g. Trade Practices Act policies and guidelines regulations and codes of practice safety issues security and privacy issues social responsibilities societal expectations
Safety requirements may include:	occupational health and safety considerations, for example: establishing procedures for staff safety and security at promotional events health and safety arrangements for contractors safe handling of equipment and substances safety of staff working in remote and isolated locations e.g. communication arrangements
Processes may include:	advertisements client functions consultants demonstration activities distribution of free samples employee functions manager or supervisor or relevant specialist staff media announcements product launches specialist staff involved in marketing web pages
Opportunities for change and improvement may include:	ancillary services delivery times/quality market positioning packaging pricing structure product/service configuration raw materials

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG501B Identify and evaluate marketing opportunities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify, evaluate and take advantage of marketing opportunities by analysing market data, distinguishing the characteristics of possible markets and assessing the viability of changes to operations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in senior marketing management roles who, together with a marketing team, identify, investigate and evaluate marketing opportunities to determine whether they meet organisational and marketing objectives. Based on this evaluation, changes to current business operations can be determined to take advantage of marketing opportunities. Adjusting the marketing mix in the light of new marketing opportunities is covered in BSBMKG502B Establish and adjust the marketing mix.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify marketing opportunities	1.1. Analyse information on market and business needs to identify marketing opportunities 1.2. Research potential new markets and assess opportunities to enter, shape or influence the market in terms of likely contribution to the business 1.3. Explore entrepreneurial, innovative approaches and creative ideas for their potential business application, and develop into potential marketing opportunities
2. Investigate marketing opportunities	2.1. Identify and analyse opportunities in terms of their likely fit with organisational goals and capabilities 2.2. Evaluate each opportunity to determine its impact on current business and customer base 2.3. Use an assessment of external factors, costs, benefits, risks and opportunities to determine the financial viability of each marketing opportunity 2.4. Determine probable return on investment and potential competitors 2.5. Describe and rank marketing opportunities in terms of their viability and likely contribution to the business
3. Evaluate required changes to current operations	3.1. Identify and document changes needed to current operations to take advantage of viable marketing opportunities 3.2. Ensure organisational changes to service an increased or different customer base include provision for continued quality of service to existing customers 3.3. Estimate resource requirements for changed operations 3.4. Determine and communicate viability of making changes to current operations to key stakeholders 3.5. Document newly identified marketing opportunities and required changes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to identify and interpret market information, to write in a range of styles for different audiences and to document outcomes and requirements numeracy skills to calculate and evaluate financial information on new marketing options research and evaluation skills to gain information on and interpret market trends to identify marketing opportunities.
Required knowledge
key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: anti-discrimination legislation and the principles of equal opportunity, equity and diversity ethical principles marketing codes of practice and conduct such as the Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice; Free TV Australia Commercial Television Industry Code of Practice; and the Australian E-commerce Best Practice Model privacy laws Trade Practices Act organisational marketing plan, structure, products and services principles of marketing and the marketing mix statistical methods and techniques to evaluate marketing opportunities, including forecasting techniques.

Evidence Guide

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: identifying and evaluating marketing opportunities to determine whether they will meet organisational objectives documenting how current business operations will need to be modified and what resources will be required to take advantage of newly identified and evaluated opportunities.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources access to organisational strategic and marketing plans.
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: analysis of responses to case studies assessment of written reports on identified marketing opportunities and evaluation activities direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on opportunity identification, evaluation and required resources to capitalise on new marketing opportunities oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBMKG502B Establish and adjust the marketing mix international business units other marketing units.

Range Statement

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.
Information on market and business needs may include:	comparative market information competitors' performance customer requirements legal and ethical requirements market share market trends and developments new and emerging markets profitability sales figures
Marketing may include:	business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing
New markets may include:	e-commerce export markets segments of the market not currently penetrated
Contribution to the business may include:	effect on sales volume growth market share profitability
Evaluation may include:	investigation of: knockout factors present value analysis return on investment scored criteria weighted criteria
External factors may include:	codes of practice policies and guidelines regulations relevant legislation
Resource requirements may include:	additional staff distribution costs equipment production costs promotional costs research and development re-tooling staff training
Key stakeholders may include:	Board of directors finance staff human resources staff managers marketing personnel owners production staff supervisors

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG514A Implement and monitor marketing activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement marketing activities described in a marketing plan, to monitor their effectiveness in meeting organisational marketing objectives, and take actions to improve marketing performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in marketing management positions who are responsible for implementing and monitoring organisational marketing strategies. In this role they would usually lead and coordinate a marketing team, implement the marketing plan, monitor the performance of marketing strategies and evaluate their effectiveness. They also involve team members in identifying improvements to marketing strategies and formulating recommendations for future marketing activities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Implement marketing strategies and tactics	1.1. Brief stakeholders who participated in the marketing planning process on their implementation roles and responsibilities 1.2. Identify and brief marketing and non-marketing personnel critical to the success of the marketing plan, on the objectives of the plan, performance measures, and their roles and responsibilities 1.3. Prioritise marketing strategies and identify resources for their implementation, in accordance with organisational requirements 1.4. Implement communication and team building strategies to ensure that personnel responsible for each element of the marketing mix work together to meet the organisation's marketing objectives 1.5. Implement strategies for monitoring marketing activities and analysing marketing performance, in accordance with the marketing plan
2. Monitor marketing strategies and tactics	2.1. Monitor and implement promotional activity against communication objectives in the marketing plan 2.2. Monitor product, pricing and distribution decisions against organisational policy and the objectives of the marketing plan 2.3. Monitor marketing results against targets in the marketing plan 2.4. Monitor marketing revenue and costs against budget, and analyse record variations 2.5. Prepare and present marketing reports that indicate ongoing progress towards marketing objectives
3. Evaluate and improve marketing performance	3.1. Regularly assess marketing performance against objectives 3.2. Identify opportunities for improvement through discussion with customers and personnel responsible for each element of the marketing mix 3.3. Change business practices in line with changing customer requirements to maintain business relevance and viability 3.4. Document recommendations for improvement in accordance with organisational requirements 3.5. Communicate changes to marketing objectives and targets with relevant stakeholders, to facilitate implementation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to prepare complex reports on marketing performance numeracy skills to analyse marketing performance, revenue and cost teamwork skills to manage a marketing team.
Required knowledge
organisational strategic and marketing objectives, plans and performance measures principles of the marketing mix key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: anti-discrimination legislation and principles of equal opportunity, equity, and diversity ethical principles marketing codes of practice and conduct such as the Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice privacy laws Trade Practices Act.

Evidence Guide

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: successfully implementing marketing strategies identified in an organisation's marketing plan coordinating personnel involved in conducting marketing activities monitoring, evaluating and reporting on marketing activities against defined objectives modifying marketing activities in line with new or emerging trends.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources access to organisational and marketing strategic plans.
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: analysis of responses to case studies and scenarios assessment of written reports on marketing performance direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of team management activities observation of presentations on marketing performance reports oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other marketing units.

Range Statement

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.
Stakeholders may include:	Board of directors finance staff human resources staff IT staff managers marketing personnel owners production staff supervisors
Marketing may include:	business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing
Non-marketing personnel may include:	advertising personnel managers public relations personnel sales manager sales team staff supervisors
Resources may include:	financial human IT physical technical
Marketing mix may include:	distribution level of service pricing product or service variables such as: design quality range safety features technical features promotion

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG603B Manage the marketing process

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to strategically manage the marketing process and marketing personnel within an organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to senior marketing professionals who are responsible for managing the overall marketing process of an organisation and for managing marketing personnel. Typically they would manage a portfolio of products or services across the organisation, rather than a single product or few products. This unit targets more senior personnel who have a wider scope of marketing activities for a greater number of products or services, than BSBMKG514A Implement and monitor marketing activities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Manage marketing performance	1.1. Manage marketing effort to ensure it is directed towards areas of greatest potential for the organisation 1.2. Manage integration of marketing, promotional and sales activities in accordance with strategic marketing objectives 1.3. Monitor product, distribution, pricing and marketing communication policies in relation to market changes, marketing plan objectives and organisational requirements 1.4. Use marketing metrics and monitor overall marketing progress against performance targets to ensure activity, quality, cost, and time requirements are met
2. Manage marketing personnel	2.1. Communicate strategic marketing objectives across the organisation in ways suited to levels of knowledge, experience and specific needs of personnel 2.2. Identify and agree roles, responsibilities and accountabilities of staff and contractors involved in all elements of marketing effort 2.3. Develop communication strategy to ensure that personnel responsible for each element of the marketing mix work together to meet organisation's marketing objectives 2.4. Provide mentoring, coaching and feedback to support individuals and teams to achieve agreed objectives and to use resources to the required standard 2.5. Identify individual and team performance, and instigate corrective action promptly to safeguard marketing outcomes
3. Evaluate and improve strategic marketing performance	3.1. Analyse marketing outcomes, review strategic objectives and marketing metrics, and revise if required 3.2. Analyse successes and performance gaps in relation to cause and effect, and use this information to improve strategic performance 3.3. Analyse over-performance against targets for trends and set new targets 3.4. Analyse changes in market phenomena, and identify and document their impact on strategic marketing objectives 3.5. Document review of marketing performance against key performance indicators in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to consult with marketing managers, supervisors, and workgroup members innovation and creativity skills to revise strategies so that marketing objectives are met and exceeded leadership and teamwork skills to effectively lead and manage marketing team members in an organisation literacy skills to identify strategic information and to write in a range of styles for different audiences numeracy skills to analyse data.
Required knowledge
key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: anti-discrimination legislation and principles of equal opportunity, equity, and diversity Australian Direct Marketing Association (ADMA) Direct MarketingCode of Practice Australian E-commerce Best Practice Model Australian Government Policy Framework for Consumer Protection in Electronic Commerce confidentiality requirements copyright laws defamation laws Free TV Australia Commercial Television Industry Code of Practice privacy laws sweepstakes regulations Trade Practices Act economic, social and industry directions, trends and practices organisational structures, roles, responsibilities and policies industry product and service knowledge principles of marketing, strategic analysis and strategic management statistical and data evaluation techniques to measure marketing performance.

Evidence Guide

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: monitoring marketing performance across an organisation by comparing performance against key performance indicators in the marketing plan effectively communicating marketing objectives to relevant personnel in accordance with organisation requirements providing feedback, mentoring and coaching to staff, as appropriate taking action to capitalise on or minimise over- or under-performance against marketing objectives.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources.
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: analysis of responses to case studies and scenarios assessment of written reports on marketing activities and performance against key performance indicators direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on marketing performance oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other marketing units.

Range Statement

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.
Marketing mix may include:	distribution level of service pricing promotion product or service variables such as: design quality range safety features technical features

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG605B Evaluate international marketing opportunities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to evaluate the international environment, to identify market factors and risks, and to assess the viability of international marketing opportunities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to senior marketing or management personnel who are required to evaluate the international business environment in preparation for entering an international or export market for the first time, or to identify new marketing opportunities in markets in which their organisation already has a presence. This unit is different to BSBMKG501B Identify and evaluate marketing opportunities, which applies to senior marketing or general managers evaluating domestic marketing opportunities. While the underlying principles of the units are similar, this unit covers the increased complexity of the global business environment, and the cultural differences and international trade agreements to be addressed when conducting business internationally.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Review the global market environment	1.1. Assess international trade patterns and identify their likely importance for the business 1.2. Research international business and electronic commerce market factors and assess opportunities to enter, shape or influence the market in terms of likely contribution to the business 1.3. Identify international markets operating under free trade or protectionist arrangements and estimate likely ease of entering and trading successfully 1.4. Identify international trade policies and agreements and estimate their likely impact on international marketing opportunities
2. Assess international business and electronic commerce market factors	2.1. Identify and analyse impact of economic, political, social and cultural factors affecting international market on international marketing opportunities 2.2. Investigate international market trends and developments to identify market needs relative to the business 2.3. Identify new and emerging business and electronic commerce markets, and assess opportunities to enter, shape or influence markets in terms of their fit with business goals and direction, and their likely contribution to the business
3. Identify risk factors for international marketing opportunities	3.1. Analyse and rate acceptability of political, financial stability and corruption risk factors for potential market 3.2. Analyse and rate acceptability of legal and regulatory requirements, and trade barriers for potential market 3.3. Relate risk factors to international business cycles in terms of economic conditions and estimate their impact on potential market
4. Investigate international business and electronic commerce marketing opportunities	4.1. Identify and analyse international marketing opportunities in terms of their likely fit with the organisation's goals and capabilities 4.2. Evaluate each opportunity to determine its impact on current business and customer base 4.3. Use an assessment of costs, benefits, risks and opportunities to determine financial viability of each marketing opportunity 4.4. Determine probable return on investment and potential competitors 4.5. Describe and rank marketing opportunities in terms of viability and likely contribution to the business

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to gather information and to communicate with cultural sensitivity culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to read and interpret information from a variety of sources research, information management and evaluation skills to determine viable international business opportunities through careful analysis of market and risk factors technology skills to use a range of office equipment and software when conducting electronic commerce.
Required knowledge
Australian Standards and international standards, including those covering: environmental matters human rights labour relations packaging risk management cross-cultural communication and negotiation styles relevant to the country or countries being considered for market entry or for further market penetration global and country specific economic, social and industry directions, trends, practices and techniques Organisation for Economic Co-operation and Development (OECD) International Guidelines for Consumer Protection in the Context of Electronic Commerce Australian Government Policy Framework for Consumer Protection in Electronic Commerce Australian Guidelines for Electronic Commerce key provisions of relevant legislation from all forms of government, codes of practice and national and international standards that may affect aspects of business operations within Australia and internationally, such as: anti-discrimination legislation consumer laws ethical principles extra-territoriality provisions of the Trade Practices Act foreign investment limits labour laws legal aspects of bilateral and multi-lateral trade agreements privacy laws taxation laws World Trade Organization (WTO) dispute resolution system organisational business and marketing plans, products and services software applications used in conducting international electronic commerce.

Evidence Guide

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: documenting and presenting an evaluation of various international marketing opportunities including: analysing the global business environment assessing social, cultural, political and economic factors impacting on the selection of which market opportunities to select conducting a risk assessment for each opportunity considered analysing the financial viability of selected international marketing opportunities
Context of and specific resources for assessment	Assessment must ensure: access to information sources on countries and markets being considered for entry or further penetration access to office equipment and resources access to examples of previous international marketing evaluation documents, strategic plans and marketing plans.
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: analysis of responses to case studies and scenarios assessment of written reports on evaluation and selection of marketing opportunities direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on market evaluation activities observation of techniques used to identify and assess risks, and to financially analyse possible market opportunities oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBMKG606B Manage international marketing programs other marketing units.

Range Statement

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.
International business and electronic commerce market factors may include:	cost of funds cultural and political groupings currency exchange rates customer service factors distribution channels geographical groupings government assistance growth factors incentives industrial structure interest rates investment rates level of economic development online customer groupings political systems social and cultural factors tariffs technology and telecommunications infrastructure trade groupings trade relations with Australia trade restrictions virtual communities
International trade policies and agreements may include:	customs unions bilateral trade agreements such as: Australia-US Free Trade Agreement (AUSFTA) Singapore-Australia Free Trade Agreement (SAFTA) Thailand-Australia Free Trade Agreement (TAFTA) Australia-New Zealand Closer Economic Relations Trade Agreement (ANZCERTA) multi-lateral trade agreements such as the WTO agreements for goods, services and intellectual property, including: agriculture air transport anti-dumping measures customs valuation methods financial services health regulations for farm products import licensing investment measures movement of natural persons preshipment inspection product standards rules of origin safeguards shipping subsidies and counter measures telecommunications textiles and clothing other multi-lateral trade agreements such as: European Union trade regulations
International marketing opportunities may include:	agents direct investment exporting intermediaries joint ventures licensing online business opportunities strategic alliances
Social and cultural factors may include:	behaviours currency customs family role and status language legal system political system preferences social values traditions
Risk factors may include:	available technology communication systems corruption risks cultural factors financial stability language factors legal and regulatory requirements legal risks in selling goods and services online to the international market logistics political stability resource availability, sustainability and management resource capability and capacity telecommunications infrastructure trade barriers transportation systems work factors
Economic conditions may include:	depression prosperity recession recovery

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG607B Manage market research

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare for, manage and evaluate market research projects across an organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to senior marketing professionals who are responsible for preparing market research plans for implementation, engaging external consultants, managing market research activity, and evaluating research processes and findings across an organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare market research plans for implementation	1.1. Determine research policies and procedures 1.2. Develop or commission and review a market research project plan and detailed work plans to point of finalisation 1.3. Execute processes to obtain required resources to implement a market research project plan and work plans
2. Engage external consultants or service providers	2.1. Identify requirements for external consultants from market research project plan 2.2. Specify goods and services required to implement plans, and detail criteria for selection 2.3. Identify, evaluate and select potential consultants or other providers of required goods and services 2.4. Contract selected consultants or providers of goods and services
3. Manage market research activity	3.1. Monitor work plan activity to ensure adherence to market research project plan and work plans, and consistency with organisational market research policy and procedures 3.2. Manage external consultants or service providers to ensure performance is in line with expectations and contractual requirements
4. Evaluate research processes and findings	4.1. Confirm validity of information and data obtained by market research 4.2. Review relevance and usefulness of findings against research objectives outlined in market research project plan 4.3. Assess performance of project against all relevant elements of market research project plan and work plans 4.4. Measure stakeholder satisfaction with research process and findings 4.5. Prepare reports on future improvements to research process 4.6. Implement revised policy and practices in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to establish rapport and build relationships with clients and external contractors; and to liaise with stakeholders creativity and innovation skills to design market research project plan information management skills to collate and extract relevant findings from information collected management skills to monitor work plans problem-solving skills to deal with complex planning and implementation leadership and teamwork skills to manage others within the organisation and external contractors conducting market research activity.
Required knowledge
principles and practices of market research including: data processing methods and data analysis techniques project design to meet given budgets and other resource constraints qualitative and quantitative research design of samples development and application of hypotheses role of research in enterprise development use of survey instruments project management principles and practices including for: consultation and stakeholder involvement development of policies and procedures methods of action to ensure performance monitoring of time lines, budgets and other implementation plans organisational procedures for engagement of consultants key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: confidentiality requirements copyright laws defamation laws privacy laws sweepstakes regulations Trade Practices Act economic, social and industry directions, trends, and practices; organisational structures, roles, responsibilities and policies; industry product and service knowledge.

Evidence Guide

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: preparing at least one market research plan developing specifications for research components outsourced to external consultants as appropriate managing market research activities in accordance with organisational market research policy and procedures evaluating research processes and findings against relevant market research project plan and work plans preparing and presenting a report on market research findings.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to previous market research plans and exemplars of market research project specifications.
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: assessment of written reports evaluating market research activities direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other marketing units.

Range Statement

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.
Research policies and procedures may include:	measures taken to ensure quality of data and to set validity and reliability requirements occupational health and safety procedures, practices, policies and precautions opportunities for involvement of enterprise staff and other stakeholders performance indicators, targets and specifications privacy and confidentiality guidelines, and ethical considerations procedures to accurately document findings and to ensure accuracy is being attained relevant national, state and local legislation
Finalisation may include:	additional detail on any matter of operations that was not required for approved plans but is required for action by researchers or other relevant personnel
Processes to obtain required resources may involve:	liaison and negotiation with key stakeholders organisational procedures and requirements for obtaining resources written and oral submissions for resources
Monitoring work plan activity may include:	amending work plan if necessary documenting what is required of researchers, by when and with what resources conducting meetings, briefings or providing direct supervision providing opportunities for feedback, support, advice and debriefing for research workers developing and implementing procedures for regular reviews of progress
Stakeholders may include:	Board chief executive officer management committee marketing personnel other managers owners production staff senior management team supervisors team members

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG609A Develop a marketing plan

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to research, develop and present a marketing plan for an organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in senior marketing positions who are responsible for formulating a marketing plan by developing specific marketing strategies and tactics in accordance with the organisation's overall marketing objectives. Individuals operating at this level may receive input from people working under their supervision who collect information required to devise specific marketing strategies and tactics. This unit builds on BSBMKG608A Develop organisational marketing objectives, which covers the skills and knowledge required to conduct a strategic analysis to formulate organisational marketing objectives.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Devise marketing strategies	1.1. Evaluate marketing opportunity options that address organisational objectives, and evaluate their risks and returns in the selection process 1.2. Develop marketing strategies that address strengths and opportunities within the organisation's projected capabilities and resources 1.3. Develop strategies which increase resources or organisational expertise where gaps exist between current capability and marketing objectives 1.4. Develop feasible marketing strategies and communicate reasons that justifies their selection 1.5. Ensure strategies align with organisation's strategic direction 1.6. Develop a marketing performance review strategy, incorporating appropriate marketing metrics to review of organisational performance against marketing objectives
2. Plan marketing tactics	2.1. Detail tactics to implement each marketing strategy in terms of scheduling, costing, accountabilities and persons responsible 2.2. Identify coordination and monitoring mechanisms for scheduled activities 2.3. Ensure tactics are achievable within organisation's projected capabilities and budget 2.4. Ensure tactics meet legal and ethical requirements 2.5. Ensure tactics provide for ongoing review of performance against objectives and budgets, and allow marketing targets to be adjusted if necessary
3. Prepare and present a marketing plan	3.1. Ensure marketing plan meets organisational, as well as marketing, objectives and incorporates marketing approaches and a strategic marketing mix 3.2. Ensure marketing plan contains a rationale for objectives and information that supports the choice of strategies and tactics 3.3. Present marketing plan for approval in the required format and timeframe 3.4. Adjust marketing plan in response to feedback from key stakeholders and disseminate for implementation within the required timeframe

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities leadership skills to gain trust and confidence of colleagues and clients literacy skills to identify company and product or service information, to interpret strategic reports, to write in a range of styles for different audiences and to interpret legal requirements, company policies and procedures numeracy skills to analyse, create and manage budgets for marketing activities organisational and time management skills to sequence tasks and meet time lines presentation and facilitation skills to present a marketing plan.
Required knowledge
organisational structure, products and services, overall strategic and marketing objectives key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: anti-discrimination legislation and principles of equal opportunity, equity, and diversity Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice Australian E-commerce Best Practice Model Australian Government Policy Framework for Consumer Protection in Electronic Commerce confidentiality requirements copyright laws defamation laws Free TV Australia Commercial Television Industry Code of Practice privacy laws sweepstakes regulations Trade Practices Act industry products and services knowledge.

Evidence Guide

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: devising, documenting and presenting a marketing plan detailing approaches and the marketing mix to achieve organisational marketing objectives.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources access to strategic plans and marketing objectives.
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: assessment of written marketing plans outlining marketing strategies and tactics to be used in achieving organisational marketing objectives demonstration of techniques used to develop marketing strategies in conjunction with relevant persons direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentation of marketing plan to relevant persons oral or written questioning review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBMKG608A Develop organisational marketing objectives other marketing units.

Range Statement

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.
Marketing opportunity options may include:	cooperative ventures exports extending, expanding or otherwise changing an existing business franchising joint ventures new businesses new products or services for existing markets new products or services for new markets potential for greater penetration of existing markets with existing products or services strategic alliances take-overs
Marketing strategies may include:	achieving lower costs of production and distribution than competitors creating a very different product line or service so that the business becomes a class leader in the industry distribution pricing, presentation and display of products or services product design and packaging product range and mix promotion and advertising pursuing cost leadership or product differentiation within a specialist market segment
Marketing performance review strategy may include:	comparative analysis competitive analysis life cycle models product portfolio analysis strengths, weaknesses, opportunities, threats (SWOT) analysis value chain analysis
Legal and ethical requirements may include:	codes of practice cultural expectations and influences environmental issues ethical principles legislation policies and guidelines regulations safety issues security and privacy issues social responsibilities societal expectations
Marketing approaches may include:	differentiated target marketing direct marketing direct response marketing e-business mass distribution mass marketing personal selling product variety marketing promotion marketing
Marketing mix may include:	product or service variables such as: technical features design quality range safety features pricing promotion distribution level of service

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBOHS201A Participate in OHS processes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to participate in workplace occupational health and safety (OHS) processes to protect workers own health and safety, and that of others. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who require a fundamental knowledge of OHS to carry out their own work which may be in a defined context under direct supervision or with some individual responsibility. This unit has broad applicability across industries and workplace contexts.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Work safely	1.1. Follow established safety procedures when conducting work 1.2. Carry out pre-start systems and equipment checks in accordance with workplace procedures
2. Implement workplace safety requirements	2.1. Identify designated persons for reporting queries and concerns about safety in the workplace 2.2. Identify existing and potential hazards in the workplace, report them to designated persons and record them in accordance with workplace procedures 2.3. Identify and implement workplace procedures and work instructions for controlling risks 2.4. Report emergency incidents and injuries to designated persons
3. Participate in OHS consultative processes	3.1. Contribute to workplace meetings, inspections or other consultative activities 3.2. Raise OHS issues with designated persons in accordance with organisational procedures 3.3. Take actions to eliminate workplace hazards or to reduce risks
4. Follow safety procedures	4.1. Identify and report emergency incidents 4.2. Follow organisational procedures for responding to emergency incidents

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to interpret safety signs, symbols and notices problem-solving skills to analyse options in an emergency situation.
Required knowledge
responsibilities of employers and employees under relevant health and safety legislation emergency procedures including procedures for fires and accidents commonly used hazard signs and safety symbols.

Evidence Guide

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: accurately following all relevant safety procedures identifying and reporting hazards to designated personnel knowledge of relevant health and safety legislation knowledge of relevant materials, equipment and work processes.
Context of and specific resources for assessment	Assessment must ensure: safety processes, hazards and risk are relevant to the 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: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of documentation identifying and reporting emergency incidents
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units related to the work environment

Range Statement

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.
Safety procedures may include:	completing required documentation local, state and federal legislation Materials Safety Data Sheets (MSDSs) National Health and Medical Research Council guidelines following OH&S guidelines relevant to workplace maintenance and use of cleaning apparatus in a work environment, such as; disposing of spilled substances, dangerous products, 'sharps' and waste correctly maintaining stocks of cleaning equipment (eg. disposable gloves, liquid repellent aprons, disinfectant) sterilising and/or disposing of cleaning equipment using appropriate cleaning equipment to clean spillages and breakages wearing protective clothing, protective eye wear when in contact with body fluids or chemicals that may splash using and storing toxic and hazardous materials correctly keeping workplace clean and tidy office practice manual displaying health and safety brochures, magazines and other material undergoing operator training when using new equipment or processes special guidelines in a medical setting: RACGP Code of Practice for the Management of Health Information in General Practice RACGP Entry Standards for General Practices RACGP Sterilisation/Disinfection guidelines for General Practice
Designated persons may include:	designated health and safety officers health and safety representatives supervisors managers team leaders other persons authorised or nominated by the enterprise or industry
Hazards may include anything which is a source of:	potential harm in terms of human injury or ill health damage to property damage to the environment potential harm in terms of human injury or ill health including: toxic or hazardous materials hazardous work processes unsafe work practices hazardous equipment unstable personnel potential harm in a medical setting: blood breakage / spillage drug hold-ups needle sticks medical emergencies (eg. Falls, bleeding, seizures, fainting, collapses, panic attack, psychosis) spread of infection potential sources of infection: breakages contaminated waste patients with colds, flu and other infectious diseases sharps (eg. needles, scalpel blades) spillage used dressings, bandages and equipment unsterilised/poorly sterilised equipment and work surfaces unwashed hands
Risk is:	the chance of something occurring that will result in injury or damage
Emergency incidents may include:	accidents emergency situations fire flood sudden illness incidents external threats

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Occupational Health and Safety

Co-requisite units

Co-requisite units

BSBOHS407A Monitor a safe workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement and monitor the organisation's occupational health and safety (OHS) policies, procedures and programs in the relevant work area to meet legislative requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to employees with supervisory responsibilities for implementing and monitoring the organisation's OHS policies, procedures and programs in a work area. This unit applies to individuals with a broad knowledge of OHS policies who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They provide supervision and guidance to others and have limited responsibility for the output of others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Provide information to the workgroup about OHS policies and procedures	1.1. Accurately explain relevant provisions of OHS legislation and codes of practice to the workgroup 1.2. Provide information to the workgroup on the organisation's OHS policies, procedures and programs, ensuring it is readily accessible by the workgroup 1.3. Regularly provide and clearly explain information about identified hazards and the outcomes of risk assessment and control to the workgroup
2. Implement and monitor participative arrangements for the management of OHS	2.1. Explain the importance of effective consultative mechanisms in managing health and safety risks 2.2. Implement and monitor consultative procedures to facilitate participation of workgroup in management of work area hazards 2.3. Promptly deal with issues raised through consultation, in accordance with organisational consultation procedures 2.4. Promptly record and communicate to the workgroup the outcomes of consultation over OHS issues
3. Implement and monitor the organisation's procedures for providing OHS training	3.1. Systematically identify OHS training needs in line with organisational requirements 3.2. Make arrangements to meet OHS training needs of team members in consultation with relevant individuals 3.3. Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate team and individual achievement of identified training needs 3.4. Identify and report to management the costs associated with providing training for work team, for inclusion in financial plans
4. Implement and monitor procedures for identifying hazards and assessing risks	4.1. Identify and report on hazards in work area in accordance with OHS policies and procedures 4.2. Promptly action team member hazard reports in accordance with organisational procedures
5. Implement and monitor the organisation's procedures for controlling risks	5.1. Implement procedures to control risks using the hierarchy of controls and organisational requirements 5.2. Identify and report inadequacies in existing risk control measures in accordance with the hierarchy of controls 5.3. Monitor outcomes of reported inadequacies, where appropriate, to ensure a prompt organisational response
6. Implement and monitor the organisation's procedures for maintaining OHS records for the team	6.1. Accurately complete and maintain OHS records of incidents of occupational injury and disease in work area in accordance with OHS legal requirements 6.2. Use aggregate information and data from work area records to identify hazards and monitor risk control procedures in work area

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify hazards, to assess risks in the work area and to review data relating to monitoring and evaluating incidents (accidents), environmental issues and the effectiveness of risk control measures literacy skills to comprehend documentation and to interpret OHS requirements coaching and mentoring skills to provide support to colleagues.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues OHS legal responsibilities of employers, supervisors and employees in the workplace hazards and associated risks which exist in the workplace organisational policies and procedures relating to hazard management, fire, emergency, evacuation, incident (accident) investigating and reporting relevance of consultation as a key mechanism for improving workplace culture.

Evidence Guide

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: applying organisational management systems and procedures to OHS within workgroup area applying procedures for assessing and controlling risks to health and safety associated with those hazards, in accordance with the hierarchy of controls providing specific, clear and accurate information and advice on workplace hazards to workgroup knowledge of legal responsibilities of employers, supervisors and employees in the workplace.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of documentation relating to hazards in the work lace examples of documents relating to workplace safety, hazard identification and risk assessment.
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 by the candidate review of records communicating the outcomes of consultation over OHS issues to the workgroup analysis of responses to case studies and scenarios demonstration of techniques review of reports to management on the costs associated with providing training for the work team oral or written questioning to assess knowledge of workplace safety and hazards examples of risk assessments evaluation of actioning of team member hazard reports review of OHS records of occupational injury and disease incidents in work area.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: management units other OHS units.

Range Statement

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.
OHS legislation and codes of practice may include:	common law duties to meet the general duty of care requirements health and safety representatives and health and safety committees prompt resolution of health and safety issues provision of information, induction and training regulations and approved codes of practice relating to hazards present in work area relevant state/territory legislation requirements for the maintenance and confidentiality of records of occupational injury and disease
Organisation's OHS policies, procedures and programs may include:	consultative arrangements for employees in work area dangerous goods transport and storage emergency and evacuation procedures first aid provision/medical practitioner contact and attention hazard reporting procedures hazardous substances use and storage incident (accident) investigation OHS arrangements for on site contractors, visitors and members of public OHS audits and safety inspections plant and equipment maintenance and use procedures for hazard identification procedures for risk assessment, selection and implementation of risk control measures purchasing policy and procedures safe operating procedures/instructions site access use and care of personal protective equipment
Identified hazards and the outcomes of risk assessment may include:	checking equipment before and during work consulting work team members daily informal employee consultation and regular formal employee meetings housekeeping OHS audits and review of audit reports review of health and safety records including hazard reports, hazardous substances and dangerous goods registers, injury records workplace inspections in area of responsibility
Organisational consultation procedures may include:	attendance of health and safety representatives at management and OHS planning meetings counselling/disciplinary processes early response to employee suggestions, requests, reports and concerns put forward to management election of health and safety representatives in accordance with legislative requirements formal and informal meetings health and safety committees other committees, for example, planning and purchasing
Procedures to control risks may include:	consultation with employees and their representatives job/process/workplace re-design e.g. introduce mechanical handling equipment, re-arrange material flow/timing/scheduling, raise/lower work platforms removing the cause of a risk at its source (eliminating the hazard) e.g. removing stored goods permanently from emergency exit passageways selecting control measures in accordance with the hierarchy i.e. work through hierarchy from most effective to least effective control
OHS records may include:	audit and inspection reports consultation e.g. meetings of health & safety committees, workgroup meeting agendas including OHS items and actions first aid/medical post records hazardous substances registers induction, instruction and training manufacturer's and supplier's information including dangerous goods storage lists plant and equipment maintenance and testing reports workers compensation and rehabilitation records workplace environmental monitoring records

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Occupational Health and Safety

Co-requisite units

Co-requisite units

BSBOHS509A Ensure a safe workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to establish, maintain and evaluate the organisation's occupational health and safety (OHS) policies, procedures and programs in the relevant work area in accordance with OHS legal requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Managers play an important role in ensuring the safety of the workplace and the wellbeing of their staff. This unit applies to managers working in a range of contexts. It takes a systems approach and ensures compliance with relevant legislative requirements. All those who have, or are likely to have, a management responsibility for OHS should undertake this unit. It is relevant for those with managerial responsibilities, either as an owner or employee-manager of a business.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish and maintain an OHS system	1.1. Locate and communicate OHS policies which clearly express the organisation's commitment to implement relevant OHS legislation in the enterprise 1.2. Define OHS responsibilities for all workplace personnel in accordance with OHS policies, procedures and programs 1.3. Identify and approve financial and human resources for the effective operation of the OHS system
2. Establish and maintain participative arrangements for the management of OHS	2.1. Establish and maintain participative arrangements with employees and their representatives in accordance with relevant OHS legislation 2.2. Appropriately resolve issues raised through participative arrangements and consultation 2.3. Promptly provide information about the outcomes of participation and consultation in a manner accessible to employees
3. Establish and maintain procedures for identifying hazards, and assessing and controlling risks	3.1. Develop procedures for ongoing hazard identification, and assessment and control of associated risks 3.2. Include hazard identification at the planning, design and evaluation stages of any change in the workplace to ensure that new hazards are not created by the proposed changes 3.3. Develop and maintain procedures for selection and implementation of risk control measures in accordance with the hierarchy of control 3.4. Identify inadequacies in existing risk control measures in accordance with the hierarchy of control and promptly provide resources to enable implementation of new measures 3.5. Identify intervention points for expert OHS advice
4. Establish and maintain a quality OHS management system	4.1. Develop and provide an OHS induction and training program for all employees as part of the organisation's training program 4.2. Utilise system for OHS record keeping to allow identification of patterns of occupational injury and disease in the organisation 4.3. Measure and evaluate the OHS system in line with the organisation's quality systems framework 4.4. Develop and implement improvements to the OHS system to achieve organisational OHS objectives 4.5. Ensure compliance with the OHS legislative framework so that legal OHS standards are maintained as a minimum

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytic skills to analyse relevant workplace data in order to identify hazards, and to assess and control risks communication skills to consult with staff and to promote a safe workplace problem-solving skills to deal with complex and non-routine difficulties technology skills to store and retrieve relevant workplace data.
Required knowledge
application of the hierarchy of control (the preferred order of risk control measures from most to least preferred, that is, elimination, engineering controls, administrative controls, personal protective equipment) hazard identification and risk management relevant legislation from all levels of government that affects business operation, especially in regard to OHS and environmental issues, equal opportunity, industrial relations and anti-discrimination reporting requirements.

Evidence Guide

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: detailed knowledge and application of all relevant OHS legislative frameworks establishment and maintenance of arrangements for managing OHS within the organisations' business systems and practices identification of intervention points for expert OHS advice principles and practice of effective OHS management in a small, medium or large business.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios assessment of written reports demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of OHS policies, information provided on the OHS system, information about the outcomes of participation and consultation provided to employees oral or written questioning to assess knowledge of OHS and OHS legislation evaluation of OHS induction and training review of OHS record keeping system.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other OHS units units from the Diploma of Management.

Range Statement

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.
OHS legislation will depend on state/territory legislation and requirements, and will include:	common law duties to meet general duty of care requirements regulations and approved codes of practice relating to hazards in the work area requirements for establishment of consultative arrangements including those for health and safety representatives, and health and safety committees requirements for effective management of hazards requirements for provision of information and training including training in safe operating procedures, procedures for workplace hazards, hazard identification, risk assessment and risk control, and emergency and evacuation procedures requirements for the maintenance and confidentiality of records of occupational injury and disease
Control of associated risks may include:	administrative counselling/disciplinary processes elimination engineering housekeeping and storage issue resolution OHS records maintenance and analysis personal protective equipment purchasing of supplies and equipment workplace inspections including plant and equipment
Organisational health and safety record keeping may relate to:	audit and inspection reports workplace environmental monitoring records consultation e.g. meetings of health & safety committees, work group meeting agendas including OHS items and actions induction, instruction and training manufacturers' and suppliers' information including dangerous goods storage lists hazardous substances registers plant and equipment maintenance and testing reports workers compensation and rehabilitation records first aid/medical post records

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBPMG510A Manage projects

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage a straightforward project or a section of a larger project. This unit addresses the management of projects including the development of a project plan, administering and monitoring the project, finalising the project and reviewing the project to identify lessons learnt for application to future projects. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The unit focuses on the application of project management skills and the requirement to meet time lines, quality standards, budgetary limits and other requirements set for the project. The unit does not apply to specialist project managers. For specialist project managers, the units of competency in the Project Management competency field will be applicable.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Define project	1.1. Access project scope and other relevant documentation 1.2. Define project stakeholders 1.3. Seek clarification from delegating authority of any issues related to project and project parameters 1.4. Identify limits of own responsibility and reporting requirements 1.5. Clarify relationship of project to other projects and to the organisation's objectives 1.6. Determine and access available resources to undertake project
2. Develop project plan	2.1. Develop project plan including timelines, work breakdown structure, role and responsibilities and other details of how the project will be managed in relation to the project parameters 2.2. Identify and access appropriate project management tools 2.3. Formulate risk management plan for project, including occupational health and safety (OHS) 2.4. Develop and approve project budget 2.5. Consult team members and take their views into account in planning the project 2.6. Finalise project plan and gain any necessary approvals to commence project according to documented plan
3. Administer and monitor project	3.1. Take action to ensure project team members are clear about their responsibilities and the project requirements 3.2. Provide support for project team members, especially with regard to specific needs, to ensure that the quality of the expected outcomes of the project and documented time lines are met 3.3. Establish and maintain required record keeping systems throughout the project 3.4. Implement and monitor plans for managing project finances, resources (human, physical and technical) and quality 3.5. Complete and forward project reports as required to stakeholders 3.6. Undertake risk management as required to ensure project outcomes are met 3.7. Achieve project deliverables
4. Finalise project	4.1. Complete financial record keeping associated with project and check for accuracy 4.2. Assign staff involved in project to new roles or reassign to previous roles 4.3. Complete project documentation and obtain any necessary sign offs for concluding project
5. Review project	5.1. Review project outcomes and processes against the project scope and plan 5.2. Involve team members in the project review 5.3. Document lessons learnt from the project and report within the organisation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and negotiation skills to work with team members and other stakeholders to maintain project schedules literacy skills to read, write and review a range of documentation planning and organising skills to develop, monitor and maintain implementation schedules numeracy skills to analyse data, and to compare time lines and promotional costs against budgets culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
Required knowledge
relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues OHS organisational structure, and lines of authority and communication within the organisation how the project relates to organisation's overall mission, goals, objectives and operations.

Evidence Guide

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: development of a project plan details of monitoring arrangement/s and evaluation of the project plan's efficacy to address time lines and budgets of project knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to workplace project documentation.
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 by the candidate observation of presentations oral or written questioning to assess knowledge of how the project relates to the organisation's overall mission, goals, objectives and operations review of project risk management plan and project plan evaluation of project reports forwarded to stakeholders analysis of documentation reviewing project outcomes and processes against the project scope and plan evaluation of documentation outlining lessons learnt from the project.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other project management units.

Range Statement

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.
Project scope and other relevant documentation may include:	contract or other agreement project brief project plan or summary other documents outlining expected outcomes of the project, inclusions and exclusions from project, timeframes for project, quality standards for project, project resources
Stakeholders may include:	clients or customers (internal and external) funding bodies management, employees and relevant key personnel (internal and external) with special responsibilities project sponsor
Delegating authority may include:	customer or client funding body manager or management representative project sponsor
Project parameters may include:	finances for project integration of project within organisation legislative and quality standards physical, human and technical resources available or required for project procurement requirements associated with project reporting requirements risks associated with project, including OHS scope of project time lines
Project management tools may include:	cost schedule control system Critical Path Method Gantt and bar charts life cycle cost analysis logistics support analysis PERT charts project management software spreadsheets technical resources required for the project, for example OHS management system tools
Support for project team members may include:	additional physical, human and technical resources (within allocated budget) if and as required encouragement feedback learning and development regular project team meetings supervision, mentoring and coaching
Required record keeping systems may include systems for:	correspondence financial data including costs, expenditure, income generated, purchases project outcomes quality data including any test results recording of time spent on project and progress in completing project samples, prototypes, models
Risk management may include:	changing roles and responsibilities within project team negotiating an extension of deadline, or redefining completion or quantities or quality of outcomes outsourcing some aspects of the project reducing costs researching and applying more efficient methods for completing project tasks seeking further resources to meet deadline sharing of ideas to gain improvements to work undertaken within the project
Necessary sign offs may be required by:	clients, customers funding body management project sponsor

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBPMG601A Direct the integration of projects

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage the integration of all functions of project management in a program or multiple project context. This covers managing conflicting priorities between projects, directing project managers in re aligning projects within the program, directing the internal environment with the needs and expectations of the external environment, and directing projects within the program throughout their life cycle. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	A program is defined as a set of interrelated projects, each of which has a project manager. Multiple projects (sometimes called a portfolio of projects) refers to a number of projects related in some way and managed by the same person as a program to achieve a common organisational objective/s. For the purposes of this unit someone who manages a suite of projects (a program) will be referred to as a program manager. The functions performed by a project manager to manage integration within individual projects are addressed in BSBPMG501A Manage application of project integrative processes.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Direct integration of all functions of project management	1.1. Support project managers in project stakeholder analysis to determine the influence of others on project outcomes 1.2. Analyse, rationalise and integrate the requirements of all projects and the inter-relationships of project management functions to determine agreed, achievable program objectives that align to organisational goals, strategies and objectives as stated in strategic planning documentation 1.3. Review, rationalise and, when approved, integrate project plans into a structured, cohesive program plan for ongoing program management 1.4. Derive integrated program control mechanisms from project plans, to establish program control requirements 1.5. Use project plans to develop consolidated program budgets, schedules and interdependencies, and to identify program risks
2. Direct the internal project environment to meet external needs and expectations	2.1. Direct the internal project working environment to ensure project managers' work is conducted effectively throughout multiple, aligned project life cycles 2.2. Establish and maintain links to direct the alignment between projects and organisational objectives within the program 2.3. Evaluate project proposals (scope definitions) against the organisation's strategic objectives 2.4. Coordinate and direct conflicting requirements of individual projects to achieve program objectives 2.5. Modify, where necessary, individual project objectives to achieve overall program objectives 2.6. Coordinate the impact of external environmental influences on individual projects to achieve program objectives
3. Direct projects throughout project life cycles	3.1. Direct all project managers to provide project phases, approval points, review points and other milestones, to allow program integration 3.2. Establish project baselines and report progress in relation to these baselines, to measure program performance throughout the business reporting cycle 3.3. Progressively review project baselines to ensure nominated benefits are consistent with organisational expectations 3.4. Direct finalisation plans, procedures and activities to ensure final outcomes are met and that projects meet agreed program objectives 3.5. Review projects finalised in a program management reporting period to evaluate benefits to the business 3.6. Pass on integration management lessons learned to higher project authority and provide feedback for application to other projects

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
high level leadership skills to gain confidence and trust from people working on all levels literacy skills to communicate decisions and to write quality reports high level prioritising, planning and organising skills innovation skills to develop new and better systems for managing in complex situations problem-solving skills to deal with project management issues.
Required knowledge
program planning methodologies, tools and techniques for project management leadership models relevant legislation, codes and national standards.

Evidence Guide

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: demonstrated experience in directing an integrated range of concurrent projects so that project outcomes and stakeholders expectations are met knowledge of relevant legislation, codes and national standards.
Context of and specific resources for assessment	Assessment must ensure: access to a range of project documentation consideration of feedback from project stakeholders.
Method of assessment	A range of assessment methods should be used to assess practical skill 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 of scope management techniques by the candidate analysis of responses addressing different program management case studies and scenarios oral or written questioning to assess knowledge of strategies for managing project integration and their application to different situations assessment of consolidated program budgets, schedules, interdependencies and identified program risks assessment of project baselines established and progress reported in relation to these baselines review of program plan.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units in the Advanced Diploma of Project Management.

Range Statement

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.
Project management functions are:	communications cost human resources procurement quality risk scope time
Achievable program objectives may include:	client's objectives, for example maximum value for money or maximum performance at minimum cost end-user/s objectives, for example maximum performance as well as optional extras higher project authorities' objectives (that is, management/projects governance group), for example reputation, retention of market share, buying into market within the constraints of performance, time, cost, quality, resources and skills organisation's objectives, for example quantifiable benefits supplier's/contractor's objectives, for example minimum cost, minimum time and acceptable quality
Internal project working environment may include:	computing support and integrated computer networks identity and differentiation of the program's projects within the larger environment personal working conditions (physical and emotional) physical location of program project managers, personnel and equipment physical location of projects within the organisation teams and interpersonal dynamics
External environmental influences may include:	employee representative groups, such as unions, professional associations and lobby groups external stakeholder expectations parent organisation, enterprise and/or industry physical environment, for example geography, ecology and environmental sensitivity political, environmental and societal influences public and media interest
Finalisation plans, procedures and activities may include:	assessment of stakeholder satisfaction against expectations evaluation of projects completed in a reporting period evaluation of projects for benefits derived forwarding program progress report to higher governance authority for projects review of success/failure criteria for projects completed in a given reporting period settling of financial liabilities for projects completed in a consolidated budget context transition of responsibility/ownership of projects' deliverables/products for those projects that concluded in a reporting/management period (such as financial year)

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Project Management

Co-requisite units

Co-requisite units

BSBPRO301A Recommend products and services

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to provide advice and information within an organisation about the development and distribution of its products and services. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate knowledge of products and services to provide technical advice and support to a team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop and maintain knowledge of products and services	1.1. Actively and regularly research knowledge and understanding of industry products and services using authoritative sources 1.2. Use available product and service documentation to identify and understand characteristics of products and services, and to make comparisons with other products and services 1.3. Accurately document and maintain information on products and services in a format consistent with organisational requirements 1.4. Apply acquired knowledge to improve quality within personal work areas
2. Recommend products and services	2.1. Ensure that recommendations on products and services are in line with organisational requirements 2.2. Provide recommendations that emphasise product and service issues relevant to client needs 2.3. Ensure that evidence in support of recommendations is verifiable and presented in a suitable format 2.4. Structure recommendations to identify clear benefits to clients and the organisation
3. Advise on promotional activities	3.1. Provide advice that is clear, is supported by verifiable evidence and is compatible with organisational requirements 3.2. Ensure that promotional documentation and materials are appropriate to presentation of the organisation's products and services 3.3. Ensure that costs of promotional activities conform to budget resources 3.4. Estimate impact of promotional activities from verifiable customer feedback sources 3.5. Evaluate the benefits of promotional activities and incorporate in plans for future promotional activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and understand a variety of texts; to prepare general information and papers according to target audience; and to edit and proofread texts to ensure clarity of meaning, and accuracy of grammar and punctuation technology skills to select and use technology appropriate to a task communication skills to monitor and advise on customer service strategies problem-solving skills to deal with customer enquiries or complaints analytical skills to identify trends and positions of products and services.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisation's products and services organisational policies and procedures for customer service including handling customer complaints product and service standards and best practice models principles and techniques of public relations and product promotion mechanisms to obtain and analyse customer feedback.

Evidence Guide

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: assessing and reporting on customer satisfaction identifying commercial characteristics of products and services knowledge of product and service standards and best practice models. preparing and structuring advice on products and services researching market availability of products and services.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of promotional strategies examples of documents relating to customer service standards and policies.
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: analysis of responses to case studies and scenarios assessment of written reports demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of promotional activities plans observation of performance in role plays observation of presentations oral or written questioning to assess knowledge of promotional strategies and sources of product information review of documentation outlining information on products and services review of products and services recommendations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: sales and/or customer service units.

Range Statement

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.
Industry products and services may include:	competitor products and services complementary products and services emerging products and services historical products and services organisation's products specified range of products and services within an organisation's offerings
Authoritative sources may include:	authorised suppliers industry associations industry conferences recognised industry media sources
Product and service documentation may include:	colleagues' knowledge consumer reports industry reports marketing data operational guidelines sales figures
Information may include:	competitive features of products or services cost and production data distribution processes innovations problems with products or services product trends sales records (monthly forecasts, targets achieved) sales trends
Organisational requirements may include:	access and equity principles and practice confidentiality and security requirements defined resource parameters ethical standards filing and documentation storage processes goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs payment and delivery options pricing and discount policies quality and continuous improvement processes and standards quality assurance and/or procedures manuals replacement and refund policy and procedures who is responsible for products or services
Product and service issues may include:	customer delivery faults market share data organisational product knowledge production down-time sales figures
Promotional activities may include:	advertisements client functions employee functions media announcements product launches web pages
Verifiable customer feedback sources may include:	audit documentation and reports complaints customer satisfaction questionnaires lapsed clients quality assurance data returned goods service calls

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Product Skills and Advice

Co-requisite units

Co-requisite units

BSBPUB401A Develop and apply knowledge of public relations industry

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to research, analyse and apply knowledge of the various components of the public relations industry, including legal and ethical constraints and strategic communications management planning. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in entry level public relations positions who need to apply knowledge of the structure, organisation and functioning of the public relations industry in order to effectively conduct strategic communications.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Apply knowledge of the public relations industry	1.1. Seek information on the structure and operation of the public relations industry 1.2. Identify and access sources of information on the public relations industry 1.3. Obtain information on public relations industry sectors, associations, networks and societal role 1.4. Identify and access information on key stakeholders 1.5. Apply industry information appropriately in everyday activities related to typical work roles
2. Identify industry employment obligations and opportunities	2.1. Obtain information on employment obligations and opportunities in relation to the public relations industry 2.2. Apply information on employment opportunities and obligations in everyday activities related to typical work roles
3. Conduct strategic communications management planning	3.1. Establish purpose and processes for setting objectives in the workplace 3.2. Identify and apply appropriate planning and measurement tools to workplace objectives 3.3. Develop critical success factors for the communications
4. Update industry knowledge	4.1. Conduct formal and informal research to update general knowledge of the industry continuously 4.2. Monitor current issues of concern to the industry 4.3. Share updated knowledge with client and colleagues 4.4. Incorporate updated knowledge into everyday activities related to typical work roles

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills such as questioning, active listening, clarifying and asking open questions culturally appropriate communication and interpersonal skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to read and interpret business and market data and write reports in a range of styles and for a range of audiences numeracy skills to analyse quantitative data research and evaluation skills to gather and record information about clients, organisations, target audiences, and the media technology skills to use a range of office equipment and information systems.
Required knowledge
current issues and trends which affect the public relations industry overview knowledge of key provisions of relevant legislation from all levels of government, codes of practice and national standards that affect business operations such as: anti-discrimination legislation and the principles of equal opportunity, equity, and diversity copyright defamation and libel ethical principles Australian Direct Marketing Association Limited (ADMA) Direct Marketing Code of Practice FACTS (Federation of Australian Commercial Television Stations) codes privacy laws TradePracticesAct1974 (Cth) industry structures and networks organisational and client operating environments, structures and business and marketing plans principles and practices of marketing communications and media strategies.

Evidence Guide

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: reporting on the public relations industry structure and its role in society and in a particular organisation developing a stakeholder analysis relevant to a particularorganisation reporting on the current issues affecting the public relations industry.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources.
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: assessment of written reports about the public relations industry, structure, function and role in society assessment of a stakeholder analysis conducted by the candidate direct questioning with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations by the candidate about the public relations industry oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers tests of knowledge on the structure and functioning of the public relations industry.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBPUB402A Develop public relations campaigns BSBPUB403A Develop public relations documents other marketing or public relations units.

Range Statement

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.
Structure and operation of the public relations industry may include:	public relations practitioners in the following sectors: corporate government not-for-profit public relations consultancies
Public relations industry sectors, associations, networks and societal role may include:	business associations client networks distribution channels industry markets industry relationships local or regional characteristics major industry bodies and associations role and significance of an industry or sector
Key stakeholders may include:	community groups contractors general public government departments industry associations investors management media organisations politicians public service staff unions
Setting objectives may include:	developing 'SMART' objectives using key performance indicators
Planning and measurement tools may include:	action plans flow charts four-step PR planning process Gantt charts key performance indicators PERT reviews of action plans risk management plans SMART objectives

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Public Relations

Co-requisite units

Co-requisite units

BSBPUB402A Develop public relations campaigns

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and conduct a public relations campaign, to evaluate its effectiveness and to present the findings to stakeholders. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals in entry level or junior public relations roles who are required to develop public relations campaigns. As such they would undertake the majority of work in creating and implementing the campaign with advice from more senior public relations specialists in their organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Research public relations campaigns	1.1. Analyse strategic and operational plans to determine the scope, theme and objectives of a campaign 1.2. Conduct research into current practice and recent developments in relation to the campaign planning 1.3. Identify the campaign's audience and their attributes 1.4. Develop and present options to other members of the public relations team and relevant stakeholders for consideration
2. Prepare to implement public relations campaigns	2.1. Define and agree upon campaign objectives and campaign plan with client and other key stakeholders 2.2. Schedule and cost campaign accurately, and include in plans 2.3. Comply with legal and ethical constraints 2.4. Confirm roles and responsibilities with other members of the public relations team
3. Implement public relations campaigns	3.1. Implement public relations campaign in accordance with the plan 3.2. Evaluate the potential effectiveness of and use appropriate media to improve campaign publicity 3.3. Implement campaign in accordance with legal and ethical constraints and organisational requirements 3.4. Monitor campaign progress against scheduling and costing requirements and report likely variations for approval in accordance with organisational procedures 3.5. Gain agreement from stakeholders to any changes that need to be made to campaign
4. Review and evaluate public relations programs	4.1. Ensure campaign plans contain methods to monitor, review and evaluate their effectiveness 4.2. Report on the outcomes of the campaign to relevant internal and/or external stakeholders 4.3. Consult relevant internal or external stakeholders as to the campaign effectiveness, and document any recommended improvements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, interpersonal and negotiation skills to run public relations campaigns effectively culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to read and interpret a range of complex material and write reports and strategic materials in a range of styles numeracy skills to cost relevant items such as use of media and printing schedules organisational and time-management skills to organise workload and write, print and distribute public relations material within required timelines presentation skills to convey a professional image in all communications research skills to obtain necessary background information about clients, campaign objectives and issues affecting public relations campaigns technology skills to use a range of office equipment and software to produce high quality public relations materials and presentations.
Required knowledge
current issues/trends which affect the public relations industry computer software applications overview knowledge of key provisions of relevant legislation from all levels of government, codes of practice and national standards that affect business operations such as: anti-discrimination legislation and principles of equal opportunity, equity, and diversity n copyright defamation and libel laws ethical principles such as those outlined in the Public Relations Institute of Australia CodeofEthics and the Australian Journalists Association CodeofEthics marketing codes of practice and codes of conduct such as the Australian Direct Marketing Association (ADMA) Code of Practice privacy laws sweepstakes regulations TradePracticesAct1974(Cth) industry structures and networks organisational and client operating environments, structures and business and marketing plans principles, practices and theories of marketing, media, public relations and project management.

Evidence Guide

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: developing and reporting or presenting on a public relations campaign for a target public about a product or service.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated work environment access to office equipment and resources.
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: analysis of responses to case studies and scenarios assessment of written reports on a public relations campaign assessment of examples of promotional materials developed for the public relations campaign demonstration of capacity to implement a public relations campaign in a workplace direct questioning with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations prior to, during and after campaign completion oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other marketing or public relations units

Range Statement

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.
Campaigns may include:	anniversaries of opening campaigns to improve organisational image centenary events graduation ceremonies milestone customer numbers opening ceremonies organisational communication activities product launches season launches
The campaign's audience may include:	customers employees government managers specified target public group the media
Stakeholders may include:	personnel internal to an organisation clients of an organisation community groups contractors general public government departments industry associations investors management media organisations politicians public service staff unions
Legal and ethical constraints may include:	codes of practice cultural expectations and influences ethical principles relevant legislation policies and guidelines regulations social responsibilities such as: protection of children environmental issues societal expectations
Media may include:	direct mail external promotional material internal communication materials press promotional material radio television the Internet

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Public Relations

Co-requisite units

Co-requisite units

BSBPUB403A Develop public relations documents

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design, produce and edit public relations documents for various target audiences, and to evaluate their effectiveness in the marketplace. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in public relations roles who are required to develop various marketing communication documents. Typically they would do this as part of a team working on a public relations campaign.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Research appropriate public relations documents	1.1. Research previous communication documents for tone, content and style 1.2. Research previous communication media and media distribution channels using appropriate methods 1.3. Research and analyse existing evaluation data 1.4. Conduct research about target public, clients or relevant organisations
2. Plan production of communication document	2.1. Identify and segment the target public 2.2. Identify and agree upon communication objectives, messages and processes with other team members or supervisors in accordance with organisational procedures 2.3. Ensure communication message is related to organisational strategic objectives and operational plans 2.4. Identify and gain agreement on appropriate communication media and media channels to send communication message 2.5. Identify and agree upon processes to test the success of planned public relations communications 2.6. Determine outsourcing resources, and provide input into developing timelines and costs 2.7. Identify legal and ethical constraints impacting on communication message
3. Create and edit public relations documents	3.1. Design and write communication documents in accordance with organisational objectives which effectively communicate issues, policies and practices of the organisation to target audiences 3.2. Scan documents to ensure compliance with legal and ethical requirements and proofread to identify and correct errors 3.3. Assess appropriateness of the style and tone of text for the target public and carry out structural editing to ensure the document flows logically 3.4. Edit the document to ensure its scope and format is in accordance with the organisation's strategic communications plan and complies with house style 3.5. Seek feedback from appropriate personnel on content of public relations documents following proofreading 3.6. Test document and amend it in response to feedback 3.7. Determine and agree upon modifications and incorporate into final draft
4. Implement and evaluate public relations documents	4.1. Forward any required document to outsourced resources within scheduled timelines 4.2. Distribute document in accordance with scheduled timelines using appropriate public relations publications to communicate and promote the goals of the organisation 4.3. Gather feedback and regularly monitor the effectiveness of distributed documents using appropriate evaluation methods 4.4. Evaluate results of public relations documents against communication, organisational or client objectives 4.5. Record and file evaluation results and any improvement recommendations for future reference

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities information management skills to retrieve, record and store public relations documents literacy skills sufficient to write public relations documents in a range of styles and tones for a range of target publics and audiences organisational and time-management skills to sequence tasks and meet timelines research and data collection skills to analyse previous communication documents and to identify relevant information relating to the client, target public, audience and organisation technology skills to use a range of office equipment such as computers and software such as word processing.
Required knowledge
current issues or trends which affect the public relations industry overview knowledge of key provisions of relevant legislation from all levels of government, codes of practice and national standards that affect business operations, such as: anti-discrimination legislation and principles of equal opportunity, equity and diversity copyright defamation and libel laws ethical principles such as those outlined in the Public Relations Institute of Australia Code of Ethics and the Australian Journalists Association Code of Ethics marketing codes of practice and conduct such as the Australian Direct Marketing Association (ADMA) Code of Practice privacy laws TradePracticesAct1974 (Cth) industry structures, networks within the public relations industry organisational and client operating environments, structures and business and marketing plans principles and practices of marketing communications and media strategies.

Evidence Guide

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: researching, designing, developing, testing, implementing and evaluating a range of public relations documents intended to communicate different concepts to for different audiences.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources.
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: assessment of examples of public relation documents demonstration of document testing techniques direct questioning with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBPUB402ADevelop public relations campaigns other marketing or public relations units.

Range Statement

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.
Previous communication documents may include:	annual reports brochures community service announcement scripts for radio or television direct mail letters flyers media releases newsletters position papers press kits speeches organisational, marketing and public relations strategic plans
Communication media may include:	biographical sketches brochures direct mail letters fact sheets flyers media releases position papers speeches
Appropriate methods may include:	content analysis focus groups interviews secondary resource information surveys
Target public, as the audience for the communication, may include:	community groups contractors general public government departments industry associations investors management media organisations politicians public service staff unions
Legal and ethical constraints may include:	codes of practice, codes of ethics cultural expectations and influences ethical principles relevant legislation policies and guidelines regulations social responsibilities such as: protection of children environmental issues societal expectations
Editing may include:	checking for consistency with house style detailed editing to ensure material expresses author's meaning clearly without gaps of contradictions substantive editing to improve the overall presentation of material through rewriting and rearranging material
Appropriate personnel may include:	clients team members and colleagues managers senior managers supervisors test groups
Appropriate evaluation methods may include:	content analysis focus groups surveys

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Public Relations

Co-requisite units

Co-requisite units

BSBREL401A Establish networks

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and maintain effective work relationships and networks. It covers the relationship building and negotiation skills required by workers within an organisation as well as freelance or contract workers. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of networking and negotiation who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop and maintain business networks	1.1. Use appropriate network strategies to establish and maintain relationships that promote the development of business opportunities 1.2. Identify and pursue network opportunities to maximise a range of contacts 1.3. Communicate information regarding new networks to inform individuals, colleagues and clients of potential benefits 1.4. Participate in professional networks and associations to obtain and maintain personal knowledge and skills
2. Establish and maintain business relationships	2.1. Develop and maintain relationships to promote benefits consistent with organisational/client requirements 2.2. Gain and maintain trust and confidence of contacts through demonstration of high standards of business practices 2.3. Use a high level of negotiation skills to encourage positive outcomes 2.4. Identify difficult situations and negotiate solutions using collaborative problem-solving techniques 2.5. Seek specialist advice in the development of contacts where appropriate
3. Promote the relationship	3.1. Develop strategies to represent and promote the interests and requirements of the relationship 3.2. Use appropriate presentation skills to communicate the goals and objectives of the relationship 3.3. Effectively communicate issues, policies and practices of the relationship to a range of audiences, in writing and verbally 3.4. Obtain feedback to identify and develop ways to improve promotional activities within available opportunities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to receive and report on feedback, to maintain effective relationships and to manage conflict culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities leadership skills to gain trust and confidence of clients and colleagues negotiation skills to achieve mutually acceptable outcomes technology skills to support effective communication and presentation.
Required knowledge
client or organisational policies, plans and procedures related organisations, agencies and networks trends and forecasts for relevant industries, services and products.

Evidence Guide

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: establishing contacts and participating in networks identifying opportunities for networking knowledge of related organisations, agencies and networks maintaining records of relevant contacts.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of networking strategies and documentation.
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 by the candidate review of documentation communicating issues, policies and practices of the relationship to a range of audiences evaluation of promotional strategies observation of negotiation of solutions between groups and individuals observation of promotional presentations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: interpersonal communication units other relationship management units.

Range Statement

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.
Network strategies may include:	association memberships conference participation distributing materials individual marketing maintaining regular contact seminar attendance
Professional networks and associations may include:	advisory committees colleagues committees government agencies internal/external customers lobby groups local inter-agency groups other organisations professional/occupational associations project specific ad hoc consultative/reference groups specific interest or support groups suppliers work team
Organisational/client requirements may be included in:	access and equity principles and practices defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements marketing plan occupational health and safety policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manuals
Negotiation skills may include:	assertiveness bargaining collaboration confidence building conflict reduction empathising offers and counter offers solution designing stress management
Feedback may include:	accuracy and sufficiency of information appropriateness of audience benefits to organisation impact of message liaison with networks participation of competitors use of media

Unit Sector(s)

Unit sector

Competency field

Competency field	Stakeholder Relations - Relationship Management

Co-requisite units

Co-requisite units

BSBREL402A Build client relationships and business networks

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to establish, maintain and improve client relationships, and to actively participate in networks to support attainment of key business outcomes. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals in a variety of roles who are required to establish, maintain and improve client relationships to facilitate organisational objectives. This unit primarily applies to marketing and sales professionals who depend on excellent interpersonal relationships and communication skills to achieve outcomes, but may also apply to other individuals working in any industry.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Initiate interpersonal communication with clients	1.1. Identify and use preferred client communication styles and methods 1.2. Establish rapport with clients using verbal and non-verbal communication processes 1.3. Investigate and act upon opportunities to offer positive feedback to clients 1.4. Use open questions to promote two-way communication 1.5. Identify and act upon potential barriers to effective communication with clients 1.6. Initiate communication processes which relate to client needs, preferences and expectations
2. Establish client relationship management strategies	2.1. Develop client loyalty objectives focussing on the development of long term business partnerships 2.2. Assess client profile information to determine approach 2.3. Develop client loyalty strategies to attract and retain clients in accordance with the business strategy 2.4. Identify and apply client care and client service standards
3. Maintain and improve ongoing relationships with clients	3.1. Develop strategies to obtain ongoing feedback from clients to monitor satisfaction levels 3.2. Develop strategies to elicit feedback which provide information in a form that can be used to improve relationships with clients 3.3. Obtain feedback to develop and implement strategies which maintain and improve relationships with clients
4. Build and maintain networks	4.1. Allocate time to establish and maintain business contacts 4.2. Participate in business associations and/or professional development activities to establish and maintain a network of support for the business and to enhance personal knowledge of the market 4.3. Establish communication channels to exchange information and ideas 4.4. Provide, seek and verify information to the network

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to determine client needs and preferences through active listening and presenting ideas clearly and precisely culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities interpersonal skills to establish rapport, and to build and maintain relationships with clients.
Required knowledge
key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects business operations, such as: anti-discrimination legislation consumer laws including appropriate state/territory legislation ethical principles marketing code of practice privacy laws Trade Practices Act marketing communications concepts and processes principles and techniques for effective communication and networking sources of business related networks.

Evidence Guide

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: establishing and maintaining relationships with a range of clients related to the candidate's business participating in and providing, an active contribution to a business related network.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources.
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: assessment of written reports or journals on client relationship activities direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of the candidate communicating with clients observation of presentations made to business networks oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other relationship management units marketing units.

Range Statement

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.
Preferred client communication styles and methods may include:	email face-to-face mail phone
Verbal communication may include:	articulation clarity of speech feedback language listening skills open questions questioning skills voice modulation voice projection
Non-verbal communication may include:	active listening body language body orientation clothing colour distance facial expression grooming gestures music posture sound touching voice
Barriers to effective communication may include:	acting on false assumptions and stereotypes cultural differences not being addressed educational differences not being addressed failure to prominently display contact details in all communications provided to the client inappropriate word choice ineffective non-verbal communication lack of 'contact us' forms or pages on websites lack of distribution of reply paid cards or envelopes in mail outs lack of voice modulation and articulation limited opening hours of call centres or office not listening actively organisational factors physical, personal, gender and age differences not being addressed
Client loyalty strategies include:	access to dedicated staff added value offers anniversary offers client clubs client reward schemes credit or discount facilities dedicated or private facilities discounts formal letter of thanks frequent purchaser programs handwritten note thanking the client offering promotional items phone call thanking client for the business regular recontact with best clients thank you gifts and promotions
Client care and client service standards may include:	accuracy of billing accuracy of product/service descriptions, specifications in marketing communications complaint resolution times incidences of stock outs and back orders on-hold times order delivery standards such as: whether right product or service was delivered delivered to right person or address delivered on time politeness, helpfulness and grooming of delivery staff delivery vehicles parked properly cleanliness of delivery vehicles shipment tracking services telephone answering times and responses
Strategies to obtain ongoing feedback may include:	including 'comments and queries' or 'bouquets and brickbats' on all order forms complaints handling procedures email letter soliciting complaints surveys of current clients surveys of lapsed clients to determine reason/s for ceasing to buy telephone interviews training staff to ask open questions about product or service levels
Business associations may include:	chambers of commerce industry associations institutes professional bodies societies
Professional development activities may include:	demonstrations exhibitions fairs industry information seminars industry training pre-launch activities technical information briefings trade shows
Networks may include:	business formal groups individuals informal organisations personal
Information and ideas may include:	changes in the environment changing customer requirements information on competitors' activities personal, professional or business support

Unit Sector(s)

Unit sector

Competency field

Competency field	Stakeholder Relations - Relationship Management

Co-requisite units

Co-requisite units

BSBREL701A Develop and cultivate collaborative partnerships and relationships

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to establish collaborative partnerships and relationships with business and industry stakeholders to promote and advance learning programs. The unit also covers communicating to influence others, cultivating new and existing partnerships, establishing positive collaborative relationships, leading the establishment of a partnership program and establishing reporting mechanisms. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to leaders or managers working in either an educational organisation or a non educational enterprise where learning is used to build capabilities. It includes forming partnerships or other collaborative arrangements to achieve improved learner, community, career, or work outcomes. Educational leaders gain the respect of colleagues, contacts, clients and the community through demonstrating professionalism in all aspects of their work; this professionalism is underpinned by their educational expertise and effective interpersonal and communication skills. In the vocational education and training sector, learning leaders and managers must build partnerships and lead in a collaborative manner to ensure learning has a strategic role in the ever changing context, and in the face of complex influences that affect learning.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Communicate to influence relevant individuals and stakeholders	1.1. Generate trust, confidence and support from relevant individuals, other stakeholders and potential learners by demonstrating a high standard of personal performance and conduct 1.2. Implement communication strategies to represent the organisation positively to media, local community and stakeholders 1.3. Make decisions in consultation with relevant stakeholders and relevant individuals where appropriate 1.4. Use a range of influencing strategies to increase commitment from staff and stakeholders to achieve organisational requirements and to contribute to desired culture 1.5. Undertake selected community and/or professional engagements that project a positive image of the organisation to the broader community and stakeholders
2. Cultivate new and existing partnerships with stakeholders	2.1. Establish outcomes to be achieved from a learning partnership 2.2. Analyse models for effective consultation and collaboration within a partnership 2.3. Cultivate collaborative communities and partnerships through application of a range of learning and communication solutions 2.4. Forge relationships, collaborative communities or partnerships between a training and assessment organisation and a public or private sector enterprise 2.5. Consult stakeholders to establish vocational education and training partnership learning programs
3. Establish positive collaborative relationships	3.1. Establish processes that contribute to the creation and maintenance of a positive culture that embraces collaboration 3.2. Establish processes to resolve conflict in a fair, equitable and collaborative manner 3.3. Organise and allocate work activities in a cost effective and equitable manner with clear, quantifiable and agreed performance standards 3.4. Encourage staff to embrace a learning culture and to undertake activities that develop their personal competence and performance 3.5. Empower individuals to develop their own ways of working within agreed boundaries of competence, cultural, diversity and organisational and legal requirements 3.6. Establish indicators and feedback processes that can be used to evaluate the health of the work environment
4. Lead establishment of a partnership program	4.1. Identify and address relevant organisational policies and procedures in partnership learning program plans 4.2. Identify and incorporate relevant legal requirements into planning of learning programs established in a community or partnership setting 4.3. Form partnership learning programs in collaborative and consultative processes involving public or private sector enterprises 4.4. Plan and allocate resource requirements to accomplish a partnership learning program 4.5. Establish relevant organisational policies and procedures relating to partnerships, and training and assessment services
5. Establish reporting mechanisms for partnership program	5.1. Establish reporting systems for reporting results, that meet reporting requirements, against planned partnership outcomes 5.2. Implement reporting systems to map learner progress against partnership outcomes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analysis and interpretation skills to: evaluate organisational information management systems, policies and procedures select relevant evaluation information and documentation identify any potential and current non-compliance access and interpret organisation's standards and values analyse records or notes of the evaluation process initiative and enterprise skills to establish collaborative partnerships and relationships interpersonal and communication skills to negotiate, to question, to listen and investigate, to network and clarify issues planning and organising skills to: research and evaluate validation processes, and to determine and implement improvements to these processes develop and establish agreement to plans problem-solving skills to review feedback and to plan improvements teamwork skills to lead and motivate a team in establishing productive networks, partnerships and other relationships.
Required knowledge
relevant legislation that affects the business operation, especially in regard to OHS and environmental issues, equal opportunity and anti-discrimination, industrial relations organisation mission, purpose and values organisation objectives, plans and strategies leadership styles personal development planning methodologies data collection methods external environment scanning relating to social, political, economic and technological developments emotional intelligence and its relationship to individual and team effectiveness organisational transformation and the management of the stages of change organisational design and building in responsiveness of operations to change in customer or market conditions.

Evidence Guide

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: demonstrated capacity to foster learning partnerships, conduct stakeholder consultation and use strategic and personally enhancing communication skills developing collaborative approaches to enhance individual, team and organisational outcomes initiating and implementing learning program partnerships in line with relevant regulatory, employment and organisational requirements knowledge of relevant policy, legislation, codes of practice and national standards.
Context of and specific resources for assessment	Assessment must ensure: competence is consistently demonstrated over time, and over a range and variety of situations access to required assessment facilities and resources.
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 by the candidate review of applied projects or learning activities, especially relating to formation of professional networks and stakeholder consultation in relation to forming partnerships for vocational education and training programs direct observation of contextual application of skills submission of a portfolio of evidence including previous work forging partnerships oral or written questioning to assess knowledge of development of industry learning partnerships.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBLED702A Lead learning strategy implementation BSBLED707A Establish career development services BSBLED709A Identify and communicate trends in career development PSPMNGT614A Facilitate knowledge management.

Range Statement

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 individuals may include:	employees employers government agencies and departments learners/students industry associations, employer bodies, professional associations industry representatives national Industry Skills Councils people working in the roles targeted by training regulatory and licensing authorities research agencies state/territory industry training advisory bodies subject or technical specialists or experts unions universities
Stakeholders may include:	administrative and regulatory bodies coordinators, teachers, assessors, coaches, mentors and support staff employees industry, employee, employer, professional and peak bodies or associations learners/students other training and assessment organisations public or private sector enterprise
Potential learners may include:	apprentices and trainees current or ongoing learners and clients existing industry and enterprise employees individuals changing careers individuals learning new skills and knowledge individuals or groups meeting licensing or other regulatory requirements individuals seeking to upgrade competencies individuals who are unemployed individuals who have a disability members of target groups such as Aboriginal and Torres Strait Islander communities overseas learners and international students potential learners and clients recent migrants and people from culturally and linguistically diverse backgrounds school leavers, new entrants to the workforce
Communication strategies may include:	conducting presentations developing and applying interview and interpersonal communication protocols developing and circulating marketing materials developing promotional materials and course outlines initiating and conducting a public communication strategy
Influencing strategies may include:	debate dialogue discussion formal and informal techniques levels of participation moderated negotiations networking strategies applied face-to-face or collectively (e.g. in a learning community or community of practice)
Partnerships may:	be informal be physical or virtual (e.g. online) involve a formal agreement involve one or more enterprises, and training and assessment organisations involve one or more learning programs
Collaborative communities may include:	communities of practice formal or informal relationships informal and formal groups in collaborative relationships knowledge communities knowledge networks learning communities physical or virtual relationships supply chain communities virtual circles
Training and assessment organisation may include:	organisation that delivers non-recognised vocational education and training organisation working in a partnership arrangement with an RTO to deliver recognised vocational education and training RTO delivering recognised vocational education and training services such as TAFE institutes, private commercial colleges and organisations, enterprises, community organisations, group training companies and secondary schools
Public or private sector enterprises may include:	community bodies government agencies privately owned companies
Partnership learning program may include:	accredited course which includes Training Package outcomes community education program nationally endorsed qualification from a Training Package or accredited course part of a VET in Schools program part of an apprenticeship or traineeship professional development program short course or non-recognised vocational program short-term development plan short-term induction program subset of a learning strategy traineeship or apprenticeship workplace learning program
Resolving conflict in a fair, equitable and collaborative manner may include:	adherence to relevant legislative, legal, workplace requirements application of organisational complaints procedures internal or external specialists
Performance standards may be based on:	personal or task outcomes span short- or long-term outcomes strategic, operational outcomes
Diversity includes difference in:	age belief systems and values culture expertise, experience and working styles gender interpersonal style interests language, literacy and numeracy physical differences politics race religion sexual orientation thinking and learning styles
Organisational and legal requirements may include:	collaborative and partnership arrangement agreements such as memoranda of understanding confidentiality and privacy requirements licensing requirements requirements for initial and continuing registration as defined in the AQTF Standards for Registered Training Organisations and state/territory legislation and regulations governing provider registration and course accreditation requirements of awards and enterprise bargaining agreements requirements of endorsed Training Packages requirements of other relevant commonwealth and state/territory legislation, for example relating to matters such as OHS, anti-discrimination, workplace and industrial relations, workers compensation, apprenticeships and traineeships requirements set by professional associations requirements set by quality systems
Indicators may include:	formal human resources and related indicators to provide benchmark, comparative measures on: average hours in relation to output per employee down-time related operational and planning indicators revenue per employee/team staff absenteeism staff satisfaction staff turnover training hours
Feedback processes include:	formal complaints or suggestions procedures formal-informal independent audits management audits/workplace checks surveys virtual or physical whistleblower policy
Relevant organisational policies and procedures may include:	access and equity assessment procedures and options client services confidentiality requirements ethical standards fees and payment schedule grievance and appeals processes learner selection, enrolment, induction and orientation procedures mutual recognition obligations policies and procedures being available to all personnel, learners, clients and candidates staff recruitment, induction and ongoing development and monitoring support services available human resources policies and procedures and legal requirements including anti-discrimination, equal employment, OHS administrative and records management systems, for example that relating to: contract manager document version control maintenance, retention, archiving, retrieval, storage and security of training and assessment information and records personnel responsible for analysing statistics and data to ensure organisation complies with relevant standards across all of its operations and training and assessment activities privacy and access to training and assessment information and records reporting and recording requirements and arrangements supervisors and managers union and employee representatives users of training information such as finance personnel, human resources personnel, employers
Resource requirements may include:	additional staff distribution costs equipment production costs promotional costs research and development re-tooling staff training
Reporting systems for reporting results may include:	arrangements for the issuing of Australian Qualifications Framework (AQF) qualifications and Statements of Attainment arrangements for recognising and recording current competencies electronic student management system which complies with AVETMISS or other reporting or statistical collection requirements internal organisational recording and reporting systems record keeping policies and procedures
Reporting results may include:	Australian Apprenticeship Centre forms and letters such as for incentives and completions availability of all reports and records for audit and monitoring purposes enrolment forms financial reporting for funding and payments from funding body OHS incident reporting systems performance agreements reporting for apprenticeship and traineeship program delivery reporting for in-house or internal program delivery Training Contract and RTO notifications
Reporting requirements may include those specified in:	AQTF Standards for Registered Training Organisations AVETMISS process documentation organisational documentation
Reporting systems to map learner progress against partnership outcomes may include:	electronic systems including those using business technology such as: computers hardware software telephone networks physical systems such as face-to-face and print communications

Unit Sector(s)

Unit sector

Competency field

Competency field	Stakeholder Relations - Relationship Management

Co-requisite units

Co-requisite units

BSBRES401A Analyse and present research information

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to gather, organise and present workplace information using available systems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are required to apply their broad knowledge of the work environment to analysis and research tasks. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Gather and organise information	1.1. Gather and organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements 1.2. Access information held by the organisation ensuring accuracy and relevance in line with established organisational requirements 1.3. Ensure that methods of collecting information are reliable and make efficient use of resources in accordance with organisational requirements 1.4. Identify research requirements for combining online research with non-electronic sources of information 1.5. Use business technology to access, organise and monitor information in accordance with organisational requirements 1.6. Update, modify, maintain and store information, in accordance with organisational requirements
2. Research and analyse information	2.1. Clearly define objectives of research ensuring consistency with organisational requirements 2.2. Ensure that data and research strategies used are valid and relevant to the requirements of the research and make efficient use of available resources 2.3. Identify key words and phrases for use as part of any online search strategy, including the use of Boolean operators and other search tools 2.4. Use reliable methods of data analysis that are suitable to research purposes 2.5. Ensure that assumptions and conclusions used in analyses are clear, justified, supported by evidence and consistent with research and business objectives
3. Present information	3.1. Present recommendations and issues in an appropriate format, style and structure using suitable business technology 3.2. Structure and format reports in a clear manner that conforms to organisational requirements 3.3. Report and distribute research findings in accordance with organisational requirements 3.4. Obtain feedback and comments on suitability and sufficiency of findings in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read, write and understand a variety of texts; and to edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information problem-solving skills to deal with information which is contradictory, ambiguous, inconsistent or inadequate technology skills to select and use technology appropriate to a task research skills to identify and access information.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational record keeping/filing systems, security procedures and safe recording practices organisational policies and procedures relating to distribution of workplace information, and legal and ethical obligations research processes and strategies to identify new sources (online and print) of information and to use them most efficiently and effectively.

Evidence Guide

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: presenting information and data maintaining and handling data and documents systematically analysing and interpreting data to support organisational activities knowledge of research processes and strategies to identify new sources of information.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of research tasks and resources.
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 by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of presentations review of documentation outlining recommendations and issues review of reports outlining research findings.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units IT use units Governance units

Range Statement

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.
Information may include:	demographic data service delivery records computer databases (library catalogue, customer records, subscription database, internet) computer files (letters, memos and other documents) correspondence (faxes, memos, letters, email) financial figures forms (insurance forms, membership forms) information on training needs invoices (from suppliers, to debtors) marketing reports/plans/budgets personnel records (personal details, salary rates) production targets sales records (monthly forecasts, targets achieved)
Organisational requirements may include:	anti-discrimination and related policy business and performance plans Code of Conduct/Code of Ethics defined resource parameters ethical standards goals, objectives, plans, systems and processes information protocols legal and organisational policies, guidelines and requirements management and accountability channels OHS policies, procedures and programs procedures for updating records quality assurance and/or procedures manuals security and confidentiality requirements
Methods of collecting information may include:	checking research provided by others checking written material including referrals and client files individual research information from other organisations interviews with community members, colleagues/customers observation and listening previous file records questioning (in person or indirect) recruitment applications and other forms
Business technology may include:	answering machine computer fax machine photocopier telephone
Objectives of research may include:	comparative analysis hypothesis testing identification of trends industry pricing policies process mapping situational diagnosis
Research strategies may include:	data analysis documentation reviews focus groups interviewing colleagues and clients online searching product sampling subscription databases
Key words and phrases may include:	American spellings when searching online cultural or geographic terms using different thesauri in different databases
Boolean operators may include:	exclude - / NOT include +/ AND or phrase searching " "/( ) variations, depending on the resource being used
Methods of data analysis may include:	data sampling feedback on results peer review review of previous research statistical analysis
Business objectives may include:	community capacity building community development service provision business planning financial performance flexibility, responsiveness interpersonal communication marketing and customer service organisational values and behaviours people management work procedures and quality assurance manuals
Feedback may include:	audit documentation and reports comments from community, board members, clients and colleagues customer satisfaction questionnaires quality assurance data returned goods

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge Management - Research

Co-requisite units

Co-requisite units

BSBRES801A Initiate and lead applied research

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan, conduct and report on applied research to influence strategic practices and outcomes within an organisational context. The unit also covers constructing an applied research strategy, using a range of applied research techniques, and analysing and presenting findings. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to leaders or managers using applied research to ensure learning can enhance individual, team and organisational performance. The intended purpose and approach to applied research may vary across a range of contexts and organisations. In this unit, the focus is on applied research to attain improved organisational outcomes. It involves leading a range research activities and techniques that, in combination, can provide quality information to enhance learning related activities and the development of capabilities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Construct an applied research strategy	1.1. Clarify and confirm applied research purpose and needs of the target group 1.2. Determine policies and procedures in relation to conducting applied research 1.3. Establish mechanisms for collecting and maintaining data in a systematic manner 1.4. Analyse factors affecting the reliability and validity of data 1.5. Review relevant research ethics and codes of conduct 1.6. Prepare applied research strategy and hypothesis 1.7. Frame a research strategy in consideration of available tools and resources
2. Use a range of applied research techniques	2.1. Review and evaluate a range of applied research methods, theories and data collection techniques 2.2. Select appropriate methods to gather and analyse data 2.3. Use, as appropriate, suitable technology and technology services to support data collection and analysis 2.4. Access appropriate sources of information and contributors relevant to the research 2.5. Optimise relevance of the research through integrity of the data collected and analysis tools used
3. Analyse and present findings	3.1. Evaluate how research findings such as trends and changes will impact on learning strategy 3.2. Review data and research findings for accuracy of details and adherence to any legal requirements 3.3. Collate and analyse data for relevance against the original applied research strategy 3.4. Document and present research findings in a clear and logical manner consistent with audience needs 3.5. Identify the need for and an appropriate approach to, further research

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills to: analyse and interpret structurally intricate information in the area being researched consult with target groups using a range of communication techniques develop written texts which deal with complex ideas and concepts present research results creatively to meet audience needs initiative and enterprise skills to discover and source appropriate information, and to identify future implication of information and data collected planning and organising skills to: construct an applied research strategy initiate and design research methodology manage an applied research project frame research strategy in consideration of available resources problem-solving skills to: develop and examine the validity of the hypothesis using a range of applied research techniques collect, organise, analyse and present data analyse research check the integrity of data collected conduct trend analyses self-management and learning skills to: manage own time and determine priorities review and adhere to relevant ethics and codes of conduct store data to maintain privacy and confidentiality of information conduct research to develop capabilities and learning related activities technical skills to: select suitable technology and technical services use a range of software programs use technology and the internet to discover, access, collect and store data, information and research in a systematic manner.
Required knowledge
communication processes and methods data collection methods legislation, regulations, policies, procedures and guidelines relating to handling or storing data, including privacy and freedom of information presentation techniques reporting methods research ethics and codes of conduct research tools and methods selection of appropriate applied research techniques.

Evidence Guide

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: formulating a research proposal or plan which includes: specific research questions or hypotheses valid population or sample size description of the geographical, cultural, social or institutional context within which the research will be carried out full description of the data collection methods analysis of the limitations to research design designing an applied research project using appropriate tools and techniques research report with analysis of data, and valid and reliable findings utility and relevance of the research results knowledge of applied research techniques.
Context of and specific resources for assessment	Assessment must ensure: research activity relates to an actual workplace or simulated context and topic competence is consistently demonstrated over time, over a range of applied topics, and using a range of tools and techniques appropriate to the given situations and research topic.
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 by the candidate applied projects or assessment activities relating to conducting applied research observation of contextual application of skills oral or written questioning to assess knowledge of applied research.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBITB701A Implement advanced electronic technologies BSBLED702A Lead learning strategy implementation BSBLED703A Implement improved learning practice BSBLED704A Review enterprise e-learning systems and solutions implementation BSBLED709A Identify and communicate trends in career development.

Range Statement

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.
Applied research purpose may be contained in documents such as:	agreements research brief research contracts research guidelines research statement
Target group may include:	age cohort career choices cultural background and needs diversity employees employment status or role end users learners/students learning styles and preferences level of education achieved literacy and numeracy skills location occupational health and safety predetermined service user group skill or competency profile socioeconomic background
Applied research strategy may cover:	analysis of industry specific trends, statistics and issues collection of data to assist informed decision making, planning or risk management data and information relating to strategy, policy, practices, or work processes developed and implemented by an organisation formation of solutions to complex problems information and analysis needed to develop a campaign, strategic plan, industry or sector plan and strategy, or to bargain effectively with employers information and analysis to conduct a strategic or community campaign or activity relationship or relevance of a theory, principle or practice to an immediate practical problem, issue or to test a proposed solution
Factors affecting reliability and validity may include:	sample size type or survey used (e.g. comparing types and methods to increase validity) capacity to generalise findings across the whole population access appropriate population
Hypothesis is:	conceptual or operational proposition or explanation that will be tested through the conduct of the applied research
Tools may be:	designed for electronic or physical presentation involve a range of technologies (online or computer-based)
Resources may include:	components required design specifications infrastructure monetary physical technical manuals samples
Applied research methods and theories may cover:	methods such as: action research case study classification experience and intuition experiments interviews map making mathematical models and simulations participant observation physical traces analysis semiotics surveys statistical data analysis statistical surveys ethnographic research content, textual analysis, theories and techniques, which will vary upon consideration of: application of statistical methods causal factors and dependant or independent variables critical analysis experimental, quasi-experimental, non-experimental mathematical calculations problem solving qualitative or quantitative research sampling and sample size
Data collection techniques may include:	collaboration with other experts or mentors desk research document research field study observation physical items analysis interviews questionnaires surveys
Suitable technology may include:	communication technology and networks databases and the use of spreadsheets, graphs, trend and time series, and mathematical equations hardware and software
Appropriate sources of information may include:	archives community organisations computer data, including internet discussions with current industry practitioners discussions with industry personnel, manufacturers, and technical and sales personnel government departments industry associations and organisations industry journals libraries (such as text, film, video, sound, graphic) media (such as film, television, radio, newspapers, multimedia) media archives museums, galleries organisational policies, procedures and journals personal observations and experience professional organisations reference books technical publications, manuals
Contributors may include:	individuals and groups both inside and outside the organisation who have some direct interest or expertise in relation to the applied research or who provide data
Relevance of the research may be based on:	available time and resources feasibility of implementing the recommendations findings of previous and current research original research parameters and brief quality and credibility of the methodology value of its usefulness value of the information and data
Legal requirements may include:	agreements with third parties that supply research or data competency standards contracts copyright and privacy laws relating to physical materials and electronic technology licensing plagiarism privacy relevant commonwealth and state/territory legislation, policy, codes of practice and national standards security of information
Presenting research findings may include:	circulating publications for comment and critique on the internet contributing to strategic policy drafting publications or reports presentations at seminars and conferences providing data, plans, specifications and reports resulting in changed work practice/s or design/s providing internal reports verbally, in writing or via presentations publishing papers and articles for expert review and audiences publishing reports and articles for lay audiences

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge Management - Research

Co-requisite units

Co-requisite units

BSBRKG403B Set up a business or records system for a small business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to research, develop and implement business or records systems for a small office. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are required to demonstrate understanding of a broad knowledge base incorporating some theoretical recordkeeping concepts. The application is in relation to individuals working in a range of 'small' office environments where, in most cases, recordkeeping is only part of the individual's responsibilities; the unit addresses the less formal recordkeeping requirements of micro or small businesses or branches and technical operations centres of larger organisations. Typically, the individual would report to a supervisor or manager within the organisation and be solely responsible for the development and implementation of business or records systems, including training users of the system.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine recordkeeping requirements	1.1. Identify and document core business, supporting activities, resources, and business and social context using observation and consultation 1.2. Determine security and access requirements for business or records system content from analysis of organisation's activities 1.3. Analyse business documentation to determine organisational reporting and accountability requirements 1.4. Identify organisational functions and activities for which records must be kept, from analysis of business and context documentation 1.5. Determine nature, detail, and format of records (content and metadata) for each organisational function and activity from analysis of the business and its context
2. Devise an appropriate recordkeeping system	2.1. Determine metadata needed to manage records (store, locate and retrieve) in a business or records system 2.2. Select scale and number of business or records systems appropriate to scale and nature of business operations 2.3. Select technological requirements of business or records systems appropriate to scale and nature of business operations 2.4. Select cost structure for business or records systems appropriate to scale, nature, and organisational cash flow requirements 2.5. Ensure maintenance, disposal and updating requirements of business or records system conform to scale, nature, and culture of the organisation 2.6. Select business or records system suited to projected growth of the organisation
3. Develop business rules and procedures to support operations	3.1. Develop rules for incorporating individual records and information (records capture) into the business or records system 3.2. Develop rules for deciding and recording retention periods and appropriate disposal actions for records 3.3. Develop and document procedures for the use of the system 3.4. Provide system users with training or instructions in the use of the business or records system, in line with the culture and scale of the organisation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to explain and clarify procedures, and to consult with users of a records or business system literacy skills to read and interpret record content, functions and problems problem-solving and analysis skills to identify requirements of business or records system.
Required knowledge
key provisions of relevant legislation from all forms of government, regulations, standards and documentation that may affect aspects of business operations, such as: AS 5044.1:2002 AGLS Metadata element set AS 5090:2003 Work process analysis for recordkeeping AS ISO 15489:2004 Records management AS ISO 23081.1:2006 Information and documentation - Records management processes - Metadata for records - Principles Australian Stock Exchange(ASX) Principles of Good Corporate Governance ethical principles codes of practice privacy and freedom of information archives and records legislation occupational health and safety general principles and processes of records management and records management systems, such as: systems of control records continuum theory mandate and ownership of business process environmental context records characteristics internal controls organisational functions, structure and culture organisational policies and strategies organisational technological base.

Evidence Guide

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: translating business functions and reporting requirements into a brief that describes the requirements of a business or records system developing a business or records system, including rules and procedures knowledge of organisational functions, structure and culture.
Context of and specific resources for assessment	Assessment must ensure: access to examples of records, recordkeeping systems and policies access to workplace reference materials such as procedural manuals and company policies.
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: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of documentation outlining procedures developed for the use of the system oral or written questioning to assess knowledge of general principles and processes of recordkeeping systems.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: administration units other knowledge management units.

Range Statement

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.
Documenting core business may involve identifying:	authenticity, integrity, reliability and useability of records or other documents diagrammatic representations formal documents hand written documents informal communications online instructions or computer-based format instructions that can be updated paper-based manuals other text
Resources may include:	human resources and their availability location of resources currently in operation physical resources organisational policies and procedures technological resources those available for purchase or development
Business and social context may include:	clients or customers and their expectations codes of ethics and codes of professional conduct specific to industry sector community expectations governance frameworks industry sector characteristics and reporting requirements of that sector internal and external accountability requirements internal and external stakeholders whose interests must be taken into account other relevant legislation and regulations, including those covering: business activity reporting business and income ( PAYE) taxation corporation law reporting requirements environmental protection and waste management goods and services tax collection industrial relations occupational health and safety privacy protection statutory access rights and freedom of information superannuation social and ethical standards the community expects the organisation to meet
Consultation may include organisation's:	head office local management principals staff
Business or records systems may include:	archival control systems business systems cash register-based systems characteristics relating to: aggregations context entities metadata current business or records systems electronic records and document management system (ERDMS) informal paper-based accumulation and card systems PC-based accounting systems, employee and tax records systems proprietary recordkeeping package storage facilities systems
Organisational functions and activities that may be documented may include:	asset management conventional and email correspondence customer relationship management human resources management invoicing and sales legislative, regulatory and licensing compliance marketing and promotion purchasing and expenditure research and development risk management stock control
Records may include:	different stages of use: active archival digital: remote drives servers CDs DVDs imaging systems PC-based applications mainframe physical: audio-visual or multimedia graphic microform paper-based (acid free or multiple copies variety of sources: already in the custody of the organisation in the process of being transferred between organisations
Metadata are those records which are maintained about the records themselves and may include:	activity classification terms date, time, and location of record creation or registration into the system identity of record creator indexing and descriptive terms record format security and access information unique identifiers for each record
Procedures for the use of the system may include:	how to use the business or records system considering format and style considering appropriateness for scale, nature, culture and number of operators who use the system

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge Management - Recordkeeping

Co-requisite units

Co-requisite units

BSBRKG506A Develop and maintain terminology and classification schemes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop new or modified vocabulary controls and classification schemes for business or records systems based on an organisation's functions and activities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are required to demonstrate understanding of a broad knowledge base, incorporating theoretical concepts with substantial depth in some areas. The application is in relation to those who work closely with other staff members throughout an organisation, and who may also have individual responsibility for the development and implementation of systems, or may be working in a specialist recordkeeping environment such as archives. Generally, where no formal vocabulary controls exist in an organisation there is a form of controlled titling. This unit covers the formalisation of such informal schemes. Vocabulary control, or controlled language, is commonly called a 'thesaurus' in some sectors of the recordkeeping industry. Where a new system of vocabulary controls is put in place, or amendments to current controls are introduced, many organisations may choose to implement training or development programs to assist users with implementation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Research classification scheme and terminology	1.1. Examine work of an organisation to identify terminology that may reflect business functions and activities 1.2. Review and analyse functional analyses for the basis of terminology and classification schemes 1.3. Review other relevant materials and documents to analyse potential impact on vocabulary controls and classification scheme 1.4. Examine any existing classification schemes and terminology to assess for currency and coverage 1.5. Examine representative samples of records to confirm extent to which an existing classification scheme and terminology have been implemented
2. Develop draft terminology and classification scheme	2.1. Prepare draft vocabulary controls and titling rules 2.2. Ensure draft vocabulary controls reflect organisation's business culture, operational realities and business language 2.3. Identify broad classification groups from a functional analysis 2.4. Analyse and decompose broad classification groups to the level required for an organisation's use 2.5. Document draft classification scheme
3. Validate draft terminology and classification scheme	3.1. Prepare methodology for the validation process taking local imperatives and environment into consideration 3.2. Conduct consultation with users to identify issues, problems, inconsistencies and any required amendments or additions to draft classification scheme, existing language and vocabulary controls 3.3. Conduct testing and encourage feedback from users to identify any problems and inconsistencies with draft classification scheme and terminology 3.4. Document outcomes throughout the validation process
4. Implement and review terminology and classification scheme	4.1. Prepare classification scheme and terminology from validation and research 4.2. Undertake negotiations with competing interests within the organisation to ensure common understanding and appropriateness of work use and definitions 4.3. Note where existing system requires modification, and prepare specific recommendations in accordance with organisational guidelines 4.4. Prepare final report of terminology and classification scheme, in accordance with organisational practice and Australian Standards and international standards 4.5. Seek formal endorsement from appropriate individual or body through submission of revised, amended and completed classification scheme

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to consult with practitioners, staff members, customers, and others to elicit relevant information for analysis literacy skills to read and interpret nature of record content, functions and problems problem-solving and analysis skills to apply rules of classification self management skills to accurately record metadata.
Required knowledge
construction and use of language in the organisation in relation to recordkeeping (past and present) key provisions of relevant legislation, regulations from all forms of government, standards and documentation that may affect aspects of business operations, such as: AS 5044.1:2002 AGLS Metadata element set AS 5090:2003 Work process analysis for recordkeeping AS ISO 15489:2004 Records management AS ISO 23081.1:2006 Information and documentation - Records management processes - Metadata for records - Principles Australian Stock Exchange(ASX) Principles of Good Corporate Governance ethical principles codes of practice privacy and freedom of information archives and records legislation occupational health and safety general principles and processes of records management and records management systems, such as: systems of control records continuum theory mandate and ownership of business process organisational business functions, structure and culture organisational policies, strategies and procedures, particularly those relating to records access and security.

Evidence Guide

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: translating elements of a functional analysis to a coherent, logical, multi-level scheme of terms appropriate to the organisational context consistently analysing and classifying usage of descriptive terms in detail .
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of records, recordkeeping system and policies access to workplace reference materials such as procedural manuals and company policy.
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: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of methodology prepared for the validation process oral or written questioning to assess knowledge of general principles and processes of recordkeeping systems.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: administration units other knowledge management units.

Range Statement

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.
Examining the work of an organisation may include review of:	annual reports controlled language schemes from existing and other organisations legislation memoranda and articles organisational charts policies procedural manuals publicity brochures and leaflets service directories strategic and business plans
Other relevant materials and documents may include:	organisational charts policies procedural manuals service directories strategic and business plans vocabulary control tools from other organisations
Classification may be organised by:	body of knowledge organisation function and/or activity subject
Draft classification scheme should include:	hierarchical structure, that is specific to an organisation sufficient classes and sub-classes to include all business functions and activities being documented terminology in accordance with organisational and industry standards for terminology and usage
Methodology for the validation process may include:	focus groups interviews number and location of sites resources available size of organisation survey targeting and involvement of key individuals and groups testing time available user-driven
Final report may include:	implications for implementation inclusion in organisational policy provision for review scope of compliance
Appropriate individual or body for review may include:	business managers business owner nominated senior management representative/s senior management team system users

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge Management - Recordkeeping

Co-requisite units

Co-requisite units

BSBRSK501A Manage risk

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage risks in a range of contexts across the organisation or for a specific business unit or area. The unit has been designed to be consistent with AS/NZS 4360:2004 Risk management. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit addresses the management of the risk across the organisation or within a business unit or area. It does not assume any given industry setting. This unit applies to individuals who are working in positions of authority and are approved to implement change across the organisation, business unit, program or project area. They may or may not have responsibility for directly supervising others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish risk context	1.1. Review organisational processes, procedures and requirements for undertaking risk management 1.2. Determine scope for risk management process 1.3. Identify internal and external stakeholders and their issues 1.4. Review political, economic, social, legal, technological and policy context 1.5. Review strengths and weaknesses of existing arrangements 1.6. Document critical success factors, goals or objectives for area included in scope 1.7. Obtain support for risk management activities 1.8. Communicate with relevant parties about the risk management process and invite participation
2. Identify risks	2.1. Invite relevant parties to assist in the identification of risks 2.2. Research risks that may apply to scope 2.3. Use tools and techniques to generate a list of risks that apply to the scope, in consultation with relevant parties
3. Analyse risks	3.1. Assess likelihood of risks occurring 3.2. Assess impact or consequence if risks occur 3.3. Evaluate and prioritise risks for treatment
4. Select and implement treatments	4.1. Determine and select most appropriate options for treating risks 4.2. Develop an action plan for implementing risk treatment 4.3. Communicate risk management processes to relevant parties 4.4. Ensure all documentation is in order and appropriately stored 4.5. Implement and monitor action plan 4.6. Evaluate risk management process

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills to consult and negotiate, to prepare communications about risk management, and to encourage stakeholder involvement organisational and management skills to plan and implement risk management processes problem-solving and innovation skills to find practical ways to manage identified risks.
Required knowledge
AS/NZS 4360:2004 Risk management. legislation, codes of practice and national standards, for example: duty of care company law contract law environmental law freedom of information industrial relations law privacy and confidentiality legislation relevant to organisation's operations legislation relevant to operation as a business entity organisational policies and procedures, including: risk management strategy policies and procedures for risk management overall operations of organisation reasonable adjustment in the workplace for people with a disability types of available insurance and insurance providers.

Evidence Guide

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: risk management plan which includes a detailed stakeholder analysis, explanation of the risk context, critical success factors, identified and analysed risks, and treatments for prioritised risks details of monitoring arrangements for risk management plan and an evaluation of the risk management plan's efficacy in treating risks knowledge of relevant legislation, codes of practice and national standards.
Context of and specific resources for assessment	Assessment must ensure: access to workplace documentation.
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 by the candidate observation of presentations oral or written questioning to assess knowledge of risk management policies and procedures review of documented critical success factors, and goals or objectives for area review of risks prioritised for treatment evaluation of action plan for implementing risk treatment evaluation of documentation communicating risk management processes to relevant parties.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: financial management units, governance units, human resource management units, or technology units.

Range Statement

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.
Risks may include those relating to:	commercial relationships economic circumstances and scenarios human behaviour individual activities legislation management activities and controls natural events political circumstances technology
Scope may apply to:	given project specific business unit or area specific functional such as: financial management OHS governance external environment internal environment whole organisation
Relevant parties may include:	all staff internal and external stakeholders senior management specific teams or business units technical experts
Research may include:	data or statistical information information from other business areas lessons learned from other projects or activities market research previous experience public consultation review of literature and other information sources
Tools and techniques may inlcude:	brainstorms checklists fishbone diagrams flowcharts scenario analysis
Likelihood may refer to:	probability of a given risk occurring, such as: very likely likely possible unlikely rare
Impact or consequence may refer to:	significance of outcomes if the risk occurs, such as: disastrous severe moderate impact minimal impact
Evaluation of risks includes:	considering the likelihood of the risk occurring considering the impact of the risk determining which risks are most significant and are therefore priorities for treatment
Options may include:	avoiding the risk changing the consequences changing the likelihood retaining the risk sharing the risk with a third party
Action plans should include:	what actions are required who is taking responsibility time lines monitoring processes

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBSMB201A Identify suitability for micro business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to set up a micro business. Specific legal requirements apply to the management of a micro business.

Application of the Unit

Application of the unit	This unit requires individuals to examine their potential for entering a micro business.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Explore potential business ideas	1.1. Identify products and services that are available from local micro and small businesses 1.2. Identify products and services that are not available locally 1.3. Determine opportunities for new micro businesses based on gaps in the provision of goods and services 1.4. Identify and utilise a range of sources to gather information about micro business opportunities identified 1.5. Outline the processes to be undertaken by the micro business to provide the products/services
2. Compare personal skills and aspirations with micro business opportunities	2.1. Identify personal reasons for entering into a micro business in realistic terms of own personal commitments, expectations and capabilities 2.2. Match personal capabilities realistically with the identified business opportunities 2.3. Examine personal commitments, expectations and capabilities to realistically identify impacts on the preferred business opportunity 2.4. Examine options to address and minimise the negative impacts and strengthen the positive impacts of these issues
3. Access business learning opportunities, mentoring and advice	3.1. List the skills and knowledge required to develop and operate the business opportunity 3.2. Identify and interpret business information and terminology 3.3. Identify gaps in personal skills and knowledge which are needed for the business 3.4. Identify appropriate learning opportunities to rectify gaps in personal skills and knowledge 3.5. Identify potential mentors, advisers, networks and sources of assistance for the business

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to prioritise micro business opportunities and to identify own skills gaps communication skills to describe ideas, and own personal and life goals literacy skills to record micro business opportunities, personal expectations, commitments and skills research skills to investigate micro/small business products and services and the likely demand for products and services.
Required knowledge
characteristics of micro/small business and its environment learning opportunities and sources of assistance for micro/small business operators personal skills required for micro business products and services that are available from local micro/small businesses and those that are not available.

Evidence Guide

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: sound description of the potential micro business opportunity clear description of own personal and business capabilities effective matching of personal attributes with micro business opportunities and identification of personal development opportunities knowledge of learning opportunities and sources of assistance for micro/small business operators.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work are the basis for assessment.
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: portfolio of evidence including a short oral or audiovisual presentation review of personal skills plan oral or written questioning to assess knowledge of own personal and business capabilities review of personal capabilities matched with identified business opportunities.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB301A Investigate micro business opportunities.

Range Statement

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.
Micro and small businesses may include:	community owned and/or run businesses family owned and/or run businesses franchise government owned business sole trader owned and/or run business other such forms of small businesses which meet the accepted definition of a small business
Range of sources may include:	Australian Bureau of Statistics business advisors business incubators business people business/trade associations friends, family and community government agencies internet local government market research publications mentors teachers
Personal commitments, expectations and capabilities may include:	community commitments and expectations cultural values, behaviours and expectations current and preferred lifestyle customer expectations family commitments and expectations other business interests or employment own financial background, commitments and aspirations personal motivation and entrepreneurship personal principles and ethics time commitments and availability
Business information and terminology may include:	terms frequently used in business such as: balance sheet cost liabilities margin mark-up pricing profit return sales information relating to businesses such as: compliance with legislation, regulations and codes of practice financial management marketing information technology (including e-business) production quality assurance
Personal skills and knowledge may include:	ability to prioritise obligations and commitments communication skills both with own community and other communities cultural knowledge and sensitivities financial management skills and business knowledge life skills (including assertiveness) literacy and numeracy skills time management marketing and selling skills planning skills positive relationships with family, customers, suppliers, staff and community self-promotion and self-image specific industry and local knowledge
Learning opportunities may include:	coaching, mentoring and/or supervision courses informal training personal study recognition of competence or skills recognition work experience workplace training

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB301A Investigate micro business opportunities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop business ideas, and to investigate market needs and factors affecting potential markets. Specific legal requirements apply to the management of a micro business.

Application of the Unit

Application of the unit	This work will be undertaken by individuals who are establishing or operating a micro business providing for self employment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Describe business ideas	1.1. Gather information for business ideas from appropriate sources 1.2. List details of business ideas and opportunities 1.3. Research alternative business ideas in light of the resources available 1.4. Specify and list products and services to match business ideas 1.5. Identify and research potential customer information for business ideas 1.6. Identify and take into account financial, business and technical skills available when researching business opportunities
2. Identify market needs	2.1. Collect information regarding market size and potential from appropriate sources 2.2. Investigate market trends and developments to identify market needs relative to business ideas 2.3. Gather market information from primary and secondary sources to identify possible market needs in relation to business ideas 2.4. Identify ethical and cultural requirements of the market and their impact on business ideas 2.5. Identify new and emerging markets and document their features 2.6. Identify and organise information on expected market growth or decline and associated risk factors
3. Investigate factors affecting the market	3.1. Identify projected changes in population, economic activity and the labour force that may affect business ideas 3.2. Identify movements in prices and projected changes in availability of resources 3.3. Review trends and developments and identify their potential impact on business ideas

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify market trends and developments, and to assess their impact on products and services communication skills to request information from diverse sources lateral thinking skills to generate ideas for potential businesses literacy skills to interpret business and market information numeracy skills to analyse data to aid business/market research research skills to investigate market needs.
Required knowledge
ethical and cultural requirements research methods and data collection tools sources of business and market information.

Evidence Guide

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: thorough investigation of business opportunities and ideas clearly identified products/services and customer information for each business idea thorough collection and analysis of market information and associated factors relating to business ideas knowledge of ethical and cultural requirements.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a micro business, are the basis for assessment.
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: portfolio of evidence relating to the development of the candidate's own business idea review of report on an existing micro or small business known to the candidate oral or written questioning to assess knowledge of research methods and data collection tools review of market information gathered to identify possible market needs in relation to business ideas assessment of reviewof trends and developments and their potential impact on business ideas.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB302A Develop a micro business proposal.

Range Statement

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.
Business ideas may be influenced by:	amount and type of finance available cultural, family and/or community expectations expected financial viability finance required lifestyle sought number and type of competitors returns expected or required by owner skills of owner/operator
Appropriate sources may include:	Aboriginal and cultural councils and incorporated bodies accountants Australian Bureau of Statistics business advisory services business brokers business consultants business incubators business mentors and peers current affairs databases financial institutions government agencies set up to provide and assist business development for example Indigenous Business Australia (IBA), Business Entry Point (www.business.gov.au) industry/trade associations internet lawyers and providers of legal advice local councils friends, family and community market research publications national and international publications online gateways role models and other successful businesses training providers
Customer information may include:	customer characteristics marketing issues to meet needs specialised needs of customers
Primary sources may include:	group interviews market testing a segment of the market interviews (face-to-face and telephone) observation questionnaires samples surveys
Secondary sources may include:	chambers of commerce data data held by research and industry specific organisations polls published by advertising and media companies published government statistics university databases
Ethical and cultural requirements may include:	codes of practice cultural expectations and influences ethical principles government policies and guidelines societal expectations social responsibilities, for example protection of children, environmental issues
New and emerging markets may include:	e-commerce export market niche or segment of the market not currently penetrated
Trends and developments may include:	changes in technology demographic trends ecological/environmental trends economic trends (local, regional, national, international) government activities, fro example interest rates, deregulation industrial trends social and cultural factors

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB302A Develop a micro business proposal

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop an identified business idea, to research the feasibility of the business opportunity and to present a business idea in formats that suit a range of stakeholders. Specific legal requirements apply to the management of a micro business.

Application of the Unit

Application of the unit	This work will be undertaken by individuals who are establishing or operating a micro business providing for self employment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Evaluate business opportunities	1.1. Identify and research key factors that influence viability of business ideas 1.2. Analyse business ideas in terms of personal or family needs and commitments 1.3. Evaluate impacts of emerging or changing technology, including e-commerce, on the business 1.4. Determine viability of business opportunity in line with perceived risks, resources available, financial returns and other outcomes sought 1.5. Assess and match personal skills/attributes against those perceived as necessary for a particular business opportunity 1.6. Identify and assess business risks according to resources available and personal preferences
2. Detail the business idea	2.1. Develop an accurate description of the business idea for key stakeholders 2.2. Develop an accurate summary of the major products and/or services required to suit personal needs and requirements
3. Prepare the business overview to suit different stakeholders	3.1. Present an accurate list of key stakeholders and their information requirements 3.2. Determine an acceptable method of presentation of information for each stakeholder 3.3. Provide accurate customised information to target audiences

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to assess personal attributes and to identify business risks, for example, to conduct a strengths, weaknesses, opportunities, threats (SWOT) analysis communication skills to present information in an appropriate format for the audience literacy skills to enable interpretation of business information numeracy skills to analyse data to aid research research skills to investigate the feasibility of a business opportunity.
Required knowledge
commonwealth, state/territory and local government legislative requirements relating to business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal employment opportunity, industrial relations and anti-discrimination income and expenditure costing regulations and codes of practice relevant to the business operation principles of risk assessment relevant to the business opportunity.

Evidence Guide

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: accurate and complete outline of the business idea that considers the major elements of: products/services customers operations and processes income and expenditure resources marketing location evaluation of research results and assessment of the likely viability and practicability of a business opportunity, taking into account the current business/market climate and resources available effective presentation of business idea and profile knowledge of relevant legislative requirements affecting business operation.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a micro business, are the basis for assessment.
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: oral or audio-visual presentation of business proposal, depending on the proposed stakeholder/s portfolio of evidence including an outline of the business idea, evaluation of viability based on research and presentation of the business idea in an appropriate format for the proposed stakeholder/s oral or written questioning to assess knowledge of regulations and codes of practice relevant to the business operation review of list of key stakeholders and their information requirements.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB301A Investigate micro business opportunities.

Range Statement

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.
Key factors may include:	economy infrastructure requirements legal requirements and licensing market competition opportunities available resources and premises/location available risks related to a particular business opportunity, especially in regard to OHS and environmental considerations set up costs, time and effort skills available timing/cyclical considerations
Personal skills/attributes may include:	business knowledge and skills communication skills entrepreneurship financial knowledge and skills technical and/or specialist skills willingness to explore opportunities
Business risks may be affected by and may include:	cultural, community and/or family factors market competition market trends OHS and environmental considerations relevant legislative requirements resources available security of investment security of premises/location supply and demand
Accurate description of the business idea includes:	business type and location such as: specific aspects of type of business, for example newsagency, clothes retailing, toy manufacturing, tourism venture, heritage consultant type or field of business, for example consulting, manufacturing, retailing where the business will operate from overall purpose of the business general scope such as: address community or social justice objectives maximise profits and personal wealth provide employment opportunities for self, family or community members provide not-for-profit goods and services for the community retain linkages to land or locality
Accurate summary of the major products and/or services includes:	customer and market description such as: customer characteristics marketing issues to meet needs specialised needs of customers overall predicted costs including: capital distribution costs insurance maintenance overheads production costs supply costs overall predicted income such as: grants interest on investments loans supply or sales of products or services tax incentives processes or operations such as: how business might be structured what ethical or cultural principles and protocols will guide the running of the business what major activities the business will undertake resources such as: capital cultural knowledge equipment premises skills and abilities
Key stakeholders may include:	business and community members and organisations councils (local, land and other) customers Elders, traditional owners, native Title holders family members funding bodies/banks/lending institutions Indigenous, culturally and linguistically diverse organisations suppliers
Preparing the business overview may mean determining:	appropriate medium for presentation, such as oral or visual presentation, video, written documentation, developing a web page best style of presenting the information, such as using plain English, using first language, joint presentation with key stakeholders most suitable information to include in different versions of the overview order of information to best suit the needs and interests of the audience time and location that best suits the target audience needs and their importance
Method of presentation includes:	main characteristics of the method reasons for the method and any cultural considerations
Presentation may be via:	formal written business proposal oral or visual presentation video

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB303A Organise finances for the micro business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to investigate the financial capacity to enter into a micro business, to determine the projected cash flow, to source finances and to monitor the profitability of the business. Specific legal requirements apply to the management of a micro business.

Application of the Unit

Application of the unit	This work will be undertaken by individuals who are establishing or operating a micro business providing for self employment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Ascertain own financial position and the ability to provide capital/equity for the business	1.1. Realistically detail personal, family or community financial situation in terms of funds available and commitments already incurred 1.2. Determine equity finance and assets available for micro business from personal, family or community sources
2. Determine projected cash flow for the business	2.1. Determine the level of forecast business activity over a year and the business mix 2.2. Estimate establishment costs for the business and repayment schedule for borrowings 2.3. Calculate the monthly variable and fixed costs needed to conduct business activity over a year 2.4. Estimate personal drawings needed to be taken from the business 2.5. Estimate the monthly income generated by the business for a year based on price per unit item or hourly charge rate for labour 2.6. Develop a cash flow budget for the first year of business operation 2.7. Seek professional advice to estimate goods and services tax and operating finance required for the business
3. Source the required funds to establish the business	3.1. Estimate required funding to establish and run the business based on expected sales and activity levels, available finances and commitments 3.2. Investigate methods of accessing alternative sources of finance 3.3. Identify strategies for meeting financial obligations 3.4. Implement plans to access available funds as required
4. Monitor profitability of the business	4.1. Maintain and review monthly expenditure and income records 4.2. Compare equity at beginning and end of a year to estimate business performance 4.3. Assess the financial viability of the business after a year of operation 4.4. Seek professional advice on depreciation, insurance and tax implications of the business

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to determine the viability of the business literacy skills to interpret financial reports and to complete relevant forms requested by financial bodies numeracy skills to calculate basic revenue and expense forecasts, and to estimate the funding needed to establish and run the business research skills to source financial information.
Required knowledge
basic budgeting basic costing for the business financial commitments and requirements financial reports and terminology methods and relative costs of obtaining finance own financial position sources of advice and assistance.

Evidence Guide

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: investigation of own financial position and needs investigation of projected cash flow for the business estimation of the funding needed to establish and operate the business assessment of the financial viability of the business knowledge of basic budgeting.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a micro business, are the basis for assessment.
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: problem-solving scenario which requires candidate to assess the financial viability of a proposed micro business in candidate's geographical location; the scenario should include opportunities for the candidate to calculate expenses and commitments against expected income oral or written questioning to assess knowledge of financial reports and terminology review of estimated establishmentcosts for the business and repayment schedule for borrowings review of plans implemented to access available funds.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB302A Develop a micro business proposal BSBSMB304A Determine resource requirements for the micro business.

Range Statement

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.
Personal, family or community financial situation may include:	education and other expenses equity available through capital, savings and assets existing loan repayments and/or other debt repayments family, community or cultural commitments and obligations living expenses such as rent, food, clothing for self and family
Establishment costs may include:	capital equipment insurance costs purchase price start-up costs
Professional advice may include:	accountants business brokers/business consultants government agencies industry/trade associations online gateways mentors
Sources of finance may include:	banks and/or other finance providers business finance family or community equity family or community loans/resources government grants and other sources personal equity private capital royalties venture capital
Financial viability may include:	return on capital return on labour

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB304A Determine resource requirements for the micro business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to determine the resource requirements of the micro business and to source these resources. Specific legal requirements apply to the management of a micro business.

Application of the Unit

Application of the unit	This work will be undertaken by individuals who are establishing or operating a micro business providing for self employment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify the resources needed in the business	1.1. Use the business profile to determine the types of resources that may be required in the business 1.2. Gather information regarding resource requirements, from appropriate sources 1.3. Determine resource quantities in accordance with business activity levels and financial position
2. Select appropriate sources for resources required in the business	2.1. Investigate different options for acquiring resources needed in the business in terms of business profile and stakeholder needs 2.2. Determine reliability, risks and costs associated with these options in line with business projections 2.3. Determine ease of access to sources of service and support 2.4. Select suitable options as investigated 2.5. Establish relationships with suppliers and other key people
3. Prepare for the use of resources in the business	3.1. Design procedures and systems to allow for the effective and efficient introduction, use and maintenance of resources 3.2. Negotiate and review arrangements for supply of resources to ensure the business profile is met 3.3. Design procedures for monitoring the use of resources 3.4. Develop procedures for the maintenance, support, repair and replacement of business machinery, equipment and software

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to negotiate contracts; to make initial and to maintain ongoing, contact with suppliers; to explain processes/procedures to contractors or employees (where relevant) literacy skills to produce simple instructions for a particular routine task numeracy skills to calculate resource/equipment expenditure research skills to investigate the resources needed for the business and options for acquiring them technology skills to select and use technology appropriate to a task.
Required knowledge
commonwealth, state/territory and local government legislative requirements relating to business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal employment opportunity, industrial relations and anti discrimination functions of a range of business equipment and machinery (including information technology/communications systems and software) organisation's business profile and structure procedures and systems for the use of and routine maintenance of resources types of resources that would be required as per the business profile.

Evidence Guide

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: knowledge of types of resources required by the business determining appropriate resource levels in line with business profile and desired profit selecting options for resource acquisition suited to the business and financial position developing procedures and systems to allow for the efficient and effective installation, use and maintenance of resources.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a micro business, are the basis for assessment.
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: oral or audio-visual presentation of a case study requiring the candidate to determine resources needed to operate a specific micro business in a field and location relevant to the candidate portfolio of evidence including identified and required resources, and options for their acquisition oral or written questioning to assess knowledge of relevant legislation from all levels of government that affects small business operation review of resource quantities determined review of procedures developed for the maintenance, support, repair and replacement of business machinery, equipment and software.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB302A Develop a micro business proposal BSBSMB303A Organise finances for the micro business BSBSMB306A Plan a home-based business.

Range Statement

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.
Types of resources may include:	consumables equipment facilities human resources machinery materials software vehicles
Information regarding resource requirements includes:	costs delivery set up
Options for acquiring resources may include:	hiring leasing outsourcing purchasing
Procedures and systems may include:	budgeting limits and approval process delivery and receipt of stock and materials developing and monitoring resource contracts installation and support for IT/communications equipment and software installation of machinery and equipment maintenance and repair of machinery and equipment ordering of stock and materials recruitment, induction and supervision of personnel (employees or contractors) storage of stock and materials

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to outline the regulatory, taxation and insurance compliance requirements of a micro business; and to source advice and specialist services to assist business owners/managers in satisfying these requirements and needs. Specific legal requirements apply to the management of a micro business.

Application of the Unit

Application of the unit	This work will be undertaken by individuals who are establishing or operating a micro business providing for self employment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify the regulatory, taxation and insurance requirements of the business	1.1. Identify regulatory, taxation and insurance requirements that might be relevant to the operation of the business 1.2. Gather information that assists in interpreting and explaining the regulatory, taxation and insurance requirements 1.3. Investigate the relationships between legislation, regulations, codes of practice, associated standards and written material to determine compliance requirements of the business
2. Develop procedures to ensure compliance and risk minimisation	2.1. Identify business advisers and other sources of assistance relevant to compliance requirements and type of business 2.2. Explain to advisers business type and operations, covering the full scope of the business 2.3. Clarify and confirm compliance requirements and risk minimisation needs with advisers 2.4. Establish sources of advice and specialist services for regulatory, taxation and insurance compliance 2.5. Review advice and procedures against the compliance requirements and their appropriateness for the business
3. Implement compliance procedures	3.1. Implement procedures within the guidelines provided 3.2. Take action to ensure that the business complies with the relevant taxation and business registration requirements, legislation, regulations, codes of practice and associated standards 3.3. Arrange appropriate insurance cover for the business

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to question and seek clarification from advisers on regulatory, taxation or insurance matters literacy skills to interpret relevant regulatory, taxation and insurance information research skills to investigate compliance requirements.
Required knowledge
business registration and licensing requirements commonwealth, state/territory and local government legislative requirements relating to business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal employment opportunity, industrial relations and anti-discrimination nature of legal responsibility relevant industry codes of practice relevant OHS responsibilities and procedures sources of advice and specialist services sources of information about regulatory, taxation and insurance requirements and issues taxation requirements.

Evidence Guide

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: identification of regulatory, taxation and insurance compliance requirements and risk minimisation needs of the business identification of sources of advice on compliance and risk minimisation procedures for the business development and review of procedures for compliance and risk minimisation (with assistance from advisers) knowledge of legislative requirements affecting business operation.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a micro business, are the basis for assessment.
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: oral or audio-visual presentation of a case study of a micro business in similar field and location as candidate's proposal portfolio of evidence including identification of relevant compliance and risk minimisation needs for the micro business, and development of risk minimisation and compliance procedures (with assistance from advisers) review of implementation of procedures review of insurance cover arranged for the business.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB302A Develop a micro business proposal.

Range Statement

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.
Regulatory, taxation and insurance requirements may include:	local, state/territory, commonwealth and international legislation, regulations and codes of practice affecting business operations such as: Acts and regulations industry and OHS codes of practice business registrations and licences planning and other permissions environmental legislation industrial law, agency law, property law, consumer legislation and standards, Torts Law and duty of care equal employment opportunity (EEO) and anti-discrimination legislation anti-competition regulations
Information gathered may include:	government agencies industry associations internet written material
Taxation requirements may include:	Australian Business Number Business Activity Statement and goods and services tax (GST) returns GST registration PAYG and withholding arrangements tax file number
Insurance requirements may include:	comprehensive insurance for vehicles/property professional indemnity insurance public liability insurance third party insurance on motor vehicles workers compensation other insurance cover as required by state/territory or commonwealth legislation, contractual obligations or as recommended for the industry/type of business
Sources of advice and specialist services may include:	accountants business advisers financial planners and insurance brokers funding bodies government agencies (for example, Indigenous Business Australia, Office of Aboriginal Economic Development) industry/trade associations insurance brokers lawyers

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB306A Plan a home based business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to examine the issues around establishing a business in a home and to plan the workplace within a home environment. Specific legal requirements apply to the management of a small or micro business.

Application of the Unit

Application of the unit	This work will be undertaken by individuals who are establishing or operating a micro business providing for self employment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine the viability of basing a business in a home environment	1.1. Identify activities that will be undertaken by the business and what facilities and workspace are needed 1.2. Identify what licences, permits, regulations or restrictions apply to operating a home-based business 1.3. Identify the availability of services and infrastructure to support the business 1.4. Calculate the costs of suitable fittings and equipment for the business and any modifications required to existing facilities and infrastructure in the home 1.5. Determine access requirements of clients or delivery vehicles to the business premises 1.6. Identify insurance requirements for operation of the business in the home
2. Plan the workplace in a home environment	2.1. Prepare a floor plan or layout that meets the needs of the business and the home occupants 2.2. Prepare any concept plans for modifications to buildings or structures in accordance with local government requirements 2.3. Obtain approvals from relevant authorities 2.4. Identify occupational health and safety (OHS) issues and develop procedures to eliminate or minimise any risks 2.5. Design the workplace to provide appropriate client access and facilities while retaining privacy for home occupants 2.6. Allocate adequate and secure space for business machinery, equipment and storage of materials
3. Minimise potential sources of conflict	3.1. Identify possible sources of conflict with neighbours or home occupants 3.2. Develop protocols for home occupants, visitors and clients to enable the business to successfully operate in the home environment 3.3. Prepare a work schedule that identifies business and personal activities 3.4. Establish contingency plans for unanticipated events

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify restrictions and approvals; to negotiate with neighbours, home occupants, trades people and suppliers; to formulate questions to obtain quotes literacy skills to understand and complete any relevant forms relating to a home-based business research skills to locate and access sources of information relating to restrictions/approvals for a home-based business.
Required knowledge
aspects of the business being proposed commonwealth, state/territory and local government legislative requirements relating to business operation, especially in regard to occupational health and safety (OHS) and environmental issues constraints of home-based businesses relevant services and infrastructure available.

Evidence Guide

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: identification of why the particular business is best established in the home identification and selection of useful strategies in planning the set up of a home-based business knowledge of constraints of home-based businesses.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a home-based business, are the basis for assessment.
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: portfolio of evidence including floor layout and quotes for work oral or written questioning to assess knowledge of relevant legislation review of access requirements determined for clients or delivery vehicles to the business premises review of protocols developed for home occupants, visitors and clients analysis of contingency plans established for unanticipated events.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB302A Develop a micro business proposal BSBSMB304A Determine resource requirements for the micro business.

Range Statement

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.
Activities may include:	any products produced by the business if the business includes only one aspect of a process if the business is an adjunct to something else
Licences, permits, regulations or restrictions may include:	funding agency restrictions local government regulations state/territory government environmental regulations/restrictions
Services and infrastructure may include:	disability access gas mobile phone coverage phone/internet access postal services power supply of materials and packaging vehicle access water
Fittings and equipment may include:	furniture desk, chairs, work benches hardware/software storage for example shelving, cabinets/freezers/machinery, shed
Approvals may be needed from:	body corporate (if rented unit) or owner (if the house is rented) public liability/WorkCover
Procedures may include:	verbal instructions visual images written signs
Client access and facilities may include:	dedicated area for consultation with clients/staff and /or display area entry parking signage toilets
Sources of conflict may include:	changes in home occupants' needs for space noise parking waste
Protocols may include:	informal understandings verbal instructions
Business and personal activities may include:	community and family responsibilities personal networking/mentoring
Unanticipated events may include:	attendance at events (community, family conferences, training) personal and/or family illness

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB307A Set up information and communications technology for the micro business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to establish information and communications technology needs relevant to a home based business. It focuses on dealing with routine installation, operation and malfunctions of commonly used technology only; it is not a specialist information technology unit. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This work will be undertaken by individuals who are establishing or operating a micro business providing for self employment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine information and communications technology requirements	1.1. Identify the full range of hardware and software requirements relevant to the anticipated start-up level of business and available space 1.2. Determine and decide on the type of internet connection needed to fulfil business requirements 1.3. Identify suitable suppliers of hardware and software and appropriate support services 1.4. Compare and analyse pricing and payment options to determine the most suitable information and communications technology goods and services for the business
2. Install hardware and software products	2.1. Determine suitable location for hardware, taking into account occupational health and safety (OHS) and environmental considerations 2.2. Follow set up instructions for hardware in accordance with manufacturers' specifications 2.3. Follow instructions on installation for all software applications and upgrades 2.4. Install and test the connection device in accordance with vendor instructions
3. Trouble shoot/resolve common malfunctions	3.1. Define the problem to be resolved 3.2. Identify support services for common malfunctions 3.3. Follow instructions for resolving common malfunctions 3.4. Test device to ensure the malfunction is resolved

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clearly and succinctly identify the problem with the technology and to negotiate with support service personnel and vendors literacy skills to locate and understand key information in warranty and support services documents and to compare varying plans for internet service provision numeracy skills to compare prices for similar technology problem-solving skills to follow and act on verbal, written and/or diagrammatic instructions in relation to installing hardware/software and resolving routine malfunctions technology skills to operate a personal computer.
Required knowledge
basic computer vocabulary required to identify the problem areas for support characteristics and compatibility of hardware and software OHS procedures for electrical equipment current, relevant software packages for work requirements technology security requirements.

Evidence Guide

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: following oral and written/diagrammatic instructions to install hardware and software identifying and selecting appropriate hardware/software identifying and resolving common malfunctions knowledge of technology security requirements.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a micro business, are the basis for assessment.
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: demonstration of practical skills such as connecting hardware following diagrammatic/written instructions portfolio of evidence including analysis of information and communications technology systems, their costs and proposed selected system oral or written questioning to assess knowledge of resolving malfunctions of commonly used technology review of location determined for hardware.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBITU101A Operate a personal computer BSBSMB306A Plan a home-based business.

Range Statement

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.
Hardware and software requirements may include:	computers (desktop, notebook), monitor, keyboard current relevant software applications (for example MS Word, MS Excel) data protection including backing up files facsimile machine photocopier photographic equipment (to photograph goods for selling on the internet) security requirements such as anti-virus software, password, pin telephone, mobile
Internet connection may include:	broadband, wireless, dial-up, cable, satellite (depending on availability in the area) configuration of email address (for example web address versus free address) internet service provider
Support services may include:	informal networks and mentors manuals, books, journals manufacturers' specifications online help professional support service personnel training programs, tutorials vendor help desk for software and hardware; internet service provider help desk support
Occupational health and safety and environmental considerations may include:	disposal of redundant hardware and consumables ergonomics lighting placement of extension chords placement of hardware in terms of potential fire hazard and location of appropriate fire extinguisher ventilation
Manufacturers' specifications may include:	diagrammatic instructions written instructions
Connection device may include:	asymmetric digital subscriber line (ADSL) cable modem modem
Common malfunctions may include:	cannot access the internet/email computer screen freezes printer paper jam

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB401A Establish legal and risk management requirements of small business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify and comply with the regulatory, legal, taxation and insurance requirements, and risk management needs of small business. Specific legal requirements apply to the management of a small business.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or setting up a new business or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify and implement business legal requirements	1.1. Identify and research possible options for the business legal structure using appropriate sources 1.2. Determine legislation and regulatory requirements affecting the operations of the business under its chosen structure 1.3. Develop and implement procedures to ensure full compliance with relevant legislation and regulatory requirements
2. Comply with legislation, codes and regulatory requirements	2.1. Establish systems to ensure the legal rights and responsibilities of the business are identified and the business is adequately protected, specifically in relation to occupational health and safety (OHS), business registration and environmental requirements 2.2. Identify taxation principles and requirements relative to the business and follow procedures to ensure compliance 2.3. Identify and carefully maintain legal documents and maintain and update relevant records to ensure their ongoing security and accessibility 2.4. Monitor the provision of products and services of the business to protect legal rights and to comply with legal responsibilities 2.5. Conduct investigations to identify areas of non-compliance with legal and regulatory requirements and take corrective action where necessary
3. Negotiate and arrange contracts	3.1. Seek legal advice on contractual rights and obligations, if required, to clarify business liabilities 3.2. Investigate and assess potential products/services to determine procurement rights and to ensure protection of business interests where applicable 3.3. Negotiate and secure contractual procurement rights for goods and services including contracts with relevant people, as required, in accordance with the business plan 3.4. Identify insurance requirements and acquire adequate cover 3.5. Identify options for leasing/ownership of business premises and complete contractual arrangements in accordance with the business plan

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, reporting, record keeping and consultation skills to operate the business literacy skills to interpret legal requirements, to develop policies and procedures and to analyse compliance information research skills to investigate legal structures, and taxation and insurance requirements time management skills to prioritise tasks and to meet key dates.
Required knowledge
business registration and licensing requirements commonwealth, state/territory and local government legislative requirements relating to business operation, especially in regard to OHS and environmental issues, equal employment opportunity, industrial relations, anti-discrimination, taxation creation and termination of relevant legal contracts cultural differences and legal implications duty of care imposed by Law of Torts legal rights and obligations of alternative ownership structures record keeping to meet minimum legal and taxation requirements relevant consumer legislation relevant industry codes of practice relevant insurance requirements and products.

Evidence Guide

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: implementation of a systematic approach to identifying, managing and meeting legal and business requirements within culturally appropriate contexts interpreting compliance data and formulating appropriate action knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a small business, are the basis for assessment.
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: portfolio of evidence including contracts negotiated and arranged oral or written questioning to assess knowledge of relevant consumer legislation review of procedures developed and implemented to ensure full compliance with relevant legislation and regulatory requirements review of insurance cover acquired.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB402A Plan small business finances BSBSMB404A Undertake small business planning.

Range Statement

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.
Options for the business legal structure may include:	company cooperative corporation government owned enterprise partnership profit or not-for-profit legal structure sole trader trust
Options for the business legal structure may be influenced by:	confidentiality contractual requirements family/community/cultural expectations ownership transfer partnership considerations preferences of owners/stakeholders protection of stakeholders and assets requirements of financial backers superannuation taxation
Appropriate sources may include:	business advisers financial planners government agencies industry/trade associations mentors professional advisers (e.g. solicitors, accountants)
Legislation and regulatory requirements may include:	local, state/territory, commonwealth and international legislation, regulations and codes of practice affecting business operations such as: relevant Acts and regulations industry and OHS codes of practice business registrations and licences planning and other permissions environmental legislation industrial law, agency law, property law, consumer legislation and standards, Torts Law and duty of care equal employment opportunity (EEO) and anti-discrimination legislation, anti-competition regulations
Legal rights and responsibilities may include:	culturally appropriate processes and protocols marketing the business in accordance with consumer legislation obligations imposed by choice of business structure operating the business with a duty of care (Law of Torts)
Occupational health and safety and requirements must include:	complying with relevant OHS codes of practice establishing and maintaining a system for managing OHS establishing hazard management arrangements to assess and control the risks associated with workplace hazards including development of written safe operating procedures establishing OHS record keeping arrangements in accordance with regulatory requirements OHS duty of care responsibilities registering with state/territory workers compensation authority if applicable
Taxation principles and requirements may include:	relevant taxation requirements/obligations for business tax file number, Australian Business number, goods and services tax registration, PAYG and withholding arrangements
Legal documents may include:	appropriate software for financial records certificate of incorporation constitution documents franchise agreements and financial documentation partnership agreements statutory books for companies (register of members, register of directors and minute books)
Records may include:	environmental financial OHS personnel taxation
OHS records may include:	accident reports and investigations first aid and medical hazardous substances register instruction and training manufacturers' and suppliers' information material safety data sheets OHS audits and inspections plant maintenance and testing workers compensation and rehabilitation
Procurement rights to products and services may include:	any form of licensing royalties, copyright, patents, trademarks, registered design and applications, intellectual property, software licenses, franchises, agencies
Contracts with relevant people may include:	any person with whom the business has, or seeks to have, a performance-based relationship owners, suppliers, employees, landlords, agents, distributors, customers
Insurance requirements may include:	comprehensive insurance for vehicles/property professional indemnity insurance public liability insurance third party insurance on motor vehicles workers compensation other insurance cover as required by state/territory or commonwealth legislation, contractual obligations or as recommended for the industry/type of business

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB402A Plan small business finances

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop a financial plan to support business viability. Specific legal requirements apply to the management of a small business.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify costs, calculate prices and prepare profit statement	1.1. Identify and document costs associated with the production and delivery of the business' products/services 1.2. Calculate prices based on costs and profit margin, as an hourly charge out rate for labour or unit price for products 1.3. Calculate break-even sales point to establish business viability and profit margins 1.4. Identify appropriate pricing strategies in relation to market conditions to meet business profit targets 1.5. Prepare projected profit statement to supplement the business plan
2. Develop a FINANCIAL PLAN	2.1. Set profit targets/goals to reflect owner's desired returns 2.2. Identify working capital requirements necessary to attain profit projections 2.3. Identify non-current asset requirements and consider alternative asset management strategies 2.4. Prepare cash flow projections to enable business operation in accordance with business plan and legal requirements 2.5. Identify capital investment requirements accurately for each operational period 2.6. Select budget targets to enable ongoing monitoring of financial performance
3. Acquire finance	3.1. Identify start-up and ongoing financial requirements according to financial plan/budget 3.2. Identify sources of finance, including potential financial backers, to provide required liquidity for the business to complement business goals and objectives 3.3. Investigate cost of securing finance on optimal terms 3.4. Identify strategies to obtain finance as required to ensure financial viability of the business

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to interpret financial data communication skills to secure finance literacy skills to develop a financial plan and to interpret legal requirements and financial reports numeracy skills to calculate costs, prices, profit and other financial information research skills to identify costs and sources of finance.
Required knowledge
break-even analysis costing for the business, including margin/mark-up, hourly charge out rates and unit costs financial decision making relevant to the business methods and relative costs of obtaining finance principles for preparation of balance sheets principles for preparation of cash flow forecasts principles for preparation of profit and loss statements purpose of financial reports relevant accounting terminology working capital cycles.

Evidence Guide

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: development of a financial plan which identifies the financial requirements of the business, including profit targets, cash flow projections and strategies for the acquisition of finance knowledge of financial decision making relevant to the business.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a small business, are the basis for assessment.
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: portfolio of evidence including financial plan and records review of projected profit statement prepared to supplement the business plan review of cash flow projections oral or written questioning to asses knowledge of principles for preparation of cash flow forecasts.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB401A Establish legal and risk management requirements of small business BSBSMB404A Undertake small business planning BSBSMB405A Monitor and manage small business operations BSBSMB406A Manage small business finances.

Range Statement

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.
Costs may include:	direct/indirect costs fixed, variable, semi-variable costs overheads and employee costs
Pricing strategies may include:	competitor analysis cost/volume/profit analysis cost factors cost plus pricing demand-based pricing discounting market conditions penetration pricing perceived value product mix skimming
Financial plan may include:	analysis of sales by product/service, identifying where they were sold and to whom cash flow estimates for each forward period current financial state of the enterprise (or owner/operator) estimates of profit and loss projections for each forward period financial performance to date (if applicable) likely return on investment monthly, quarterly or annual returns non-recurrent assets calculations profit, turnover, capital and equity targets projected profit targets, pricing strategies, margins projections of likely financial results (budgeting) projections, which may vary depending on the importance of such information and the stage in the life of the business resources required to implement the proposed marketing and production strategies (staff, materials, plant and equipment) review of financial inputs required (sources and forms of finance) risks and measures to manage or minimise risks working, fixed, debt and equity capital working in conjunction with external consultants e.g. investment analysts, accountants, financiers
Profit targets/goals may include:	break-even point cost of goods/services sold gross profit/net profit desired actual/notional salary for owners/managers desired return on investment sales turnover/gross fees or income
Cash flow projections may include:	anticipated payments anticipated receipts customer credit policy/debt recovery taxation provisions
Legal requirements may include:	contractual arrangements (partnership agreements, trust deeds) corporations law industrial law (for payroll records) taxation law
Sources of finance may include:	personal, financial institutions, trade/industry sources government sources, for example commonwealth and state/territory governments which provide various forms of technical and financial assistance including direct cash grants, loans, subsidies, tax concessions, and professional and technical advice
Financial backers may include:	financiers/banks/lending institutions leasing and hire purchase financiers providers of venture capital shareholders/partners/owners/family/friends

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB403A Market the small business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and implement marketing strategies, and to monitor and improve market performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. This unit is suitable for micro and small businesses or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop marketing strategies	1.1. Analyse the business and its key products or services to determine the focus of marketing activities, in accordance with the objectives of the business plan 1.2. Evaluate the customer base and target market for the small business as a basis for the marketing objectives and strategies 1.3. Determine marketing objectives and strategies that are ethically and culturally appropriate, in consultation with relevant people and in accordance with the business plan
2. Determine a marketing mix for the business	2.1. Balance product mix, volumes and pricing to optimise sales and profit 2.2. Evaluate the costs and benefits of using different distribution channels and/or providing different levels of customer service and consider the results in determining the marketing mix 2.3. Determine promotional activities to suit the target market 2.4. Consider customer needs and preferences in determining the marketing mix 2.5. Determine the marketing mix according to market and business needs
3. Implement marketing strategies	3.1. Brief persons involved in the marketing effort on their roles and responsibilities, to ensure the success of marketing strategies 3.2. Plan and implement promotional activities, in accordance with marketing objectives and budgetary requirements
4. Monitor and improve marketing performance	4.1. Monitor marketing activities and evaluate business performance according to the objectives and targets of the business plan 4.2. Analyse performance gaps and take corrective action or set new targets 4.3. Encourage all relevant people to propose ways to improve marketing performance 4.4. Seek and analyse customer reaction to all aspects of the marketing mix, using culturally appropriate processes, to improve targeting and outcomes 4.5. Conduct ongoing research of customer requirements to identify opportunities for change and improvement 4.6. Monitor and investigate changes in the market for new opportunities to aid business development

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to question, clarify and report literacy and numeracy skills to research information, to analyse data and to interpret market data.
Required knowledge
industry market trends methods of analysing costs and benefits of marketing strategies methods of developing marketing objectives and marketing mix methods of monitoring customer satisfaction relevant market analysis and research relevant marketing concepts and methods.

Evidence Guide

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: developing a marketing strategy and choosing a marketing mix for the small business that are culturally appropriate and that complement the business plan implementing and monitoring the marketing strategy/plan to optimise the chances of small business success knowledge of relevant marketing concepts and methods.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including marketing strategy and monitoring of marketing performance oral or written questioning to assess knowledge of industry market trends review of analysis of performance gaps and corrective action taken or new targets set review of promotional activities implemented.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB404A Undertake small business planning.

Range Statement

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.
Marketing objectives and strategies may include:	achieving lower costs of production and distribution than competitors creating a very different product line or service so that the business becomes a class leader in the industry distribution pricing, presentation and display of products/services product design and packaging product range and mix promotion and advertising pursuing cost leadership and/or product differentiation within a specialist market segment
Relevant people may include:	accountant or other specialist services family members, work team members, sub-contractors, community members franchise agency financial backers, clients owner/operator, partners, directors, shareholders regulatory bodies trade or industry associations
Distribution channels may include:	dealer, re-seller, franchisee distributor, delivery service, mail order, telesales self-access, wholesale, retail
Levels of customer service may include:	after sales service one-on-one personal service sales assistance for problems/queries only
Marketing mix may include:	distribution level of service pricing promotion quality, range safety features technical features, design
Promotional activities may include:	advertising in national, suburban or local newspapers advertising on radio or television canvassing development of networks and strategic alliances display posters exhibitions, in-store promotions involvement in community projects mail drops professional/industry journals sponsorship staff development programs to enhance customer service orientation website word of mouth, referral, testimonials
Performance gaps may include:	over achievement of performance targets under achievement of performance targets
Customer reaction may be determined through:	customer meetings, focus groups identification of new business opportunities informal discussion sales to contact ratio survey/other feedback mechanisms trend analysis

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB404A Undertake small business planning

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to research and develop an integrated business plan for achieving business goals and objectives. Specific legal requirements apply to the management of a small business.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. This unit is suitable for micro and small businesses or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify elements of the business plan	1.1. Identify purpose of the business plan 1.2. Identify and review the essential components of the business plan 1.3. Identify and document business goals and objectives as a basis for measuring business performance
2. Develop a business plan	2.1. Research resources, legal and compliance requirements, specifically in relation to occupational health and safety (OHS), in accordance with business goals and objectives 2.2. Research market needs, and market size and potential 2.3. Identify sources and costs of finance, from the financial plan, to provide required liquidity and profitability for the business 2.4. Identify methods, from the marketing strategies, to promote the market exposure of the business 2.5. Identify methods/means of production/operation from the production/operations plan to conform with business goals and objectives 2.6. Identify staffing requirements to effectively produce/deliver products/services 2.7. Identify specialist services and sources of advice, where required, and cost in accordance with resources available
3. Develop strategies for minimising risks	3.1. Identify specific interests and objectives of relevant people and seek and confirm their support of the planned business direction 3.2. Identify and develop risk management strategies according to business goals and objectives, and relevant legal requirements 3.3. Develop contingency plan to address possible areas of non-conformance with the plan

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to assess business performance literacy skills to enable interpretation of business information numeracy skills to analyse data.
Required knowledge
commonwealth, state/territory and local government legislative requirements relating to business operation, especially in regard to OHS and environmental issues, equal employment opportunity, industrial relations and anti-discrimination methods of evaluation OHS responsibilities and procedures for identifying hazards relevant to the business planning processes preparation of a business plan principles of risk management relevant to business planning reasons for and benefits of, business planning relevant industry codes of practice setting goals and objectives types of business planning - feasibility studies; strategic, operational, financial and marketing planning.

Evidence Guide

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: development of a business plan which provides for finance, marketing and provision of products/services to facilitate the business goals and objectives identification of and planning for, OHS and duty of care responsibilities development of risk management strategies knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including a business plan and risk management strategies oral or written questioning to assess knowledge of OHS responsibilities and procedures for identifying hazards relevant to the business demonstration of practical skills review of documented business goals and objectives review of contingency plans developed to address possible areas of non-conformance with the business plan.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB401A Establish legal and risk management requirements of small business BSBSMB402A Plan small business finances BSBSMB403A Market the small business.

Range Statement

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.
Business plan may include:	business opportunities, which may be influenced by: amount and types of finance available expected financial viability skills of operator details of ownership/management finance, expenditure statement, balance sheet and cash flow forecast, projections for the initial years of operation assumptions underlying the business plan, expected level of inflation and taxation, expected trend of interest rate, capital expenditure and its timing, stock turnover, debtors collection period, creditor payment period, return on investment level of risk involved, risk assessment and management market focus of the business marketing requirements need to raise finance and requirements of lenders organisation/operational arrangements proposed size and scale of the business recognition of any seasonal or cyclical (time-based) elements which are crucial to the success of the business resources required and available sources of funding specialist services and sources of advice that may be required staffing stages in the business development
Business goals and objectives may include:	customer needs/marketing projections family or community benefits financial projections goals, objectives, plans, systems and processes lifestyle issues market focus of the business proposed size and scale of the business short-, medium- or long-term goals social responsibility
Occupational health and safety issues must include:	identification of specific hazard issues such as occupational violence, security, manual handling, equipment and hazardous substances management of the organisation and operation of OHS as part of the business plan procedures for managing hazards in the workplace (identify, assess and control) provisions for ensuring safety of members of the public and contractors visiting the premises/worksite
Financial plan may include:	analysis of sales by product/service, identifying where they were sold and to whom cash flow estimates for each forward period current financial state of the enterprise (or owner/operator) estimates of profit and loss projections for each forward period financial performance to date (if applicable) likely return on investment monthly, quarterly or annual returns non-recurrent assets calculations profit, turnover, capital and equity targets projected profit targets, pricing strategies, margins projections of likely financial results (budgeting) projections, which may vary depending on the importance of such information and the stage in the life of the business resources required to implement the proposed marketing and production strategies (staff, materials, plant and equipment) review of financial inputs required (sources and forms of finance) risks and measures to manage or minimise risks working, fixed, debt and equity capital
Marketing strategies may include:	achieving lower costs of production and distribution than competitors creating a very different product line or service so that the business becomes a class leader in the industry distribution pricing, presentation and display of products/services product design and packaging product range and mix promotion and advertising pursuing cost leadership and/or product differentiation within a specialist market segment
Production/operations plan may include:	customer requirements, market expectations, budgetary constraints industrial relations climate and quality assurance considerations means of supply and distribution operational targets and action plan, which may include short-, medium- or long-term goals options for production, delivery, technical and customer service and support
Staffing requirements may include:	full-time, part-time staff, permanent, temporary or casual staff owner/operator sub-contractors or external advisers/consultants
Specialist services may include:	accountants business advisors and consultants business brokers contractors government agencies industry/trade associations lawyers and providers of legal advice mentors online gateways
Relevant people may include:	clients family members franchise agency owner/operator, partners, financial backers regulatory bodies suppliers trade or industry associations
Risk management strategies may include:	breach of contract, product liability knowledge management measures to manage risk including professional indemnity, securing appropriate insurance to cover loss of earnings through sickness/accidents, drought, flood, fire, theft security systems to provide physical security of premises, plant, equipment, goods and services security of intellectual property
Risk management strategies must include:	OHS requirements
Contingency plan may include:	disturbances to cash flow, supply and/or distribution sickness or personal considerations

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB405A Monitor and manage small business operations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to operate a small business and to implement a business plan. The strategies involve monitoring, managing and reviewing operational procedures. Specific legal requirements apply to the management of a small business.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop OPERATIONAL STRATEGIES AND PROCEDURES	1.1. Develop an action plan to provide a clear and coherent direction, in accordance with the business goals and objectives 1.2. Identify occupational health and safety (OHS) and environmental issues and implement strategies to minimise risk factors 1.3. Develop a quality system for the business in line with industry standards, compliance requirements and cultural criteria 1.4. Develop performance measures and operational targets to conform with the business plan 1.5. Develop strategies for innovation, including the utilisation of existing, new or emerging technologies, where practicable, to optimise business performance
2. Implement operational strategies and procedures	2.1. Implement systems and key performance indicators/targets to monitor business performance and customer satisfaction 2.2. Implement systems to control stock, expenditure/cost, wastage/shrinkage and risks to health and safety in accordance with the business plan 2.3. Maintain staffing requirements, where applicable, within budget to maximise productivity 2.4. Carry out the provision of goods/services in accordance with established legal, ethical cultural and technical standards 2.5. Provide goods/services in accordance with time, cost and quality specifications, and customer requirements 2.6. Apply quality procedures to address product/service and customer requirements
3. Monitor business performance	3.1. Regularly monitor/review the achievement of operational targets to ensure optimum business performance, in accordance with the business plan goals and objectives 3.2. Review systems and structures, with a view to more effectively supporting business performance 3.3. Investigate and analyse operating problems to establish causes and implement changes as required as part of the business quality system 3.4. Amend operational policies and procedures to incorporate corrective action
4. Review business operations	4.1. Review and adjust business plan, as required, to maintain business viability, in accordance with business goals and objectives 4.2. Clearly record proposed changes to aid future planning and evaluation 4.3. Undertake ongoing research into new business opportunities and adjust business goals and objectives as new business opportunities arise

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to develop criteria and targets for the business plan communication skills to question, clarify and report literacy skills to interpret legal requirements, company policies and procedures numeracy skills to manage performance information and to control the finances technology skills to use relevant business equipment.
Required knowledge
methods for developing and maintaining networks methods for implementing operation and revenue control systems methods for monitoring performance and implementing improvements OHS responsibilities and procedures for managing hazards principles of risk management relevant to the business, including risk assessment quality system principles and methods relevant industry codes of practice relevant marketing, sales and financial concepts relevant performance measures role of innovation systems to manage staff, stock, expenditure, services and customer service technical or specialist skills relevant to the business operation.

Evidence Guide

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: developing strategies and procedures to successfully manage the operation of the business making appropriate adjustments to the business operations as required knowledge of quality system principles and methods.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including operational strategies and procedures oral or written questioning to assess knowledge of principles of risk management relevant to the business, including risk assessment review of analysis of operating problems (establishing causes and implementing changes as required as part of the business quality system) review of records proposing changes to the business operations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB406A Manage small business finances BSBSMB407A Manage a small team.

Range Statement

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.
Operational strategies and procedures may be determined by:	business premises (size, location, layout) financial control systems and procedures management and administrative systems and procedures methods/techniques/technology physical and natural resources plant and equipment , including OHS requirements premises, plant and equipment, which may be new or previously owned purchase (sole or shared ownership) or leasing raw materials requirements, which may be one-off requirements or recurrent requirements (such as equipment maintenance) specific to the nature of the business technology use of existing, new and emerging technologies including e-commerce
Business goals and objectives may include:	customer needs/marketing projections family or community benefits financial projections goals, objectives, plans, systems and processes lifestyle issues proposed size and scale of the business, market focus of the business short-, medium- or long-term goals social responsibility
Occupational health and safety and environmental issues must include:	controls, which may include instructions to workplace personnel concerning site hazards and controls, material safety data sheets, use of personal protective equipment, vehicle access, signs and barricades, traffic control, outside contractors establishment and maintenance of procedures for assessing and controlling risks establishment and maintenance of procedures for identifying risks to health and safety waste and by-products
Quality system may include:	manual or computer quality control systems quality assurance/management approaches random inspections and assessments of goods and services against predetermined standards random inspections and assessments of processes against predetermined standards random sampling and follow-up of customers
Operational targets may include:	external targets, which may relate to market share and positioning and may involve exploring new markets, building national or international trade links internal targets, which may relate to size, quality, quantity and diversity, wages to sales, sales to area/stock levels/stock turnover/average debtor payment periods and levels staffing level and skills mix targets, which may be short-, medium- or long-term
Technical standards may include:	current and generally agreed descriptions of what the product/service is, how it should be produced/delivered and the quality, safety, efficiency or other measures to determine the activity is done effectively

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB406A Manage small business finances

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement, monitor and review strategies for the ongoing management of a small business's finances. It also includes day to day financial management of the small business. Specific legal requirements apply to the management of a small business.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Implement financial plan	1.1. Identify financial information requirements and obtain specialist services, as required, to profitably operate and extend the business in accordance with the business plan 1.2. Produce financial budgets/projections, including cash flow estimates, as required for each forward period, and distribute to relevant people in accordance with legal requirements 1.3. Negotiate, secure and manage business capital to best enable implementation of the business plan and to meet the requirements of financial backers 1.4. Develop and maintain strategies to enable adequate financial provision for taxation in accordance with legal requirements 1.5. Develop, monitor and maintain client credit policies, including contingencies for debtors in default, to maximise cash flow 1.6. Select key performance indicators to enable ongoing monitoring of financial performance 1.7. Record and communicate financial procedures to relevant people to facilitate implementation of the business plan
2. Monitor financial performance	2.1. Regularly monitor and report on financial performance targets and analyse data to establish the extent to which the financial plan has been met 2.2. Monitor marketing and operational strategies for their effects on the financial plan 2.3. Calculate and evaluate financial ratios according to own/industry benchmarks 2.4. Assess financial plan to determine whether variations or alternative plans are needed, and change as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to interpret financial data communication skills to negotiate capital and to report on performance literacy skills to interpret legal requirements and financial reports numeracy skills to calculate costs, prices, profit and other financial information.
Required knowledge
The following knowledge must be assessed as part of this unit: benchmarking financial decision making relevant to the business financial indicators purpose of financial reports preparation and interpretation of budget/actual reports principles for preparation of balance sheets and their interpretation principles for preparation of profit and loss statements and their interpretation stock records/stock control relevant to the business.

Evidence Guide

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: development, implementation and review of strategies for the ongoing management of finance maintenance of day-to-day financial management of the business as well as implementation of broad financial strategies knowledge of purpose of financial reports.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a small business, are the basis for assessment.
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: portfolio of evidence including financial reports preparation and review of financial ratios review of cash flow projections analysis of development, monitoring and maintenance of client credit policies oral or written questioning to assess knowledge of principles for preparation of balance sheets and their interpretation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB402A Plan small business finances BSBSMB405A Monitor and manage small business operations.

Range Statement

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.
Financial plan may include:	analysis of sales by product/service, identifying where they were sold and to whom cash flow estimates for each forward period current financial state of the enterprise (or owner/operator) estimates of profit and loss projections for each forward period financial performance to date (if applicable) likely return on investment monthly, quarterly or annual returns non-recurrent assets calculations profit, turnover, capital and equity targets projected profit targets, pricing strategies, margins projections of likely financial results (budgeting) projections, which may vary depending on the importance of such information and the stage in the life of the business resources required to implement the proposed marketing and production strategies (staff, materials, plant and equipment) review of financial inputs required (sources and forms of finance) risks and measures to manage or minimise risks working, fixed, debt and equity capital working in conjunction with external consultants e.g. investment analysts, accountants, financiers
Financial information may include:	accrual of staff leave/entitlements asset management strategies which may include: owning, leasing, sharing, syndicating maintaining and deploying assets asset registers balance sheets bookkeeping/accounting/stock/job costing records business activity statements business capital cash book cash flow forecasts financial budgets financial indicators, which may be short-, medium- and/or long-term payroll records, superannuation entitlements profit and loss statements ratios for profitability, liquidity/efficiency/financial structure risk management statements/forecasts taxation returns including goods and services tax
Specialist services may include:	accountants business brokers/business consultants government agencies industry/trade associations lawyers and providers of legal advice mentors online gateways providers of training in accounting software
Cash flow may include:	anticipated payments anticipated receipts customer credit policy/debt recovery taxation provisions
Relevant people may include:	family members financial backers franchise agency owner/operator partners regulatory bodies trade or industry associations
Financial backers may include:	financiers/banks/lending institutions leasing and hire purchase financiers providers of venture capital shareholders/partners/owners/family/friends
Credit policies may include:	collateral credit limits credit references debt collection payment options proof of Indigenous identity trading terms
Financial ratios may include:	current ratio days debtors outstanding days stock on hand expense percentages gross profit percentage liquid ratio net profit percentage proprietary/debt ratio return on investment/return on total assets staff productivity measures stock turn rates

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB407A Manage a small team

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan for the management of and to manage staff. It involves industrial relations, staff selection, staff records, induction, training, team development and career planning to enhance business operations through retaining a competent, committed and motivated team in the workplace. Specific legal requirements apply to the management of a small business.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop staffing plan	1.1. Determine staffing requirements to allow the business to run effectively, in accordance with the business requirements as outlined in the business plan 1.2. Identify and compare the existing skills/competencies of owner/s and staff with business requirements to identify any gaps 1.3. Develop policies and procedures for owner/s and staff, in accordance with the business plan
2. Recruit, induct, train and retain the team	2.1. Develop job/position descriptions, competencies required and selection criteria to meet the needs of the business 2.2. Judge information obtained from each candidate against specified selection criteria and decide selection in accordance with business needs and legal requirements 2.3. Induct new staff members in accordance with the policies and procedures of the business 2.4. Make team members aware of their responsibilities and performance requirements as soon as practicable and take opportunities to coach team members who are unfamiliar with the procedures of the business 2.5. Develop and implement a staff development program and career paths based on the requirements of business and staff competencies 2.6. Advertise staff vacancies appropriately in accordance with staffing plan
3. Comply with INDUSTRIAL RELATIONS obligations	3.1. Clarify workplace rights and obligations of employers and employees, in accordance with legal requirements and codes of practice 3.2. Counsel staff, if required, in a positive and constructive manner and record outcomes accurately
4. Maintain staff records	4.1. Develop staff records system to provide timely and accurate information, in accordance with confidentiality, legal and taxation requirements 4.2. Monitor and accurately maintain the system for recording and retrieving personnel and payroll information and seek specialist advice where required
5. Manage staff	5.1. Regularly review contribution and skills of self and other team members to ensure performance is in line with agreed performance measures 5.2. Monitor and adjust staffing requirements to respond to any changes in tasks and functions required by the business 5.3. Support and encourage staff, and acknowledge and reward their contribution to the business 5.4. Regularly provide opportunities for staff to discuss work related issues 5.5. Develop contingency plans to cope with unexpected or extreme situations and take appropriate corrective action as required
6. Review team performance	6.1. Develop positive and constructive relationships with and between team members 6.2. Review and update team objectives in support of business goals on a regular basis in consultation with team members 6.3. Identify strengths and weaknesses of team against current and expected work requirements 6.4. Schedule time, on a regular basis, for team members to review work operations in order to maintain and improve operational efficiency 6.5. Encourage team members to monitor their own performance, suggest improvements and to identify professional development needs, in accordance with personal and business requirements 6.6. Monitor and review staff turnover rate

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify workplace skill gaps coaching skills communication skills to relate to staff conflict resolution skills literacy skills to interpret legal requirements, to compile reports and to prepare a job/position description team building and motivation skills.
Required knowledge
commonwealth, state/territory and local government legislative requirements relating to business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal employment opportunity (EEO), industrial relations and anti-discrimination OHS responsibilities and procedures for managing hazards relevant industry awards/enterprise agreements staff development and career planning staff counselling, grievance and disciplinary procedures unfair dismissal legislation and procedures.

Evidence Guide

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: managing a small team including staff selection, staff records, induction, training and development developing and maintaining team performance to enhance business operations knowledge of relevant legislative requirements affecting business operation.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including staff policies and records, and contingency plans oral or written questioning to assess knowledge of staff recruitment procedures, staff development and review programs review of job/position descriptions and selection criteria developed review of documentation monitoring and reviewing staff turnover rate.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB405A Monitor and manage small business operations.

Range Statement

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.
Staffing requirements may include:	full-time, part-time, permanent, temporary or casual number of staff responsibilities, competencies required self, other owners, family and/or friends sub-contractors or external advisors/consultants time commitment, performance expectations
Policies and procedures must include:	complaint and grievance procedures culturally appropriate entitlements e.g. funeral leave, national/religious days culturally appropriate procedures e.g. how business will enact cultural requirements for relationships between owner/operator, employees and service providers employment conditions, equal opportunity, anti-discrimination, cultural diversity induction and training OHS recruitment and selection performance measures professional development
Staff development program and career paths may include	attendance at courses career planning coaching flexible learning job rotation mentoring on-the-job training professional development staff exchanges succession planning
Advertising staff vacancies may include:	electronic (radio, television and internet) noticeboards print media word-of-mouth
Industrial relations may include:	awards and/or industrial agreements and relevant industrial instruments counselling, dismissal procedures
Legal requirements and codes of practice may include:	award and enterprise agreements and relevant industrial instruments commonwealth, state/territory and local government legislative requirements affecting business operation, especially in regard to OHS and environmental issues, EEO, industrial relations and anti-discrimination relevant industry codes of practice
Staff records system must include:	disciplinary and grievance procedures employee records (including tax file number, remuneration, leave and training records) job/position descriptions OHS record records of taxation and superannuation payments made
Performance measures may include:	overall staff productivity percentage of chargeable hours/days per week performance of key people ratio of direct workers to those who support, supervise or manage them ratio of sales dollars per employee staff morale, work ethic, work satisfaction
Contingency plans may include:	accidents or emergencies environmental issues fluctuating workloads OHS unpredicted customer demand/busy periods unpredicted staff shortages
Team members may include:	employees, trainees/apprentices, sub-contractors or external advisers/consultants owner/s, partners, family members

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB408B Manage personal, family, cultural and business obligations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to examine the impact that personal, family and cultural obligations have on business operations, and to develop and implement strategies to improve business success. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify personal and business commitments/obligations within family, cultural and community contexts	1.1. Identify the personal, family, cultural and/or community contexts in which the business operates 1.2. Identify the personal, family, cultural and/or community commitments/obligations that impact on the business 1.3. Consider strategies to address and minimise the negative impact these commitments/obligations may have on the business 1.4. Prepare workable plans to address and minimise the impact of these issues
2. Develop ethical work practices within family, cultural and community contexts	2.1. Develop a culturally appropriate work ethic in terms of personal, family and community obligations, and cultural requirements 2.2. Identify and implement strategies to reinforce a culturally appropriate work ethic in the business 2.3. Prepare contingency plans for when alternative action is required due to changes within the business, family, cultural and/or community environments
3. Review work practices within family, cultural and community contexts	3.1. Monitor personal, family, cultural and/or community commitments/obligations to identify any changes that might impact on the business 3.2. Review plans and strategies to ensure that negative impacts of any commitments/obligations are being addressed and implement any necessary changes 3.3. Monitor implementation of the culturally appropriate work ethic to ensure that it is supported and maintained in the business

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify own obligations communication skills to clarify needs and to articulate business ideas to a range of family/community members interpersonal skills to negotiate/mediate with sensitivity towards family and/or cross-cultural issues.
Required knowledge
characteristics of small business and its environment community and family expectations and dynamics cultural and family relationships historical/cultural/ceremonial/religious/family issues that are relevant to specific communities life/work balances particularly relating to health local community and relevant organisations and persons within the community relevant legislation, codes and national standards from all levels of government which may effect business operation, such as: award and enterprise agreements and relevant industrial instruments anti-discrimination equal opportunity OHS relevant industry codes of practice.

Evidence Guide

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: completeness in terms of scope and detail of analysis of the implications of family, cultural and community obligations/commitments on self, staff and the business clarification of a culturally appropriate work ethic and the workability of plans and strategies for maintaining this ethic plans and strategies to address the negative impact obligations/commitments may have on the business knowledge of characteristics of small business and its environment.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including the analysis of the implications of obligations/commitments and plans/strategies to address any negative impacts these may have on the business oral or written questioning to assess knowledge of community and family expectations and dynamics analysis of review of plans and strategies.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB409A Build and maintain relationships with small business stakeholders.

Range Statement

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.
Contexts in which the business operates may include relationships within:	business community culturally and linguistically diverse communities family groups Indigenous communities non-Indigenous communities professional community religious and/or spiritual communities specific target groups
Commitments/obligations may relate to:	community family self staff
Commitments/obligations may include:	business commitments and community/family responsibilities personal principles personal work/life balances and priorities e.g. health considerations such as exercise, stress professional commitments resource commitments to community e.g. contributions to social goals, Community Development Employment Program (CEDP) staff responsibilities, community centres, mentoring, community projects resource commitments to cultural life e.g. cultural maintenance programs, language maintenance resource commitments to immediate and extended family members e.g. money obligations, skills and resource contributions to family projects time commitments to community activities e.g. participation in community events, ceremonies and activities, school committees, sporting associations time commitments to immediate and extended family members e.g. child care and aged care responsibilities, emotional support obligations for family issues time commitments to cultural life e.g. National Aboriginal and Torres Strait Islander Day of Celebration (NAIDOC) activities, National Sorry Day activities, National Reconciliation Week activities, religious activities, national days, ceremonies, funerals and related mourning business
Strategies may include:	communication strategies consulting with other small businesses to identify successful strategies used developing clear guidelines for staff, such as: codes of conduct customer/client charters family/community charters job descriptions organisational trees developing clear processes for staff developing plans to address unanticipated events developing plans to include health considerations for self and staff personal vision/values using diaries/calendars to timetable known obligations
Plans may relate to:	communication contingency OHS performance appraisal personal and staff development succession arrangements time management
Culturally appropriate work ethic may include:	impact on and within the community impact on and within the family impact on and within the wider community impact on self relevance of the business to the community relevance of work to the individual role development and clarification processes skills to perform the work
Reviewing plans and strategies may include:	360Âº feedback applying qualitative and/or quantitative measures to business performance applying qualitative and/or quantitative measures to individual performance family or community consultation

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB409A Build and maintain relationships with small business stakeholders

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to establish and develop relationships with small business key stakeholders, and roles and responsibilities in the small business. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish and develop communication and appropriate relationships with key stakeholders	1.1. Establish specific practices for communication with key stakeholders, in accordance with codes of practice, cultural protocols and agreed roles and responsibilities 1.2. Maintain specific ways of dealing with issues in communication with key stakeholders that adhere to codes of practice, cultural protocols and agreed roles and responsibilities 1.3. Identify and implement methods of working in culturally appropriate ways 1.4. Identify and implement plans to deal with changes in circumstances and behaviours, as required
2. Establish and develop roles and responsibilities in the small business	2.1. Clearly and accurately clarify roles and responsibilities in the business in accordance with organisational structure and lines of authority, codes of practice and job documentation 2.2. Identify and apply specific practices and behaviours from the codes of practice, that contribute to successful working relationships 2.3. Clearly communicate responsibilities and practices to key stakeholders
3. Review relationships with key stakeholders	3.1. Review communication practices used with key stakeholders and implement any necessary improvement strategies 3.2. Monitor and evaluate relationships with key stakeholders and develop action plan/s needed to enhance relationships 3.3. Evaluate roles and responsibilities in the business and undertake any revisions necessary to improve successful working relationships

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to assess situations for the core issues communication skills to consult with various stakeholders, adjusting one's language to meet the language of stakeholders; to negotiate constructively to achieve outcomes; to work cooperatively with a diverse range of people with different needs literacy skills to locate relevant information, and to develop job outlines and codes of practice for the business problem-solving skills to deal with stakeholder issues.
Required knowledge
business ethics codes of practice for the business organisational structures and their legal implications.

Evidence Guide

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: ways of working and communicating with key stakeholders based on the roles and responsibilities, codes of practice and cultural protocols for the business development and communication of roles, responsibilities, duties and tasks of small business personnel to key stakeholders process for reviewing relationships with key stakeholders knowledge of organisational structures and their legal implications.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including review of communication and relationships with key stakeholders oral or written questioning to assess knowledge of business ethics review of how methods of working in culturally appropriate ways were implemented.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBREL401A Establish networks BSBSMB408A Manage personal, family, cultural and business obligations.

Range Statement

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.
Specific practices for communication with key stakeholders may include:	contingency plans for changes informal face-to-face/telephone networking regular formal meetings use of formats suited to people with specific support needs, where appropriate, such as large print, interpreters, telephone typewriter (TTY), material in community language/s, Auslan (Australian Sign Language) written processes
Key stakeholders may include:	business partners community members, Elders, traditional owners community organisations customers family members franchise owner funding agencies and financial institutions government agencies shareholders staff suppliers
Issues in communication may include:	communication protocols for Indigenous, non-Indigenous, and culturally and linguistically diverse peoples cross-cultural misunderstandings dealing with difficult clients expectations of Indigenous and culturally and linguistically diverse peoples family obligations of Indigenous, and culturally and linguistically diverse peoples negotiating with stakeholders processing complaints respect for others
Roles and responsibilities in the business may include:	differences between roles and duties role overlap conflicts with other staff and self, with other key stakeholders e.g. management committee members, contractors, accountants etc. and self and staff scope of responsibilities within the job types of duties to be performed
Organisational structure and lines of authority may include:	cooperative/incorporated association structures corporate structure and corporate governance government owned enterprise location of business within the community nature of reporting partnerships power structures and relationships reporting processes sole traders
Codes of practice for the business may include:	business operations standards cultural considerations and principles for operating ethical considerations and principles for operating guidelines for operations legal considerations and principles for operating policies quality assurance practices and principles
Job documentation may include:	background to the business competencies required for positions details of responsibilities details of specific duties or tasks to be carried out duty statement level of wage or salary job/position description outline of the job to be performed reporting relationship selection criteria special provisions

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSUS201A Participate in environmentally sustainable work practices

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively measure current resource use and to carry out improvements including reducing the negative environmental impact of work practices. This unit requires the ability to access industry information, and applicable legislative and occupational health and safety (OHS) guidelines. While no licensing, legislative, regulatory or certification requirements apply holistically to this unit at the time of publication, relevant national, state and territory legislation, regulations and codes of practice impact upon this unit.

Application of the Unit

Application of the unit	This unit applies to operators/team members under supervision or guidance, who are required to follow workplace procedures and instructions, and to work in an environmentally sustainable manner. It covers: efficient resource use potential environmental hazards regulatory compliance improving environmental performance (within the scope of competency, authority and own level of responsibility). It addresses the knowledge, processes and techniques necessary to participate in environmentally sustainable work practices.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify current resource use	1.1. Identify workplace environmental and resource efficiency issues 1.2. Identify resources used in own work role 1.3. Document and measure current usage of resources using appropriate techniques 1.4. Record and file documentation measuring current usage, using technology (such as software systems) where applicable 1.5. Identify and report workplace environmental hazards to appropriate personnel
2. Comply with environmental regulations	2.1. Follow workplace procedures to ensure compliance 2.2. Report breaches or potential breaches to appropriate personnel
3. Seek opportunities to improve resource efficiency	3.1. Follow organisational plans to improve environmental practices and resource efficiency 3.2. Work as part of a team, where relevant, to identify possible areas for improvements to work practices in own work area 3.3. Make suggestions for improvements to workplace practices in own work area

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to comply with all relevant legislation associated with job specifications and procedures communication and problem-solving skills to question, seek clarification and make suggestions relating to work requirements and efficiency communication and teamwork skills to recognise procedures; to follow instructions; to respond to change, such as current workplace environmental/sustainability frameworks; and to support team work and participation in a sustainable organisation literacy, numeracy and technology skills to interpret workplace information in relation to work role, and to document and measure resource use technology skills to select and use technology appropriate for a task.
Required knowledge
environmental and resource hazards/risks environmental or sustainability legislation, regulations and codes of practice applicable to own work role OHS issues and requirements organisational structure, and reporting channels and procedures relevant environmental and resource efficiency systems and procedures sustainability in the workplace terms and conditions of employment including policies and procedures, such as daily tasks, employee and employer rights, equal opportunity.

Evidence Guide

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: accessing, interpreting and complying with a range of environment/sustainability legislation and procedural requirements relevant to daily responsibilities accurately following organisational information to participate in and support an improved resource efficiency process and reporting as required developing and/or using tools such as inspection checklists, to collect and measure relevant information on organisation resource consumption, within work role identifying organisational improvements by applying efficient resource use to daily activities knowledge of environmental and resource hazards/risks.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment evidence is relevant to the particular workplace role, including work area, equipment, systems, and documentation review of current work area directly relating to own work, to assess measurement of resources used, hazards and compliance individual or team discussion about potential for increased resource efficiency within current work area access to workplace documents, information and resources (such as compliance obligations, enterprise plans, work responsibilities).
Method of assessment	A range of assessment methods should be used t 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 by the candidate observation of demonstrated techniques over time and in a range of situations analysis of responses to case studies and scenarios review of documentation measuring current resource usage evaluation of techniques used to document and measure current usage of resources review of identified and reported workplace environmental hazards evidence of active participation in organisational plans to improve environmental practices and resource efficiency.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBINN201A Contribute to workplace innovation BSBSMB301A Investigate micro business opportunities BSBWOR202A Organise and complete daily work activities.

Range Statement

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.
Environmental and resource efficiency issues may include:	maximising opportunities to improve business environmental performance minimising environmental risks promoting more efficient production and consumption of natural resources, for example minimising waste by participating in or using a waste management system using resources efficiently such as material usage, energy usage (seeking alternative sources of energy or energy conservation) or efficient water usage
Appropriate techniques may include:	examining and documenting resources in work area examining invoices from suppliers examining relevant information and data measuring resource usage under different conditions reports from other parties involved in the process of identifying and implementing improvements
Compliance may include:	meeting relevant laws, by-laws and regulations or best practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory local government industry organisation
Organisational plans may include:	documented policies and procedures work plans to minimise waste or to increase efficiency of resources such as a green office program, supply chain program for purchasing sustainable products or an environmental management framework
Suggestions may include ideas that help to:	improve energy efficiency increase use of renewable, recyclable, reusable and recoverable resources maximise opportunities such as use of solar power or other alternative forms of energy, where appropriate prevent and minimise risks reduce emissions of greenhouse gases reduce use of non-renewable resources

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Sustainability

Co-requisite units

Co-requisite units

BSBSUS301A Implement and monitor environmentally sustainable work practices

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively analyse the workplace in relation to environmentally sustainable work practices and to implement improvements and monitor their effectiveness. This unit requires the ability to access industry information, applicable legislative and occupational health and safety (OHS) guidelines. While no licensing, legislative, regulatory or certification requirements apply holistically to this unit at the time of publication, relevant national, state and territory legislation, regulations and codes of practice impact upon this unit.

Application of the Unit

Application of the unit	This unit applies to those with responsibility for a specific area of work or who lead a work group or team. It addresses the knowledge, processes and techniques necessary to implement and monitor environmentally sustainable work practices, including the development of processes and tools, such as: identifying areas for improvement developing plans to make improvements implementing and monitoring improvements in environmental performance. A person who demonstrates competence in this unit must be able to provide evidence of the ability to implement and monitor integrated environmental and resource efficiency management policies and procedures within an organisation. Evidence must be strictly relevant to the particular workplace role.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Investigate current practices in relation to resource usage	1.1. Identify environmental regulations applying to the enterprise 1.2. Analyse procedures for assessing compliance with environmental/sustainability regulations 1.3. Collect information on environmental and resource efficiency systems and procedures, and provide to the work group where appropriate 1.4. Collect, analyse and organise information from a range of sources to provide information/advice and tools/resources for improvement opportunities 1.5. Measure and document current resource usage of members of the work group 1.6. Analyse and document current purchasing strategies 1.7. Analyse current work processes to access information and data to assist in identifying areas for improvement
2. Set targets for improvements	2.1. Seek input from stakeholders, key personnel and specialists 2.2. Access external sources of information and data as required 2.3. Evaluate alternative solutions to workplace environmental issues 2.4. Set efficiency targets
3. Implement performance improvement strategies	3.1. Source and use appropriate techniques and tools to assist in achieving efficiency targets 3.2. Apply continuous improvement strategies to own work area of responsibility, including ideas and possible solutions to communicate to the work group and management 3.3. Implement and integrate environmental and resource efficiency improvement plans for own work group with other operational activities 3.4. Supervise and support team members to identify possible areas for improved practices and resource efficiency in work area 3.5. Seek suggestions and ideas about environmental and resource efficiency management from stakeholders and act upon where appropriate 3.6. Implement costing strategies to fully value environmental assets
4. Monitor performance	4.1. Use and/or develop evaluation and monitoring, tools and technology 4.2. Document and communicate outcomes to report on efficiency targets to key personnel and stakeholders 4.3. Evaluate strategies and improvement plans 4.4. Set new efficiency targets, and investigate and apply new tools and strategies 4.5. Promote successful strategies and reward participants where possible

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to analyse problems, to devise solutions and to reflect on approaches taken change management skills communication skills to answer questions, clarify and acknowledge suggestions relating to work requirements and efficiency communication/consultation skills to support information flow from stakeholders to the work group innovation skills to identify improvements, to apply knowledge about resource use to organisational activities and to develop tools literacy skills to comprehend documentation, to interpret environmental and energy efficiency requirements, to create tools to measure and monitor improvements and to report outcomes numeracy skills to analyse data on organisational resource consumption and waste product volumes planning and organising skills to implement environmental and energy efficiency management polices and procedures relevant to own work area problem-solving skills to devise approaches to improved environmental sustainability and to develop alternative approaches as required technology skills to operate and shut down equipment; where relevant, to use software systems for recording and filing documentation to measure current usage; and to use word processing and other basic software for interpreting charts, flowcharts, graphs and other visual data and information supervisory skills to work effectively with a team
Required knowledge
best practice approaches relevant to own area of responsibility and industry compliance requirements within work area for all relevant environmental/sustainability legislation, regulations and codes of practice including resource hazards/risks associated with work area, job specifications and procedures environmental and energy efficiency issues, systems and procedures specific to industry practice external benchmarks and support for particular benchmarks to be used within organisation, including approaches to improving resource use for work area and expected outcomes OHS issues and requirements organisational structure and reporting channels and procedures quality assurance systems relevant to own work area strategies to maximise opportunities and to minimise impact relevant to own work area supply chain procedures terms and conditions of employment including policies and procedures, such as daily tasks, work area responsibilities, employee, supervisor and employer rights, equal opportunity

Evidence Guide

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: knowledge of relevant compliance requirements within work area developing plans to make improvements planning and organising work group activities in relation to measuring current use and devising strategies to improve usage monitoring resource use and improvements for environmental performance relative to work area and supervision ensuring appropriate action is taken within work area in relation to environmental/sustainability compliance and potential hazards implementing new approaches to work area in an effort to resolve and improve environmental and resource efficiency issues and reporting as required.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to a range of environment/sustainability legislation, standards, guidelines and procedural requirements relevant to specific work area, daily responsibilities and supervision access to a range of information, workplace documentation and resources such as compliance obligations, organisation plans, work supervision and responsibilities access to reports from other parties involved in the process of identifying and implementing improvements evidence is relevant to the particular workplace role, including work area, staff, stakeholders, equipment, systems and documentation.
Method of assessment	A range of assessment methods should be used t 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 by the candidate response to case studies review of reports of activities of work group in relation to measuring resource use and developing improvement strategies review of work plans outlining approaches to improved practices with documented benchmarks analysis of the way in which advice is sought and suggestions are made about improvements observation over time and in a range of situations in relation to review of overall work area and staff, to assess and measure resource use, hazards and compliance review of checklists to identify and assess resource usage at the beginning and end of the unit; reports on meetings around procedures and improvement processes and monitoring within the workplace; lists of environmental hazards/risks or inefficiencies or opportunities for improvements identified in the workplace analysis of implementation of programs such as a green office program, supply chain program for purchasing sustainable products, or an environmental management framework oral or written questioning to assess knowledge of environmental and energy efficiency issues, systems and procedures specific to industry practice.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBATSIC411C Communicate with the community BSBINN301A Promote innovation in a team environment BSBLED401A Develop teams and individuals BSBMGT402A Implement operational plan BSBMGT403A Implement continuous improvement BSBRSK401A Identify risk and apply risk management processes.

Range Statement

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.
Compliance may include:	meeting relevant laws, by-laws and regulations or best practice or codes of practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory industry organisation.
Sources may include:	organisation specifications regulatory sources relevant stakeholders resource use.
Purchasing strategies may include:	influencing suppliers to take up environmental sustainability approaches researching and participating in programs such as a supply chain program to purchase sustainable products.
Stakeholders, key personnel and specialists may include:	individuals and groups both inside and outside the organisation who have direct or indirect interest in the organisation's conduct, actions, products and services, including: customers employees at all levels of the organisation government investors local community other organisations suppliers key personnel within the organisation, and specialists outside the organisation who may have particular technical expertise.
Techniques and tools may include:	examination of invoices from suppliers examination of relevant information and data measurements made under different conditions others as appropriate to the specific industry context.
Environmental and resource efficiency improvement plans may include:	addressing environmental and resource sustainability initiatives such as environmental management systems, action plans, green office programs, surveys and audits applying the waste management hierarchy in the workplace determining organisation's most appropriate waste treatment including waste to landfill, recycling, re-use, recoverable resources and wastewater treatment initiating and/or maintaining appropriate organisational procedures for operational energy consumption, including stationary energy and non-stationary (transport) preventing and minimising risks, and maximising opportunities such as: improving resource/energy efficiency reducing emissions of greenhouse gases reducing use of non-renewable resources referencing standards, guidelines and approaches such as: ecological footprinting Energy Efficiency Opportunities Bill 2005 Global Reporting Initiative green office program - a cultural change program green purchasing Greenhouse Challenge Plus (Australian government initiative) ISO 14001:1996 Environmental management systems life cycle analyses product stewardship supply chain management sustainability covenants/compacts triple bottom line reporting.
Suggestions may include ideas that help to:	prevent and minimise risks and maximise opportunities such as: usage of solar or renewable energies where appropriate reducing emissions of greenhouse gases reducing use of non-renewable resources making more efficient use of resources, energy and water maximising opportunities to re-use, recycle and reclaim materials identifying strategies to offset or mitigate environmental impacts: purchasing carbon credits energy conservation reducing chemical use reducing material consumption expressing purchasing power through the selection of suppliers with improved environmental performance e.g. purchasing renewable energy eliminating the use of hazardous and toxic materials.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Sustainability

Co-requisite units

Co-requisite units

BSBSUS501A Develop workplace policy and procedures for sustainability

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and implement a workplace sustainability policy, including the modification of the policy to suit changed circumstances. This unit requires the ability to access industry information, applicable legislative and occupational health and safety (OHS) guidelines. While no licensing, legislative, regulatory or certification requirements apply holistically to this unit at the time of publication, relevant national, state and territory legislation, regulations and codes of practice impact upon this unit.

Application of the Unit

Application of the unit	This unit addresses the knowledge, processes and techniques necessary to develop approaches to sustainability within workplaces, including the development and implementation of policy. This unit applies to people with managerial responsibility who undertake work developing approaches to create strategies within workplaces, including the development and implementation of policy and includes: communicating with relevant stakeholders developing and monitoring policies reviewing and improving policies. A person who demonstrates competence in this unit must be able to provide evidence of the ability to develop and implement integrated sustainability policies and procedures within an enterprise. The review of the policy after implementation will also need to be evidenced. The context of the unit applies to all sectors of the business industry; it may be applied to all sections of an organisation, including the office, the factory floor, or work area. With such a broad application, the unit will need to be contextualised as it is applied across an organisation and across different industry sectors.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop workplace sustainability policy	1.1. Define scope of sustainability policy 1.2. Gather information from a range of sources to plan and develop policy 1.3. Identify and consult stakeholders as a key component of the policy development process 1.4. Include appropriate strategies in policy at all stages of work for minimising resource use, reducing toxic material and hazardous chemical use, and employing life cycle management approaches 1.5. Make recommendations for policy options based on likely effectiveness, timeframes and cost 1.6. Develop policy that reflects the organisation's commitment to sustainability as an integral part of business planning and as a business opportunity 1.7. Agree to appropriate methods of implementation
2. Communicate workplace sustainability policy	2.1. Promote workplace sustainability policy, including its expected outcome to key stakeholders 2.2. Inform those involved in implementing the policy as to outcomes expected, activities to be undertaken and responsibilities assigned
3. Implement workplace sustainability policy	3.1. Develop and communicate procedures to help implement workplace sustainability policy 3.2. Implement strategies for continuous improvement in resource efficiency 3.3. Establish and assign responsibility to use recording systems for tracking continuous improvements in sustainability approaches
4. Review workplace sustainability policy implementation	4.1. Document outcomes and provide feedback to key personnel and stakeholders 4.2. Investigate successes or otherwise of policy 4.3. Monitor records to identify trends that may require remedial action and use to promote continuous improvement of performance 4.4. Modify policy and or procedures as required to ensure improvements are made

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to adjust communication to suit different audiences; to respond effectively to diversity; to work as a member of a team to consult on and validate policy literacy skills to read and evaluate complex and formal documents such as policy and legislation problem skills to effectively manage different points of view and dissenting stakeholders research, analytical and writing skills to research, analyse and present information; to prepare written reports requiring precision of expression and language and structures suited to the intended audience
Required knowledge
best practice approaches relevant to own work area environmental or sustainability legislation, regulations and codes of practice applicable to industry and organisation equal employment opportunity, equity and diversity principles and occupational health and safety implications of policy being developed policy development processes and practices principles, practices and available tools and techniques of sustainability management relevant to the particular industry context quality assurance systems relevant to own organisation relevant industry competency relevant organisational polices, procedures and protocols relevant systems and procedures to aid in the achievement of workplace sustainability

Evidence Guide

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: candidate's involvement as a key person in planning, developing and implementing organisational policy and that the developed policy complies with legislative requirements implementation strategy, as part of the policy, that has been devised, implemented and reviewed showing a measurable improvement utilising the chosen benchmark indicators communicating with stakeholders to discuss possible approaches to policy development and implementation, and contributing to the resolution of disputes among stakeholders developing and monitoring policies for analysing data on enterprise resource consumption using software systems for recording and filing documentation for measurement of current usage and using word processing and other basic software for interpreting charts, flowcharts, graphs and other visual data and information reviewing and improving policies by identifying improvements and benchmarking against industry best practice and attempting new approaches continuously over time.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to relevant legislation/standards/guidelines access to a range of workplace documentation and personnel, information and resources (such as compliance obligations, organisational plans, work responsibilities) access to reports from other parties involved in the development and implementation of policy evidence is collected over time, involving both formative and summative assessment evidence is relevant to the particular workplace role, including work area, equipment, systems, and documentation.
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 by the candidate response to case studies review of policy developed and procedural documentation outlining the approach taken review of implementation strategy, plans and work plans analysis of methods used to involve stakeholders in policy development, implementation and review analysis of inefficiencies or opportunities for improvements identified in the workplace evaluation of participation in sustainability work practices and programs such as an environmental management framework observation over time in relation to review of work area relating to policy and procedures being developed to assess measurement of resources used, hazards and compliance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBATSIM419A Contribute to the development and implementation of organisational policies BSBHRM506A Manage recruitment, selection and induction processes BSBHRM602B Manage human resources strategic planning BSBINN502A Build and sustain an innovative work environment BSBMGT515A Manage operational plan BSBMGT516C Facilitate continuous improvement BSBMGT608C Manage innovation and continuous improvement BSBMGT616A Develop and implement strategic plans BSBMGT617A Develop and implement a business plan BSBRSK501A Manage risk.

Range Statement

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.
Scope of workplace sustainability policy may include:	addressing sustainability initiatives through reference to standards, guidelines and approaches such as: ecological foot printing Energy Efficiency Opportunities Bill 2005l Global Reporting Initiative green office program green purchasing Greenhouse Challenge Plus (Australian government initiative) ISO 14001:1996 Environmental management systems life cycle analyses life cycle analyses product stewardship supply chain management sustainability covenants/compacts triple bottom line reporting integrated approach to sustainability which includes environmental, economic and social aspects, or a specific approach that focuses on each aspect individually investigating particular business and market context of the industry/organisation meeting relevant laws, by laws and regulations or best practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory industry organisation parts of the organisation to which it is to apply, including whether it is for the whole organisation, one site, one work area or a combination of these.
Sources may include:	regulatory sources relevant personnel organisational specifications.
Stakeholders may include:	individuals and groups both inside and outside the organisation who have some direct interest in the organisation's conduct, actions, products and services, including: customers employees at all levels of the organisation government investors local community other organisations regulators suppliers key personnel within the organisation and specialists outside the organisation who may have particular technical expertise.
Strategies may include:	promotional activities raising awareness among stakeholders training staff in sustainability principles and techniques.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Sustainability

Co-requisite units

Co-requisite units

BSBWOR202A Organise and complete daily work activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to organise and complete work activities, and to obtain feedback on work performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals developing basic skills and knowledge for working in a broad range of settings.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Organise work schedule	1.1. Negotiate and agree upon work goals and plans with assistance from appropriate persons 1.2. Develop an understanding of the relationship between individual work goals and plans, and organisational goals and plans 1.3. Plan and prioritise workload within allocated timeframes
2. Complete work tasks	2.1. Complete tasks within designated time lines and in accordance with organisational requirements and instructions 2.2. Use effective questioning to seek assistance from colleagues when difficulties arise in achieving allocated tasks 2.3. Identify factors affecting work requirements and take appropriate action 2.4. Use business technology efficiently and effectively to complete work tasks 2.5. Communicate progress of task to supervisor or colleagues as required
3. Review work performance	3.1. Seek feedback on work performance from supervisors or colleagues 3.2. Monitor and adjust work according to feedback obtained through supervision and comparison with established team and organisational standards 3.3. Identify and plan opportunities for improvement in liaison with colleagues

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to use written and oral information about workplace requirements organising skills to arrange work priorities and arrangements problem-solving skills to solve routine problems technology skills to select and use technology appropriate for a task.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and procedures.

Evidence Guide

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: organising and completing own work activities seeking and acting on feedback from clients, colleagues and supervisors using available business technology appropriate to the task, under direct instruction
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of work plans, policies and procedures.
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 by the candidate analysis of responses to case studies and scenarios demonstration of techniques review of documentation planning and prioritising workload evaluation of time line required to complete tasks review of documentation planning opportunities for improvement.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: administration units.

Range Statement

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.
Appropriate persons may include:	colleagues other staff members supervisors, mentors or trainers
Organisational requirements may include:	access and equity principles and practice anti-discrimination and related policy business and performance plans ethical standards goals, objectives, plans, systems and processes legal and organisation policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards
Colleagues may include:	coach/mentor other members of the organisation peers/work colleagues/team supervisor or manager
Factors affecting work requirements may include:	changes to procedures or new procedures competing work demands environmental factors such as time, weather other work demands resource issues technology/equipment breakdowns
Business technology may include:	computer applications computers electronic diaries facsimile machines photocopiers printers scanners
Feedback on performance may include:	formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Standards may include:	Australian Standards legal and organisation policies, guidelines and requirements legislation organisational policies and procedures specified work standards standards set by work group
Opportunities for improvement may include:	coaching, mentoring and/or supervision internal/external training provision personal study recognition of current competence (RCC)/skills recognition/initial assessment workplace skills assessment

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR203A Work effectively with others

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to work in a group environment promoting team commitment and cooperation, supporting team members and dealing effectively with issues, problems and conflict. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who perform a range of routine tasks using a limited range of practical skills and fundamental knowledge of teamwork in a defined context under direct supervision or with limited individual responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop effective workplace relationships	1.1. Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships 1.2. Take time and resource constraints into account in fulfilling work requirements of self and others 1.3. Encourage, acknowledge and act upon constructive feedback provided by others in the workgroup
2. Contribute to workgroup activities	2.1. Provide support to team members to ensure workgroup goals are met 2.2. Contribute constructively to workgroup goals and tasks according to organisational requirements 2.3. Share information relevant to work with workgroup to ensure designated goals are met 2.4. Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup
3. Deal effectively with issues, problems and conflict	3.1. Respect differences in personal values and beliefs and their importance in the development of relationships 3.2. Identify any linguistic and cultural differences in communication styles and respond appropriately 3.3. Identify issues, problems and conflict encountered in the workplace 3.4. Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and understand the organisation's policies and work procedures, to write simple instructions for particular routine tasks and to interpret information gained from correspondence communication skills to request advice, to receive feedback and to work with a team technology skills to select and use technology appropriate to a task culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and procedures workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.

Evidence Guide

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: providing support to team members to ensure goals are met seeking feedback from clients and/or colleagues and taking appropriate action knowledge of appropriate conflict resolution techniques.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of customer complaints or staff conflict.
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 by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of demonstrated techniques in resolving conflict observation of presentations review of documentation identifying and planning strategies/opportunities for workgroup improvement.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: interpersonal communication units other industry capability units.

Range Statement

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.
Responsibilities and duties may include:	Code of Conduct job description and employment arrangements organisation's policy relevant to work role skills, training and competencies supervision and accountability requirements including OHS team structures
Workgroup members may include:	coach/mentor other members of the organisation peers/work colleagues/team/enterprise supervisor or manager
Feedback on performance may include:	formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Support to team members may include:	explaining/clarifying helping colleagues problem-solving providing encouragement providing feedback to a team member undertaking extra tasks if necessary
Information to be shared may include:	acknowledging satisfactory performance acknowledging unsatisfactory performance assisting a colleague clarifying the organisation's preferred task completion methods encouraging colleagues open communication channels workplace hazards, risks and controls
Strategies/opportunities for improvement may include:	career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study recognition of current competence (RCC)/skills recognition/initial assessment work experience/exchange/opportunities workplace skills assessment

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR204A Use business technology

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to select, use and maintain a range of business technology. This technology includes the effective use of computer software to organise information and data. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who use business technology to perform a range of routine tasks. They use a limited range of practical skills and fundamental knowledge of equipment use and the organisation of data or files in a defined context, under direct supervision or with limited individual responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Select and use technology	1.1. Select appropriate technology and software applications to achieve the requirements of the task 1.2. Adjust workspace, furniture and equipment to suit user ergonomic requirements 1.3. Use technology according to organisational requirements and in a way which promotes a safe work environment
2. Process and organise data	2.1. Identify, open, generate or amend files and records according to task and organisational requirements 2.2. Operate input devices according to organisational requirements 2.3. Store data appropriately and exit applications without damage to or loss of, data 2.4. Use manuals, training booklets and/or online help or help-desks to overcome basic difficulties with applications
3. Maintain technology	3.1. Identify and replace used technology consumables in accordance with manufacturer's instructions and organisational requirements 3.2. Carry out and/or arrange routine maintenance to ensure equipment is maintained in accordance with manufacturer's instructions and organisational requirements 3.3. Identify equipment faults accurately and take action in accordance with manufacturer's instructions or report fault to designated person

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to identify work requirements; to understand and process basic, relevant workplace information; and to follow written instructions communication skills to request advice, to receive feedback and to work with a team problem-solving skills to solve routine technology problems.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and procedures, especially in regard to file-naming and storage conventions organisational IT procedures including back-up and virus protection procedures basic technical terminology in relation to reading help-files and manuals.

Evidence Guide

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: selection and application of appropriate equipment and software applications in relation to assigned task/s access, retrieval and storage of required data performance of basic maintenance on a range of office equipment
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of files and data for storage manuals and training booklets for equipment.
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 by the candidate analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of office equipment evaluation of maintaining technology.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: IT use units other industry capability units.

Range Statement

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.
Technology may include:	computer technology, such as laptops and personal computers digital cameras modems printers scanners zip drives photocopiers shredders binders laminators cutters
Software applications may include:	email, internet word processing, spreadsheet, database, accounting or presentation packages
Organisational requirements may include:	correctly identifying and opening files legal and organisation policies, guidelines and requirements locating data log-on procedures manufacturer's guidelines OHS policies, procedures and programs saving and closing files storing data
Input devices may include:	keyboard mouse numerical key pad scanner
Storage of data may include:	appropriate storage/filing of hard copies of computer generated documents storage in directories and sub-directories storage on CD-ROMs, hard and floppy disk drives or back-up systems
Technology consumables may include:	back-up tapes CD-ROM floppy disks print heads printer ribbons and cartridges toner cartridges zip disks
Routine maintenance may include:	in-house cleaning and servicing of equipment according to manufacturer's guidelines periodic servicing by qualified or manufacturer approved, technician regular checking of equipment replacing consumables
Identifying equipment faults may include:	checking repairs have been carried out encouraging feedback from work colleagues keeping a log book of detected faults preparing a maintenance program regular back-ups of data regular OHS inspections routine checking of equipment

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR301A Organise personal work priorities and development

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to organise own work schedules, to monitor and obtain feedback on work performance, and to maintain required levels of competence. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of work scheduling and performance improvement to provide technical advice and support to a team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Organise and complete own work schedule	1.1. Ensure that work goals and objectives are understood, negotiated and agreed in accordance with organisational requirements 1.2. Assess and prioritise workload to ensure tasks are completed within identified timeframes 1.3. Identify factors affecting the achievement of work objectives and incorporate contingencies into work plans 1.4. Use business technology efficiently and effectively to manage and monitor scheduling and completion of tasks
2. Monitor own work performance	2.1. Accurately monitor and adjust personal work performance through self-assessment to ensure achievement of tasks 2.2. Ensure that feedback on performance is actively sought and evaluated from colleagues and clients in the context of individual and group requirements 2.3. Routinely identify and report on variations in the quality of service and products in accordance with organisational requirements 2.4. Identify signs of stress and effects on personal wellbeing 2.5. Identify sources of stress and access appropriate supports and resolution strategies
3. Coordinate personal skill development and learning	3.1. Identify personal learning needs and skill gaps using self-assessment and advice from colleagues and clients in relation to role and organisational requirements 3.2. Identify, prioritise and plan opportunities for undertaking personal skill development activities in liaison with work groups and relevant personnel 3.3. Access, complete and record professional development opportunities to facilitate continuous learning and career development 3.4. Incorporate formal and informal feedback into review of further learning needs

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and understand the organisation's procedures, own work goals and objectives planning skills to organise work priorities and arrangements problem-solving skills to solve routine problems communication skills to give and receive constructive feedback relating to development needs.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and procedures methods to elicit, analyse and interpret feedback principles and techniques of goal setting, measuring performance, time management and personal assessment competency standards and how to interpret them in relation to self methods to identify and prioritise personal learning needs.

Evidence Guide

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: preparing work plans scheduling and prioritising work objectives and tasks knowledge of the principles and techniques of goal setting, measuring performance, time management and personal assessment.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of work schedules and performance improvement plans.
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 by the candidate review of self-assessment documentation outlining learning and development needs analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of methods to identify and prioritise personal learning needs evaluation of planning for personal skill development activities and professional development opportunities.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other industry capability units.

Range Statement

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.
Work goals and objectives may include:	budgetary targets production targets reporting deadlines sales targets team and individual learning goals team participation
Organisational requirements may include:	access and equity principles and practice business and performance plans defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manuals
Factors affecting the achievement of work objectives may include:	budget constraints competing work demands environmental factors such as time, weather resource and materials availability technology/equipment breakdowns unforeseen incidents workplace hazards, risks and controls
Business technology may include:	computer applications computers email facsimile machines internet/extranet/intranet modems personal schedulers photocopiers printers scanners
Feedback on performance may include:	formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Signs of stress may include:	absence from work alcohol or other substance abuse conflict poor work performance
Personal wellbeing may include:	cultural emotional social spiritual
Sources of stress may include:	complex tasks cultural issues work and family conflict workloads
Supports and resolution strategies may include:	awareness raising counselling employee assistance programs (EAP) family support group activities job design mediation sharing load time off training
Professional development opportunities may include:	career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study quality assurance assessments and recommendations recognition of current competence/skills recognition work experience/exchange/opportunities workplace skills assessment

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR401A Establish effective workplace relationships

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to collect, analyse and communicate information and to use that information to develop and maintain effective working relationships and networks, with particular regard to communication and representation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers play an important role in developing and maintaining positive relationships in internal and external environments so that customers, suppliers and the organisation achieve planned outputs and outcomes. They play a prominent part in motivating, mentoring, coaching and developing team cohesion through providing leadership for the team and forming the bridge between the management of the organisation and team members. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning and evaluation, and leadership and guidance of others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Collect, analyse and communicate information and ideas	1.1. Collect relevant information from appropriate sources and analyse and share with the work team to improve work performance 1.2. Communicate ideas and information in a manner which is appropriate and sensitive to the cultural and social diversity of the audience and any specific needs 1.3. Implement consultation processes to encourage employees to contribute to issues related to their work, and promptly relay feedback to the work team in regard to outcomes 1.4. Seek and value contributions from internal and external sources in developing and refining new ideas and approaches 1.5. Implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel as required
2. Develop trust and confidence	2.1. Treat all internal and external contacts with integrity, respect and empathy 2.2. Use the organisation's social, ethical and business standards to develop and maintain effective relationships 2.3. Gain and maintain the trust and confidence of colleagues, customers and suppliers through competent performance 2.4. Adjust interpersonal styles and methods to meet organisation's social and cultural environment 2.5. Encourage other members of the work team to follow examples set, according to organisation's policies and procedures
3. Develop and maintain networks and relationships	3.1. Use networks to identify and build relationships 3.2. Use networks and other work relationships to provide identifiable benefits for the team and organisation
4. Manage difficulties into positive outcomes	4.1. Identify and analyse difficulties, and take action to rectify the situation within the requirements of the organisation and relevant legislation 4.2. Guide and support colleagues to resolve work difficulties 4.3. Regularly review and improve workplace outcomes in consultation with relevant personnel 4.4. Manage poor work performance within the organisation's processes 4.5. Manage conflict constructively within the organisation's processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
coaching and mentoring skills to provide support to colleagues literacy skills to research, analyse, interpret and report information relationship management and communication skills to: deal with people openly and fairly forge effective relationships with internal and/or external people, and to develop and maintain these networks gain the trust and confidence of colleagues respond to unexpected demands from a range of people use supportive and consultative processes effectively.
Required knowledge
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS), and environmental issues, equal opportunity, industrial relations and anti-discrimination theory associated with managing work relationships to achieve planned outcomes: developing trust and confidence maintaining consistent behaviour in work relationships understanding the cultural and social environment identifying and assessing interpersonal styles establishing, building and maintaining networks identifying and resolving problems resolving conflict managing poor work performance monitoring, analysing and introducing ways to improve work relationships.

Evidence Guide

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: range of methods and techniques for communicating information and ideas to a range of stakeholders range of methods and techniques for developing positive work relationships that build trust and confidence in the team accessing and analysing information to achieve planned outcomes techniques for resolving problems and conflicts and dealing with poor performance knowledge of the theory associated with managing work relationships to achieve planned outcomes.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: demonstration of techniques in managing poor performance and communicating effectively direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays observation of presentations oral or written questioning to assess knowledge of relevant legislation review of consultation processesimplemented to encourage employees to contribute to issues related to their work review of documentation outlining reviewing ofworkplace outcomes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

Range Statement

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.
Information may include:	data appropriate to work roles and organisational policies that is shared and retrieved in writing or verbally, electronically or manually such as: archived, filed and historical background data individual and team performance data marketing and customer related data planning and organisational documents including the outcomes of continuous improvement and quality assurance policies and procedures
Consultation processes may include:	feedback to the work team and relevant personnel in relation to outcomes of the consultation process opportunities for all employees to contribute to ideas and information about organisational issues
Processes to ensure that issues raised are resolved promptly or referred may include:	conducting informal meetings coordinating surveys or questionnaires distributing newsletters or reports exchanging informal dialogue with relevant personnel participating in planned organisational activities
Relevant personnel may include:	managers OHS committee and other people with specialist responsibilities other employees supervisors union representatives/groups
Organisation's social, ethical and business standards may refer to:	implied standards such as honesty and respect relative to the organisational culture and generally accepted within the wider community rewards and recognition for high performing staff standards expressed in legislation and regulations such as anti-discrimination legislation written standards such as those expressed in: code of workplace conduct/behaviour dress code policies statement of workplace values vision and mission statements
Colleagues, customers and suppliers may include:	both internal and external contacts employees at the same level and more senior managers people from a wide variety of social, cultural and ethnic backgrounds team members
Organisation's policies and procedures may refer to:	Materials Safety Data Sheets organisational tasks and activities undertaken to meet performance outcomes sets of accepted actions approved by the organisation Standard Operating Procedures
Networks may be:	established structures or unstructured arrangements and may include business or professional associations informal or formal and with individuals or groups internal and/or external
Workplace outcomes may include:	OHS processes and procedures performance of the work team
Poor work performance may refer to:	individual team members organisation as a whole self whole work team

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR402A Promote team effectiveness

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to promote teamwork. It involves developing team plans to meet expected outcomes, leading the work team, and proactively working with the management of the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers have an important leadership role in the development of efficient and effective work teams. They play a prominent part in team planning, supervising the performance of the team and developing team cohesion. They provide leadership for the team and bridge the gap between the management of the organisation and the team members. As such they must 'manage up' as well as manage their team/s.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan to achieve team outcomes	1.1. Identify, establish and document team purpose, roles, responsibilities, goals, plans and objectives in consultation with team members 1.2. Support team members in meeting expected outcomes
2. Develop team cohesion	2.1. Provide opportunities for input of team members into planning, decision making and operational aspects of work team 2.2. Encourage and support team members to take responsibility for own work and to assist each other in undertaking required roles and responsibilities 2.3. Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4. Recognise and address issues, concerns and problems identified by team members or refer to relevant persons as required
3. Participate in and facilitate work team	3.1. Actively encourage team members to participate in and take responsibility for team activities and communication processes 3.2. Give the team support to identify and resolve problems which impede its performance 3.3. Ensure own contribution to work team serves as a role model for others and enhances the organisation's image within the work team, the organisation and with clients/customers
4. Liaise with management	4.1. Maintain open communication with line manager/management at all times 4.2. Communicate information from line manager/management to the team 4.3. Communicate unresolved issues, concerns and problems raised by the team/team members to line manager/management and ensure follow-up action is taken 4.4. Communicate unresolved issues, concerns and problems related to the team/team members raised by line managers/management to the team and ensure follow-up to action is taken

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: boost team morale deal with team conflict deliver messages from management facilitate discussion mentor and coach leadership skills planning and organising skills.
Required knowledge
organisational goals, objectives and plans organisational policy and procedures framework organisational structure, including organisational chart principles and techniques associated with: delegation and work allocation goal setting group dynamics and processes individual behaviour and difference leadership motivation negotiation planning.

Evidence Guide

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: teamwork plan with details of how it was generated and how it will be monitored so that team goals can be met techniques in communicating information, dealing with team conflict and resolving issues knowledge of organisational goals, objectives and plans.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in working with team dynamics observation of performance in role plays oral or written questioning to assess knowledge of principles and techniques associated with group dynamics and processes evaluation of opportunities provided for input of team members into planning, decision making and operational aspects of work team review of feedback provided to team members review of teamwork plan.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

Range Statement

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.
Team purpose, roles, responsibilities, goals, plans and objectives may include:	action plans, business plans and operational plans linked to strategic plans expected outcomes and outputs goals for individuals and the work team individual and team performance plans and key performance indicators occupational health and safety (OHS) responsibilities
Consultation may include:	attending meetings, interviews, brainstorming sessions using email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual effectiveness using mechanisms to provide feedback to the work team in relation to consultation outcomes
Responsibility for own work may involve:	individual and joint actions individuals and teams
Feedback may refer to:	formal/informal gatherings between team members where there is communication on work related matters informal communication of ideas and thoughts on specific tasks, outcomes, decisions, issues or behaviours
Relevant persons may include:	colleagues direct superior or other management representatives OHS committees and other people with specialist responsibilities
Communication may include:	face-to-face formal/informal interaction verbal, written or electronic communication
Line manager/management may refer to:	direct superior or other management representatives

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBWOR403A Manage stress in the workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage own stress and the stress of others stress in a team environment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to the understanding and management of own stress and team stress in the workplace. Competence in this unit requires managing own stress and managing the stress within a team by using effective strategies and initiatives to reduce stress and to improve the resilience of staff to withstand the stresses associated with a customer contact environment. This will require application of sound occupational health and safety (OHS) management in accordance with legislation and organisational policies and guidelines. This role is undertaken by staff with managerial responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop and implement personal stress management strategy	1.1. Recognise signs and sources of stress 1.2. Use appropriate techniques to manage own stress 1.3. Maintain personal stamina and resilience 1.4. Maintain personal work/life balance 1.5. Become a role model in managing stress and time
2. Develop stress management strategies and techniques within a team	2.1. Analyse and understand potential sources of fatigue and stress in the work environment 2.2. Develop an understanding of a range of stress management techniques within a team 2.3. Develop techniques to support the achievement of key performance indicators (KPIs) and priorities 2.4. Encourage team members to support each other in managing stress 2.5. Adopt strategies to effectively reduce, manage and deal with stress within a team 2.6. Adopt stamina management strategies to maximise performance 2.7. Develop techniques to assist team members to recover effectively from a stressful or difficult situation
3. Implement stress management techniques within a team	3.1. Adopt work routine and procedural strategies to minimise stress and fatigue within a team 3.2. Use appropriate time management tools and techniques 3.3. Develop individual/group training and development program as required 3.4. Use team meetings and other opportunities to discuss stress management techniques and to coach staff in using these techniques 3.5. Regularly evaluate tools, techniques and strategies 3.6. Develop team awareness of sources of internal and external support
4. Develop team and morale building strategies	4.1. Develop a strategy to engage and develop team members 4.2. Develop a communication strategy within a team 4.3. Manage and use team meetings effectively 4.4. Develop a supportive and responsive team environment 4.5. Delegate effectively to further empower and motivate team members
5. Monitor and address stress levels within a team	5.1. Monitor individual staff performance against performance requirements 5.2. Conduct regular staff reviews to identify variations and difficulties impacting on work requirements 5.3. Monitor and support team members when in stressful situations 5.4. Respond appropriately to behavioural signs of stress among team members 5.5. Monitor work/life balance of team members 5.6. Discuss outcomes and develop action plans with team members as appropriate

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
coaching and mentoring skills to give feedback in difficult and tense situations communication skills to conduct effective formal and informal meetings and to communicate with personnel at all levels of the organisation communication skills to relate to people from diverse backgrounds and people with diverse abilities consultation and negotiation skills to establish and implement development plans and actions for team members interpersonal skills to establish rapport and to build relationships with team members leadership skills to gain the trust and confidence of colleagues and team members literacy skills to clearly articulate information, ideas and advice organisational skills to manage own tasks within timeframes problem-solving skills to creatively and positively address issues that arise self-management skills to be an excellent role model for a team team building skills to ensure cohesion within a team.
Required knowledge
behavioural management techniques internal and external sources of assistance job role priorities and KPIs OHS principles and requirements signs and sources of existing and potential stress or difficult situations stress management and reduction techniques time management tools and techniques workplace policies and procedures.

Evidence Guide

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: explanation of signs and sources of stress explanation of job role priorities and KPIs ability or strategy to recover from stressful contact work stamina and implementation of work/life management strategies knowledge of OHS principles and requirements.
Context of and specific resources for assessment	Assessment must ensure: access to workplace information and data access to performance management, development plan and training records access to relevant legislation, standards and guidelines access to staff feedback and satisfaction survey records.
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 by the candidate oral and/or written questioning to assess knowledge of signs and sources of stress, and time management tools and techniques direct observation of the candidate effectively managing time and work priorities oral and /or written questioning of the process for the candidate to work through and recover from a stressful situation with a team member during and after the situation review and analysis of attendance records review of development plans and feedback for team members review of minutes of team meetings.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: relevant management units.

Range Statement

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.
Signs of stress may include:	absence from work conflict fatigue lack of self-esteem and confidence poor work performance sickness
Sources of stress may include:	challenging KPIs and/or priorities complex tasks difficult customer contact external factors inadequate physical environment interpersonal relationships
Sources of fatigue may include:	ergonomic factors excessive overtime external issues overload of information repetitive tasks and/or contacts shift rostering and hours of work
Stress management techniques may include:	debriefing with peers and/or line manager relaxation methods specific training stretching and exercises taking breaks
Key performance indicators (KPIs) and priorities may include:	adherence to schedule average handling time call rates customer satisfaction feedback quality assurance requirements sales targets targets
Stamina management strategies may include:	management of personal wellbeing, for example: breaks hydration life balance meals recognising fatigue management of the environment, for example: climate ergonomics noise management of work, for example: minimising re-working sequencing tasks
Stressful or difficult situations may include:	angry customer changing regulations and legislation customer abuse customer complaint high number of customer contacts sensitive customer situations unreliable technology
Time management tools and techniques may include:	diarising and/or scheduling tasks and time organising information prioritising tasks self-managing training requirements

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR404B Develop work priorities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan one's own work schedules, to monitor and to obtain feedback on work performance and development. It also addresses the requirement to take responsibility for one's own career planning and professional development. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are required to design their own work schedules and work plans, and to establish priorities for their work. They will typically hold some responsibilities for the work of others and have some autonomy in relation to their own role.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan and complete own work schedule	1.1. Prepare Workgroup plans which reflect consideration of resources, client needs and workgroup targets 1.2. Analyse and incorporate Work objectives and priorities into personal schedules and responsibilities 1.3. Identify Factors affecting the achievement of work objectives and establish contingencies and incorporate them into work plans 1.4. Efficiently and effectively use Business technology to manage and monitor planning completion and scheduling of tasks
2. Monitor own work performance	2.1. Identify and analysed personal performance through self-assessment and feedback from others on the achievement of work objectives 2.2. Seek and evaluate Feedback on performance from colleagues and clients in the context of individual and group requirements 2.3. Routinely identify and report on variations in the quality of service and performance in accordance with organisational requirements
3. Coordinate professional development	3.1. Assess personal knowledge and skills against organisational benchmarks to determine development needs and priorities 3.2. Research and identify sources and plan for opportunities for improvement in consultation with colleagues 3.3. Use Feedback to identify and develop ways to improve competence within available opportunities 3.4. Identify, access and complete professional development activities to assist career development 3.5. Store and maintain records and documents relating to achievements and assessments in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
learning skills to recognise and develop new and necessary skills and knowledge literacy skills to understand the organisation's policies, procedures and communications, to write personal work plans and professional development plans, and to request and receive feedback about performance organising skills to prioritise, manage time and meet deadlines problem solving skills to develop contingency plans
Required knowledge
knowledge of relevant business technology applications to schedule tasks and plan work knowledge of techniques to prepare personal plans and establish priorities methods to identify and prioritise personal learning needs understanding of a range of professional development options understanding of methods to elicit, analyse and interpret feedback understanding of methods to evaluate own performance

Evidence Guide

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: preparing and communicating own work plan scheduling work objectives and tasks to support the achievement of goals seeking and acting on feedback from clients and colleagues reviewing own work performance against achievements through self-assessment accessing learning opportunities to extend own personal work competencies using business technology to monitor self development.
Context of and specific resources for assessment	Assessment must ensure: the learner and trainer should have access to appropriate documentation and resources normally used in the workplace
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 by the candidate observation of performance in role plays observation of presentations review of work and professional development plans.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: Other units from the Certificate IV in Frontline Management.

Range Statement

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.
Workgroup plans may include:	budgetary plans production plans reporting plans sales plans team and individual learning goals team participation work schedules
Work objectives may include:	budgetary targets production targets reporting deadlines sales targets team and individual learning goals team participation
Factors affecting the achievement of work objectives may include:	budget constraints competing work demands environmental factors such as time, weather, etc personnel resource and materials availability technology/equipment breakdowns unforeseen incidents
Business technology may include:	computer applications computers email and internet/intranet/extranet facsimile machines modems personal schedules photocopiers printers scanners
Feedback on performance may include:	formal/informal performance appraisals obtaining comments from clients obtaining comments from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Professional development activities may include:	career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study Recognition of Prior Learning work experience/exchange/opportunities workplace skills assessment

Unit Sector(s)

Unit sector

ELEMENT	PERFORMANCE CRITERIA

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBWOR501B Manage personal work priorities and professional development

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage own performance and professional development. Particular emphasis is on setting and meeting priorities, analysing information and using a range of strategies to develop further competence. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to managers and focuses on the need for managers to be organised, focussed and skilled, in order to effectively manage the work of others. As such it is an important unit for most managers, particularly as managers serve as role models and have a significant influence on the work culture and patterns of behaviour.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish personal work goals	1.1. Serve as a positive role model in the workplace through personal work planning and organisation 1.2. Ensure personal work goals, plans and activities reflect the organisation's plans, and own responsibilities and accountabilities 1.3. Measure and maintain personal performance in varying work conditions, work contexts and contingencies
2. Set and meet own work priorities	2.1. Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives 2.2. Use technology efficiently and effectively to manage work priorities and commitments 2.3. Maintain appropriate work-life balance, and ensure stress is effectively managed and health is attended to
3. Develop and maintain professional competence	3.1. Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans 3.2. Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence 3.3. Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence 3.4. Undertake participation in networks to enhance personal knowledge, skills and work relationships 3.5. Identify and develop new skills to achieve and maintain a competitive edge

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to receive, analyse and report on feedback literacy skills to interpret written and verbal information about workplace requirements organisational skills to set and achieve priorities.
Required knowledge
principles and techniques involved in the management and organisation of: performance measurement personal behaviour, self-awareness and personality traits identification personal development plan personal goal setting time management management development opportunities and options for self organisation's policies, plans and procedures types of learning style/s and how they relate to the individual types of work methods and practices that can improve personal performance.

Evidence Guide

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: systems and processes (electronic or paper-based) used to organise and prioritise tasks, which show how work is managed personal development plan, with career objectives and an action plan
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to asses knowledge of work methods and practices that can improve personal performance review of personal work goals, plans and activities evaluation of work-life balance review of documentation assessing personal knowledge and skills against competency standards.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

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.
Own responsibilities and accountabilities may include:	expectations of workplace performance as expressed in a performance plan outputs as expressed in position descriptions or duty statements statement of conduct outlining an individual's responsibilities/actions/performance
Technology may include:	computerised systems and software, databases, project management and word processing electronic diary personal digital assistant (PDA)
Competency standards may include:	enterprise-specific units of competency consistent with work requirements nationally endorsed units of competency consistent with work requirements
Clients and colleagues may be:	colleagues at the same level and more senior managers internal or external customers people from a wide range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities team members
Development opportunities may include:	action learning coaching exchange/rotation induction mentoring shadowing structured training programs

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBWOR502B Ensure team effectiveness

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to facilitate all aspects of teamwork within the organisation. It involves taking a leadership role in the development of team plans, leading and facilitating teamwork and actively engaging with the management of the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to managers and addresses the need for managers to facilitate work teams and to build a positive culture within work teams. The unit takes a systematic and planned approach to developing teams. It includes the soft skills as well as more structured approaches to the management of teams. At this level, work will normally be carried out within complex and diverse methods and procedures which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish team performance plan	1.1. Consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives 1.2. Develop performance plans to establish expected outcomes, outputs, key performance indicators and goals for work team 1.3. Support team members in meeting expected performance outcomes
2. Develop and facilitate team cohesion	2.1. Develop strategies to ensure team members have input into planning, decision making and operational aspects of work team 2.2. Develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities 2.3. Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4. Develop processes to ensure that issues, concerns and problems identified by team members are recognised and addressed
3. Facilitate teamwork	3.1. Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes 3.2. Support the team in identifying and resolving work performance problems 3.3. Ensure own contribution to work team serves as a role model for others and enhances the organisation's image for all stakeholders
4. Liaise with stakeholders	4.1. Establish and maintain open communication processes with all stakeholders 4.2. Communicate information from line manager/management to the team 4.3. Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/management and other relevant stakeholders 4.4. Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to explain team goals, to address team conflict and to build an environment of trust planning and organisational skills to keep team on track and focussed on work outcomes.
Required knowledge
group behaviour strategies for mentoring and coaching to informally guide and instruct team members issue resolution strategies for gaining consensus.

Evidence Guide

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: range of techniques that can be used to build work teams, strengthen communications in the team and resolve issues methods for engaging with stakeholders and obtaining advice from outside the work team, to ensure team is focussed and on track knowledge of group behaviour.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios assessment of written reports demonstration of team building techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays review of performance plans developed for work team review of policies and procedures developed to ensure team members take responsibility for own work.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

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.
Consultation may refer to:	conducting meetings, interviews, brainstorming sessions, email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual performance plans mechanisms used to provide feedback to the work team in relation to outcomes of consultation
Accountabilities may refer to:	responsibilities as defined in position descriptions, codes of conduct/behaviour, duty statements or similar statement of conduct outlining responsibilities/actions/performance
Performance plans may refer to:	individual performance plans linked to team goals team plans based on work assignments and responsibilities
Outcomes, outputs, key performance indicators may refer to agreed:	changes in work roles and responsibilities improved individual and team, performance and participation improvements to systems, operations measures for monitoring and evaluating the efficiency or effectiveness of systems or services quality standards and expectations targets for productivity improvements such as reduced downtime, higher production levels, decreases in absenteeism targets for training and development
Support may include:	Coaching Mentoring Training and development opportunities Clarification of roles and expectations Long term or short term plans Meetings
Strategies may refer to:	clarification of roles and expectations electronic communication devices and processes, such as intranet and email communication systems, to facilitate input long-term or short-term plans factoring in opportunities for team input mentoring and 'buddy' systems to support team members in providing input newsletters and briefings training and development activities
Policies and procedures may refer to:	organisational guidelines and systems that govern operational functions procedures that detail the activities that must be carried out for the completion of actions and tasks Standard Operating Procedures
Processes may refer to:	brainstorming options with the team for addressing concerns creating a matrix of issues and concerns and distributing for comment discussions with individuals regarding their concerns distributing drafts for comment with a range of options for resolution of concerns training and development sessions
Stakeholders may include:	Board members business or government contacts funding bodies union/employee groups and representatives work team
Line manager/management may refer to:	chief executive officer direct superior other management representatives

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWRT301A Write simple documents

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan, draft and review a basic document before writing the final version. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement to produce a range of basic workplace documentation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan document	1.1. Determine audience and purpose for the document 1.2. Determine format and structure 1.3. Establish key points for inclusion 1.4. Identify organisational requirements 1.5. Establish method of communication 1.6. Establish means of communication
2. Draft document	2.1. Develop draft document to communicate key points 2.2. Obtain and include any required additional information
3. Review document	3.1. Check draft for suitability of tone for audience, purpose, format and communication style 3.2. Check draft for readability, grammar, spelling, and sentence and paragraph construction 3.3. Check draft for sequencing and structure 3.4. Check draft to ensure it meets organisational requirements 3.5. Ensure draft is proofread, where appropriate, by supervisor or colleague
4. Write final document	4.1. Make and proofread necessary changes 4.2. Ensure document is sent to intended recipient 4.3. File copy of document in accordance with organisational policies and procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and understand a variety of texts; to prepare general information and papers according to target audience; and to proofread and edit documents to ensure clarity of meaning and conformity to organisational requirements problem-solving skills to determine document design and production processes.
Required knowledge
basic grammar, spelling and punctuation. communication protocols how audience, purpose and method of communication influence tone organisational policies and procedures for document production resources to assist in document production, such as dictionary, thesaurus, templates, style sheets.

Evidence Guide

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: producing a range of documents that accurately convey required basic information using formatting suitable for intended audience knowledge of organisational policies and procedures for document production.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources examples of documents.
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 by the candidate review of draft documents analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of communication protocols review of final documents.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBITU303ADesign and produce text documents other general administration units.

Range Statement

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.
Audience may include:	internal and external customers recipient/s who receive a copy for information primary recipient/s of the communication
Purpose may include:	clarification of issues communication about meetings or events information minutes/outcomes of meetings request for information, advice or assistance statements of fact straightforward advice
Format may include:	email forms letters memos minutes of meetings organisational templates or proformas for letters, memos or reports tables
Structure may include:	organisation of the material to suit the format (e.g. scannability for on-screen use) treatment of attachments and hyperlinks visual signposting of material, including use of headings, lists, keywords and text in boxes
Organisational requirements may include:	house style requirements identified authorities for signatories for correspondence/communications protocols, both written and unwritten for the organisation's internal and external communications requirements for inclusive and non-discriminatory language and for adherence to copyright legislation
Method of communication may include:	inclusive communication use of active or passive voice use of the appropriate register or style of language - formal, standard or informal
Means of communication may include:	software packages such as MS Word, Excel, PageMaker, PowerPoint and templates
Intended recipient may include:	audience for document signatory of the document supervisor or other staff member who may add to or forward document to another recipient

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Writing

Co-requisite units

Co-requisite units

BSBWRT401A Write complex documents

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan documents, draft text, prepare final text and produce documents of some complexity. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who work in a range of business environments and are skilled in the creation of reports, information and general promotion documents that are more complex than basic correspondence, memos or forms and that require review and analysis of a range of information sources.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan documents	1.1. Determine the purposes of documents 1.2. Choose appropriate formats for documents 1.3. Establish means of communication 1.4. Determine requirements of documents 1.5. Determine categories and logical sequences of data, information and knowledge to achieve document objectives 1.6. Develop overview of structure and content of documents
2. Draft text	2.1. Review and organise available data, information and knowledge according to proposed structure and content 2.2. Ensure data, information and knowledge is aggregated, interpreted and summarised to prepare text that satisfies document purposes and objectives 2.3. Include graphics as appropriate 2.4. Identify gaps in required data and information, and collect additional material from relevant enterprise personnel 2.5. Draft text according to document requirements and genre 2.6. Use language appropriate to the audience
3. Prepare final text	3.1. Review draft text to ensure document objectives are achieved and requirements are met 3.2. Check grammar, spelling and style for accuracy and punctuation 3.3. Ensure draft text is approved by relevant enterprise personnel 3.4. Process text amendments as required
4. Produce document	4.1. Choose basic design elements for documents appropriate to audience and purpose 4.2. Use word processing software to apply basic design elements to text 4.3. Check documents to ensure all requirements are met

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify requirements of documents literacy skills to edit and proofread documents; to create documents with a complex, organised structure of linked paragraphs which use simple and complex syntactic structure numeracy skills to collate and present data, graphs and annotated references problem-solving skills to use processes flexibly and interchangeably.
Required knowledge
enterprise style guide/house style formatting styles and their impact on formatting, readability and appearance of documents organisational requirements for ergonomics, work periods and breaks, and resource conservation techniques rules and conventions for written English, as defined by general and specialist dictionaries and books about grammar.

Evidence Guide

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: production of documents editing draft text to ensure accuracy and clarity of information knowledge of enterprise style guide/house style.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of documents and style guides.
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 by the candidate review of structure and content of documents review of draft documents review of final documents demonstration of techniques oral or written questioning to assess knowledge of word processing software functions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBITU401A Design and develop complex text documents.

Range Statement

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.
Purposes of documents may include:	conveying research findings documenting policies, procedures and processes influencing attitudes, opinions, beliefs meeting legal requirements meeting other data, information or knowledge needs of an audience proposing recommendations, options and actions
Appropriate formats for documents may include:	detailed business letters emails instructions and procedures manuals publications, leaflets, brochures reports speeches and presentations submissions tender documentation and public notices website text
Means of communication may include:	software packages such as MS Word, MS Excel, MS PageMaker, MS PowerPoint and templates
Requirements of documents may include:	compliance with genre compliance with proformas, standardised reporting requirements or undertakings made by the organisation about reporting file types and sizes for online documents languages other than English requirements legal or traditional requirements for the particular document format organisational policy, procedures and guidelines applying to writing documents, including house style point numbering systems requirements for illustrations, photographs, graphs, charts, maps and other illustrative material to explain texts standards for references, footnotes, citations, acknowledgements time lines, including deadlines word length writing styles, including simplicity of English and use of technical language
Categories and logical sequences of data, information and knowledge may include:	arguments and rebuttals categories and sequences traditionally used for the particular type of document being prepared chronological, alphabetical or operating sequences facts, observations, conclusions and recommendations illustrative case studies and other examples linking and summary statements recommendations and supporting arguments
Relevant enterprise personnel may include:	colleagues/staff in own workÂ section/ teamÂ members consultative committees internal providers of specialist expertise managers/leaders/coordinators/supervisors owners staff in relevant work sections
Design elements may include:	capitals and underlining fonts headings illustrations, photographs and other illustrative material for design purposes justification and alignment lists and tables logos, branding, organisational identity requirements margins and paragraph indentation page shape page size templates use and amount of colour use and amount of white space

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Writing

Co-requisite units

Co-requisite units

BSBWRT501A Write persuasive copy

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to interpret a creative brief and evaluate a range of creative options to write persuasive copy. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are responsible for writing persuasive copy to communicate messages in a wide range of contexts. These contexts may include television, radio, other advertising media, public relations or marketing. The unit is generally undertaken by those working in a supervisory, management or freelancing role who are primarily responsible for the development of persuasive copy. They may develop the copy individually or coordinate a team of writers.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Analyse and interpret a creative brief	1.1. Analyse and confirm the technique/s for expressing the central idea or creative concept 1.2. Identify and check the content and supporting information for accuracy and completeness 1.3. Confirm the time schedule and budgetary requirements for creating copy 1.4. Identify legal and ethical constraints impacting on copy to be developed
2. Evaluate creative options	2.1. Evaluate design and copy options against the requirements of the creative brief 2.2. Select option/s which enable the required information and image to be communicated within time and budgetary requirements
3. Prepare persuasive copy	3.1. Create original copy with impact which sets the product, service or idea being communicated apart from the competition and competitor's promotional material 3.2. Create copy which communicates the required image, features/benefits of the product, service or idea 3.3. Create copy which meets the requirements of the creative brief in terms of information, format, language, writing style, and level of detail 3.4. Produce copy on time and within budget 3.5. Produce copy which complies with legal and ethical requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to question, clarify and monitor the effectiveness of message being delivered creativity and innovation skills to present ideas and information in an engaging manner literacy skills to write high quality, persuasive copy and to communicate complex ideas and processes efficiently and effectively literacy skills to write in a range of styles for different audiences research and data collection skills to identify company and product information.
Required knowledge
components of the creative brief legal and ethical requirements relating to the advertising industry identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act organisational and advertising budget constraints organisational policies, procedures, products and services persuasive writing techniques grammar and punctuation.

Evidence Guide

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: demonstration of effectively interpreting a creative brief to write original, innovative and persuasive copy that communicates key messages for at least one product/service or idea, on time and on budget reasons for choosing specific design and copy options.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace environment access to office equipment and resources access to creative briefs.
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: analysis of responses to case studies and scenarios demonstration of techniques to write persuasive copy direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of relevant legislation from all levels of government, codes of practice and national standards that impact on business operations review of copy created.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBADV509A Create mass print media advertisements BSBADV510A Create mass electronic media advertisements.

Range Statement

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.
Central ideas may include:	a combination of visual (illustration) and verbal (text and headline) messages the verbal or visual device used to present the content to the reader, listener or viewer of the advertisement, such as: analogy and association case histories celebrities continuing characters demonstrations exaggerated situations fantasy photographic tricks or special effects product uses recipes slice-of-life situations testimonials
Content may include:	the information to be communicated to the audience brand or image factors, such as: competitive advantages features of the product/service where the product may be obtained price colour
Supporting information may include:	evidence to support the claimed benefit purchasing information reassurances for existing users requirement to specify the target audience
Copy may include:	the words used in broadcast advertising such as: instructions and descriptions jingles message content production and technical information program promos slogans sound sources and effects sponsorship announcements the words used in print advertising such as: body copy captions display copy headlines instructions and descriptions message content overlines production and technical information subheads taglines underlines
Legal and ethical constraints may include:	codes of practice such as those issued by: Advertising Federation of Australia Australian Communications and Media Authority Australian Competition and Consumer Commission Australian Performing Right Association Commercial Radio Australia Free TV Australia contempt of court and parliament copyright cultural expectations and influences defamation discrimination ethical principles obscenity policies and guidelines privacy and other legislation racial vilification regulations social responsibilities such as protection of children, environmental issues societal expectations

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Writing

Co-requisite units

Co-requisite units

CHCCD307C Support community resources

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit describes the knowledge and skills required to provide and maintain support to community groups

Application of the Unit

Application	This unit is intended for application within a community work or community development work context

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop an information base	1.1 Collect and store relevant information about the community, its organisations and services according to the organisation practices so ongoing work is facilitated 1.2 Maintain a current directory of community resources so it is useable and accessible
2. Establish relationship with key people	2.1 Establish and maintain appropriate contact with key people using a range of communication strategies to ensure that the outcomes from work in the community is maximised 2.2 Define roles and responsibilities of key people and services so that work is effective and coordinated
3. Apply strategies for linking people	3.1 Undertake appropriate work to create opportunities to develop supportive connections between key people including arranging and conducting meetings 3.2 Identify obstacles to effective contact between people and develop appropriate strategies to overcome these 3.3 Provide appropriate levels of ongoing support to promote community interaction
4. Maintain community facilities and resources	4.1 Maintain all relevant records and make available as required to facilitate community interaction 4.2 Undertake appropriate work to ensure that maintenance of community resources is carried out according to agreed procedures and budget allocations 4.3 Take appropriate action to ensure public and communal areas are accessible and meet community needs

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Nature of the community and significant relationships and resources including cultural Organisation's policies and program/service objectives Relevant agencies programs and criteria Communication strategies Principles of social organisation and structures Depending on the work role or services provided, specific knowledge of particular groups or issues may be required, including alcohol and other drugs cultural and linguistic diversity risk of self-harm women men community education Aboriginal and Torres Strait Islander people mental health
Essential skills: It is critical that the candidate demonstrate the ability to: Provide a range of types of support to communities according to organisation procedures Communicate with a range of people in the community Maintain and access effective networks which contribute to the achievement of objectives Demonstrate capacity to motivate individuals and groups to work cooperatively to address common concerns In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Demonstrate oral communication competence: ability to ask questions, listen to information, and seek clarification language used may be English or a community language Demonstrate reading competence if worker is using pamphlets or written information, to determine if an organisation or service is relevant to a particular group: information may be written in English or a community language Demonstrate writing skills if organisations require a written list of community facilities and resources: documentation that is required by the organisation reports and documentation may be required in English or a community language depending on the group (some organisations may require computer skills if documentation is electronically stored) Consistently: describe, with supportive evidence, the nature and structure of the designated community describe the structure of the designated community in terms of general concepts of social organisation and structures demonstrate a range of strategies for making contact with and linking people define own role as worker within the community use of available technology for record-keeping comply with occupational health and safety (OHS) requirements

Evidence Guide

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 this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills Worker can be assessed on the job or by simulation Community is designated by organisation policy
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to a workplace or community or an environment that effectively simulates workplace or community conditions
Method of assessment:	In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Range Statement

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. 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.
Community may include:	Individuals and groups defined by organisation programs and services Other agencies providing services to individuals and groups People with specified needs and interests People using the organisation's services/programs
Relevant information about the community may include:	Composition and social/cultural profile Cultural characteristics Scope defined by organisation's objectives and priorities Size Nature and history of issues and interests Range and nature of other services Existing practice, process and protocol
Information about the community may include:	Data base of key people Details of other services/agencies Networks, support systems, groups Resources Protocols for communication
Key people may include:	People with an interest in the purpose of the organisation Designated groups in the community Community leaders, representatives Other providers People using the services of the organisation Specialist providers
Communication strategies may include:	Attending meetings, groups, shift hand over etc. Phone contact Sharing information Information newsletter
Resources may include:	Premises, grounds, accommodation, workplaces Purpose designed and provided for the community or workplace Exclusive use, ownership or shared Equipment and materials Information Personnel Financial
Organisation's procedures may include:	Formally documented policies, guidelines, delegations, philosophy Direction through supervision Management decisions, directives Information, data collection, proforma, reporting requirements Formal and informal negotiated agreements

Unit Sector(s)

Not Applicable

CHCCD401D Support community participation

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit describes the knowledge and skills required to provide a range of opportunities for community groups and individuals to participate and design cooperative arrangements for addressing common concerns

Application of the Unit

Application	This unit is intended for application within a community work or community development work context

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Work with individuals and the community to promote participation	1.1 Undertake work to identify key community issues to be addressed 1.2 Undertake planning to address community issues to ensure: appropriate policies and strategies are developed adequate resourcing is identified key people are consulted identified needs are addressed 1.3 Ensure processes are forward looking and proactive 1.4 Use appropriate interpersonal and networking skills to enlist support from key people and groups 1.5 Provide opportunities for community input to planning provision of services 1.6 Guarantee community input and participation in services
2. Support existing community activities	2.1 Undertake appropriate review of the relevance of existing community activities, based on changing community needs 2.2 Provide relevant support and assistance to existing community activities to obtain additional resources required for effective operation 2.3 Provide support to community groups to monitor and evaluate processes, progress and outcomes of activities 2.4 Provide appropriate support to community groups to become self managing in the implementation of plans

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Community development methods and their principles and practices Funding sources and their policies and strategies for encouraging community input and participation budget and funding allocation Local, state and federal strategies/legislation Health promotion (as per Ottawa Charter)
Essential skills: It is critical that the candidate demonstrate the ability to: Demonstrate the capacity to undertake a range of activities to ensure appropriate participation by groups and individuals in community based activities In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Work with key people or stakeholders in the community Demonstrate application of skills in: research relating to the community policy development report writing, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines evaluating effectiveness of community based activities budgeting negotiation, liaison, networking marketing facilitation

Evidence Guide

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 this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit will be assessed in the workplace or in a simulated workplace under the normal range of workplace conditions
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to appropriate structures, people or organisations for assessment of ability to work with key people or stakeholders in the community
Method of assessment:	In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Range Statement

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. 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.
Working with the community may include activities associated with:	Health promotion Community service delivery Community projects Community development Community action Community planning Consultative and planning committees Sector development structures
Opportunities for community members and groups to participate may include:	Systems within and outside the organisation Activities at program, operative and management levels Formal and informal systems Focus groups on relevant issues Inviting community participation on organisation committees e.g. quality assurance committees, ethics committees Through publications Group facilitation Peer education/training Seminars and workshops
Key people may include:	Advocacy groups Policy and decision-makers in the specific community Individuals, groups or communities most likely to be affected by strategies or action plans Community leaders People with formal and informal representative roles
Strategies which the worker may develop may include:	Development of new business, employment opportunities for individuals Establishment of advocacy groups Health promotion activities Development of community facilities Strategies to increase access to facilities, services or decision-making Providing direction, advice and information
Information and resources may include:	Equipment Staff skills and time Provision of facilities Educational materials Funding Skills/administrative support Physical, transport, venues, material, equipment Developmental training Financial

Unit Sector(s)

Not Applicable

CHCCD413D Work within specific communities

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit describes the knowledge and skills required to work with individuals or groups in specific communities

Application of the Unit

Application	This unit is intended for application within a community work or community development work context

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Define the issues of specific communities or groups	1.1 Identify the details of individual and group issues of the specific community through appropriate research and consultation 1.2 Identify the values and structures of the community as they impact on individuals and groups 1.3 Identify, by appropriate research and consultation, preferred means of dealing with individuals and groups from specific communities
2. Undertake relevant work in the context of specific communities or groups	2.1 Use the values, issues and structures within specific communities to define the ways of working 2.2 Identify relevant community structures and utilise to maximise outcomes for individuals and groups 2.3 Ensure work within communities is consistent with defined job role and agreed protocols 2.4 Utilise interpersonal skills which are consistent with community practices and standards
3. Evaluate work undertaken within specific communities	3.1 Undertake appropriate evaluation of work in consultation with relevant community stakeholders 3.2 Monitor work within communities to ensure reflection of relevant values and structures 3.3 Undertake evaluation in a manner that ensures responsiveness to community needs and issues

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Composition of specific community and group structures, practices and values Specific communication protocols and practices Social, political, cultural, historical issues that affect or are relevant to specific communities and groups Relevant networks, people, stakeholders Culture and diversity Models of society Critique of socialisation theory Family, power Understanding of deviance Identity theories Specific knowledge areas may include aging, youth women, health, housing, environment, multiculturalism, family violence etc
Essential skills: It is critical that the candidate demonstrate the ability to: Demonstrate the capacity to work effectively with a specific group, validated by community acceptance and the impact of work undertaken In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Demonstrate application of skills in: consultation facilitation research, including data collection/analysis and recording, and effective use of relevant information technology in line with occupational health and safety (OHS) guidelines high level interpersonal relationship

Evidence Guide

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 this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit may be assessed on the job using appropriate relevant materials and examples or through simulation The candidate must be able to demonstrate competence in working with at least one group or community over a number of assessment situations and through a number of assessment tools, including: observation reports from supervisors or other key people, and confirmation from key community leaders
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to a workplace or to an environment that accurately simulates the workplace
Method of assessment:	In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Range Statement

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. 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.
Issues of specific communities may relate to:	Cultural and linguistic diversity Risk of self-harm Mental health Gender Sexuality Age General health Alcohol and other drugs abuse Disability Location e.g. urban, rural and remote Income Family systems Religion
Work may relate to:	Specific groups, issues or communities e.g. health issues of young people from particular cultural backgrounds and/or geographic areas Research activities Policy development Advocacy Referrals Project development and implementation Project design and implementation
Context of work may include:	Social, political and economic issues impacting upon specific communities and groups Models of community development Legislative and statutory frameworks
Values and structures may include:	Cultural preference and mores of specific groups e.g. religious/spiritual observances Language Family relationships Status/protocol Ceremonies/celebrations Prohibitions/taboos

Unit Sector(s)

Not Applicable

CHCCD420A Work to empower Aboriginal and/or Torres Strait Islander communities

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit describes the skills and knowledge required for Aboriginal and/or Torres Strait Islander workers to work powerfully in a community work and/or service delivery context to empower the community

Application of the Unit

Application	This unit is basic to community work and the delivery of community services by members of Aboriginal and/or Torres Strait Islander communities The unit applies to those Aboriginal and/or Torres Strait Islander workers who may work individually and as part of a team, whether the services are delivered through visits to the community, in Aboriginal and/or Torres Strait Islander community clinics or in mainstream services

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Work effectively with Aboriginal and/or Torres Strait Islander communities	1.1 Work with understanding of the cultural issues and complexities of working with Aboriginal and/or Torres Strait Islander individuals, families and communities 1.1 Take into account the national/local history and cultural aspects of Aboriginal and/or Torres Strait Islander people as a factor in work 1.2 Identify historical, cultural, social, political, economic and environmental factors and their continuing impact on Aboriginal and/or Torres Strait Islander people in contemporary society 1.3 Reflect in work practice current strategies, programs and models that address Aboriginal and/or Torres Strait Islander issues and support community control
2. Apply community development frameworks and models to Aboriginal and/or Torres Strait Islander context	2.1 Identify the role of relevant Aboriginal and/or Torres Strait Islander services and organisations 2.2 Involve Aboriginal and/or Torres strait Islander people and communities in the delivery of services they have determined as needed 2.3 Involve Aboriginal and/or Torres Strait Islander people in achieving access and equity to services 2.4 Establish and maintain networks with relevant agencies and associated community services to support and empower Aboriginal and/or Torres Strait Islander individuals and communities
3. Work in a culturally safe manner	3.1 Consider and respect local community values, cultural beliefs and gender roles when working with Aboriginal and/or Torres Strait Islander people 3.2 Apply cultural safety protocols in implementing government policies, undertaking research and data collection and working with Aboriginal and/or Torres Strait Islander people 3.3 Identify cultural factors that may produce stress and have a potential to impact own work practices and report to organisation as appropriate to support service delivery and personal well being 3.4 Work safely within own responsibility and competence and in line with community protocols, organisation policies and regulatory requirements
4. Work with Aboriginal and/or Torres Strait Islander people to apply strategies and policies which deal with identified issues and needs	4.1 Identify aspects of organisation service strategies, policies, bodies and resources relevant to work in Aboriginal and/or Torres Strait Islander communities 4.2 Apply strategies and policies to address identified needs of Aboriginal and/or Torres Strait Islander people and communities 4.3 Identify barriers to access and equity in relation to Aboriginal and/or Torres Strait Islander services 4.4 Take available opportunities to advocate on behalf of Aboriginal and/or Torres Strait Islander people and/or communities 4.5 Maintain confidentiality of client information

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Relevant Aboriginal and/or Torres Strait Islander programs and services, including: those relevant to service area Aboriginal and/or Torres Strait Islander community perceptions of major issues affecting them and underlying causes perceptions of non-Aboriginal and/or Torres Strait Islander people relating to major Aboriginal and/or Torres Strait Islander issues and underlying causes key health and social statistics (national, state and/or local) for Aboriginal and/or Torres Strait Islander people compared to those of non-Aboriginal and/or Torres Strait Islander population (such as expectation of life at birth, infant mortality rate, alcohol and other drug (AOD) statistics, housing ratio rates and rate and severity of unintentional injuries) Aboriginal and/or Torres Strait Islander history, including: history, social structures, cultural beliefs and values of traditional and contemporary Aboriginal and/or Torres Strait Islander communities in Australia effects of colonisation as experienced by Aboriginal and/or Torres Strait Islander people historical dilemmas faced by Aboriginal and/or Torres Strait Islander people (acknowledge or deny Aboriginality) impacts of government policies and legislation and their impact on Aboriginal and/or Torres Strait Islander communities, families and individuals Social, cultural and environmental determinants and strategies to address Aboriginal and/or Torres Strait Islander health status, including: traditional Aboriginal and/or Torres Strait Islander cultural practices and lifestyle and their impact on Aboriginal and/or Torres Strait Islander health importance of land, tradition and cultural practice to Aboriginal and/or Torres Strait Islander health impact of socioeconomic factors on health and welfare social and political factors that perpetuate disadvantage importance of personal achievement, education and supportive family/social networks strategies Aboriginal and/or Torres Strait Islander families may employ to maintain strong culture and supportive social networks and maximise educational, employment and social opportunities for their children impact of environmental factors on health injury prevention and safety promotion Barriers to improving well being and health status continued ...
Essential knowledge (contd): Lifestyle and behavioural determinants of Aboriginal and/or Torres Strait Islander welfare and strategies to address them, including: known behaviours that pose a significant risk to Aboriginal and/or Torres Strait Islander people Aboriginal and/or Torres Strait Islander lifestyle practices education and promotion of healthy lifestyle practices principles of well being applied to work and study practices Relevant aspects of the community services and health care system, including: access to benefits
Essential skills: It is critical that the candidate demonstrate the ability to: Work consistently in a culturally safe manner with and on behalf of Aboriginal and/or Torres Strait Islander clients in line with identified community needs and workplace requirements Work with an understanding of the impact of historical, social, political, spiritual and environmental factors on the health and well being of Aboriginal and/or Torres Strait Islander people Take into account social, political and environmental factors that influence the health and well being of Aboriginal and/or Torres Strait Islander clients In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Make appropriate referrals, providing accurate and relevant details to clients and referral agencies Reflect on and improve own level and application of skills and knowledge to achieve desirable outcomes and maintain own capabilities Determine potential relational issues and conflicts between work role and community role Apply language, literacy and numeracy competence appropriate to the work role and the relevant Aboriginal and/or Torres Strait Islander community

Evidence Guide

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 this Training Package.
Critical aspects of assessment:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and/or Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and/or Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Method of assessment:	Assessment may include observation, questioning and evidence gathered from a workplace environment

Range Statement

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. 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.
Cultural respect	This unit of competency supports the recognition, protection and continued advancement of the inherent rights, cultures and traditions of Aboriginal and/or Torres Strait Islander peoples It recognises that the improvement of the health and well being status of Aboriginal and/or Torres Strait Islander people must include attention to physical, spiritual, cultural, emotional and social well being, community capacity, self-determination and governance Its application must be culturally sensitive and supportive of traditional healing and health, knowledge and practices
The history of Aboriginal and/or Torres Strait Islander people includes:	Aboriginal and/or Torres Strait Islander customs and lifestyle before European colonisation Aboriginal and/or Torres Strait Islander experience of colonisation and invasion Post-colonial legacy of social and economic disadvantage Survival and maintenance of culture, kinship and connection with the land Evolution and scope of the role of the Aboriginal health worker up to the contemporary context
Community control refers to:	Community participation and control in decision-making is essential to all aspects of community services work, and the role of the community services worker is to support the community and/or key decision-makers in this process Aboriginal and/or Torres Strait Islander community control is: the guiding principle and model for the delivery of services to Aboriginal and/or Torres Strait Islander people a sector of the Australian community services industry with its own history a practice which underpins Aboriginal community strengthening and survival a statement of self-determination
Agencies and associated community services may include:	Community controlled health services Women's/men's centres Government health services Welfare agencies Emergency services Police Education and training organisations Non-government and private enterprise Community Government Councils Elected community organisations Homeland/outstation service providers Churches
Cultural safety refers to:	Maintaining the traditional and contemporary protection of Aboriginal and/or Torres Strait Islander communities': intellectual property human rights resources ownership of materials Community and self-protection of Aboriginal and/or Torres Strait Islander workers
Cultural factors that may produce stress include:	Community and/or own expectations that may involve, for example: extended work hours functions outside health work role unrealistic accountability/responsibility for resolving community problems community and family pressures conflict between work role and community and family responsibilities Multiple accountabilities to employer, family, personal and community Conflict between community and family responsibilities and obligations and work role
Organisation policies and regulatory requirements may include:	Privacy and confidentiality guidelines Treatment manuals Occupational health and safety (OHS) guidelines Infection control guidelines
Barriers to access and equity in relation to Aboriginal and/or Torres Strait Islander services may include:	Racism, including community and institutionalised racism Discrimination Socioeconomic status Access to essential services and infrastructure Lack of coordination of government at all levels Inadequate resources/funding Lack of community control and ownership Lack of political leverage Language barriers Disease focus of mainstream health care delivery Differences in concept of ill health Geographic access to Primary Health Care and specialist health services Cultural barriers, such as family and kinship barriers Language/literacy
Social, political, economic and environmental factors that impact on Aboriginal and/or Torres Strait Islander health include:	Health outcomes Stolen generations Colonisation and invasion Land rights and native title Dispossession Acts of government including assimilation policies Racism and discrimination Media Employment Poverty Mortality/morbidity Police-community relations Housing Education Substance misuse Acculturation Political leverage Levels of unintentional injury
Aboriginal and/or Torres Strait Islander community service, strategies, policies and resources may include:	National, state/territory and regional Aboriginal and/or Torres Strait Islander strategies, policies, joint planning bodies relevant to a range of community services National Aboriginal and/or Torres Strait Islander Peak Organisation and their state/territory affiliates Resources available nationally, locally and at the state/territory level

Unit Sector(s)

Not Applicable

CHCDIS301B Work effectively with people with a disability

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit describes the knowledge and skills required as an introduction to working and communicating with people with a disability

Application of the Unit

Application	This unit may apply to work with people with a disability in a range of community service contexts

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Demonstrate an understanding of the delivery of quality services for people with disabilities	1.1 Demonstrate understanding of key issues facing people with disabilities and their carers 1.2 Work with understanding of the context of policy, regulatory, legislative and legal requirements as they apply to the area of disability work 1.3 Demonstrate commitment to access and equity principles 1.4 Take into account personal values and attitudes regarding disability when planning and undertaking work with people with disabilities 1.5 Demonstrate understanding of different impacts on clients of specific disabilities, including acquired and developmental disabilities
2. Communicate effectively with people with a disability	2.1 Identify specific communication needs of people with a disability including, where appropriate: identifying and using techniques, devices and aids specific to each person with a disability translation and language interpreters cultural interpreters referral to specialists 2.2 Identify areas of mistrust or conflict that may require conflict resolution 2.3 Identify need to include additional people including trusted friends, case workers, family members or adults 2.4 Select from a range of appropriate communication strategies and employ to: establish rapport exchange information facilitate resolution of issues defuse potentially difficult situations 2.5 Apply effective communication where appropriate to provide a brief intervention 2.6 Give feedback and advice in a way which reflects current identified good practice 2.7 Show due regard to individual differences, needs and rights in communicating with clients and colleagues 2.8 Communicate referrals to other staff, manager or specialist services as appropriate to ensure duty of care responsibilities are met in situations where break downs in communication occur
3. Demonstrate the capacity to support rights, interests and needs of people with disabilities	3.1 Demonstrate understanding of strategies that assist people with disabilities to exercise their rights and independence 3.2 Acknowledge different client requirements and adapt approach to address specific requirements of each person, using positive practices in all interactions with people with disabilities 3.3 Comply with legal responsibilities and duty of care 3.4 Report situations that may pose health or safety issues according to organisation procedures 3.5 Apply different models for working in the sector as required to meet client needs
4. Demonstrate the capacity to provide support across a range of disability types	4.1 Apply fundamental knowledge of physical and psychological stages of human development 4.2 Apply fundamental knowledge of factors that may enhance or inhibit human development 4.3 Demonstrate understanding of a range of support practices for people with an intellectual disability, sensory disability, neurological impairment, acquired brain injury, physical disability or developmental delay 4.4 Demonstrate understanding and application of support practices for a range of types of disability
5. Respond to situations of risk or potential risk to people with disabilities	5.1 Identify and respond to situations of risk and report to appropriate people 5.2 Report uncharacteristic or inappropriate behaviour 5.3 Report situations of risk which may adversely effect the health of people with disabilities 5.4 Identify indications of possible abuse and/or neglect and report according to organisation policy and protocol

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Awareness and understanding of consent and strategies utilised to determine ability to consent Awareness of discriminatory actions A range of developmental and acquired disabilities, including: acquired brain injury autism spectrum disorder cognitive disability developmental delay intellectual disability neurological impairment physical disability sensory disability, including hearing, vision impairment speech/language disability Common risks to safety Communication needs, strategies and resources in relation to people with disabilities Consumer needs and rights including duty of care Different types of requirements likely to be associated with different disabilities Fundamental knowledge of stages of biological and psychological development of the human being throughout the lifespan Indicators of abuse and/or neglect in relation to people with disabilities Networks in the disability sector Principles and practices of: access and equity confidentiality empowerment/disempowerment in relation to people with disabilities Relevant legislation, regulations and policies, including legalities associated with using restrictive and prohibitive practices Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability Role of guardianship board, public trustee and independent advocate Varying emotional, relationship building and dependence and independence issues and responses associated with differing life stages continued ...
Essential knowledge (contd): Underpinning philosophies and values, including: commitment to empowering clients commitment to meeting the needs and upholding the rights of clients community education and capacity building competency and image enhancement as a means of addressing devaluation delivery of person-centred services holistic and client-centred approach practices which focus on the individual person rightful place in community self determination strengths-based support the impact of social devaluation on an individual's quality of life the social model of disability
Essential skills: It is critical that the candidate demonstrate the ability to: Demonstrate understanding of: the rights and responsibilities of people with disabilities stereotypes that may exist about people with disabilities the impact of own attitudes on working with people with disabilities Make informed observations and report appropriately Respond to situations of risk or potential risk In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Apply skills in interpersonal communication with clients and other stakeholders Communicate effectively with people with a range of different disabilities Recognise and act upon opportunities to enhance sustainability in the workplace

Evidence Guide

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 this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions Consistency in performance should consider the particular workplace context
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment of this unit include access to: an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment
Method of assessment:	In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Range Statement

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. 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.
Context includes:	Changing social context of work e.g. consumer centred approach, changing government and societal views, approaches to working with clients Economic context e.g. The current economic situation as it relates to and affects people with disabilities and the subsequent impact on client needs Facts/myths about disability Historical context of work e.g. changing attitudes, changing approaches to working with clients Political context e.g. government policies and initiatives The relevant statutory framework
Stages of human development may relate to:	Stages of cognitive development Stages of physical development Stages of psychosocial development
Issues may include:	Access to services for people with disabilities and their carers Family and carer issues Grief and loss Support in meeting individual needs and personal goals of people with disabilities
Different models for working in the sector may include:	Advocacy Behaviour management Business services support Case management Community access Community development and education Employment support Health promotion Home based support Lifestyle support Peer support/self help Residential services Respite care Working with families
The underpinning values and philosophies of the sector may include:	A holistic and person-centred approach Commitment to empowering clients Commitment to meeting the needs and upholding the rights of clients Community education Delivery of appropriate services
Different client requirements may depend upon:	Type of disability, including: cognitive intellectual physical psychiatric sensory Support availability including: education and training employment family financial physical, emotional and behavioural Presence of a chronic illness/condition
Policy and legislative requirements include:	Disability Discrimination Act and associated standards Disability Service Standards Disability Services Acts (Commonwealth and State) Equal employment opportunity principles Guardianship Board Medical legislation Medication regulations Nurses Act Office of the Public Advocate Privacy Act Restrictive practices legislation
Commitment to access and equity principles includes:	A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers Client oriented culture Ensuring the work undertaken takes account of and caters for differences including: cultural, physical, religious, economic, social, developmental, behavioural, emotional and intellectual Implementation of person-centred practices
Rights include principles expressed in:	Charters of human rights Disability standards Freedom from discrimination Freedom of information
Rights include:	Access to complaint mechanisms Choice to participate Common law Confidentiality Freedom of association Friendship Privacy To be treated in a dignified, safe and comfortable manner To express own feelings
Interests include:	Accommodation Financial Recreation Services
Appropriate people include:	Administrators Carers Colleagues Disability services Emergency services Health care services Health workers Home and community care services Relatives Supervisors
Respond to situations of risk in the context of the work role may include:	Identifying risks Providing information on risks or potential risks Risk minimisation Strategies for preventing abuse of people with disabilities

Unit Sector(s)

Not Applicable

CUACHR301A Develop basic dance composition skills

Modification History

Version	Comments
CUACHR301A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to organise movement in order to compose a short dance sequence with limited topic or scope. It involves using the body in space, designing timing and dynamic contrasts, and building relationships that convey the message of the dance. The skills developed in this unit are the building blocks for the craft of choreography.

Application of the Unit

Dancers who are required to compose short and simple dance sequences apply the skills and knowledge outlined in this unit. At this level dance composition is simple in nature, for example using one prop or taking a theme, such as meeting and parting, and could be applied to a variety of dance styles, such as tap, jazz, contemporary, street and cultural forms of dance. Pieces could be developed as part of dance studies or for informal presentation.

Work is usually undertaken under supervision, though some autonomy and judgement can be expected.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare the body for dance	1.1. Perform basic warm-up and cool-down activities 1.2. Adhere to injury-prevention techniques 1.3. Identify common health concerns for dancers
2. Develop an understanding of dance composition	2.1. Discuss with relevant personnel the elements of dance and how they are used and manipulated to craft movement 2.2. Identify components of the composition process by analysing original professional dance compositions 2.3. Through discussion and observation, explore how intent and form are used in dance composition and how they might be documented 2.4. Discuss with relevant personnel how concepts of music assist in providing a range of ways to manipulate form and movement
3. Practise dance composition technique	3.1. Explore the use of a range of starting points when composing dance 3.2. Practise the use of intent and form when composing dance 3.3. Manipulate elements of dance to craft movement using various stimuli 3.4. Generate and organise movement for dance using play and exploration
4. Compose a simple dance sequence	4.1. Compose a dance sequence with a specified intent and form 4.2. Communicate composition ideas and concepts in discussions using appropriate vocabulary 4.3. Demonstrate effective verbal and physical demonstration skills while working with dancers 4.4. Organise to have the sequence recorded for evaluation purposes 4.5. Use the recording to evaluate work and gain feedback from relevant personnel in order to edit and refine the dance sequence

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work collaboratively with others, including providing direction

receive constructive feedback and apply it to future work

initiative and creativity skills to:

compose dance within a specified form

work creatively with others

solve problems in a simple dance sequence

follow through with own individual style or idea

learning skills to:

improve performance and skills through experimentation and practice

research a topic to inform basic dance composition tasks

planning and organising skills to collect information about various dance works for analysis

technical skills to:

perform appropriate stretches, exercises and breathing techniques to warm up and cool down

demonstrate the use of starting points, intent and form when composing dance.

Required knowledge

dance as a form of communication

form, intent and starting points in dance composition

appropriate vocabulary used in dance

issues and challenges that arise in the context of composing dance

OHS practices, procedures and standards as they apply to dancing in a range of physical environments

difference between abstraction and stylisation.

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 ability to: use form and intent to compose a simple dance sequence that communicates an idea communicate effectively with others using appropriate vocabulary and demonstration skills.
Context of and specific resources for assessment	Assessment must ensure access to a dance studio or space, including: sprung floor tarkett mirrors and curtains sound system video recording and playback equipment.
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: observation of practice and performance verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of the composition process portfolios or other documentation that demonstrate the reflective processes used in dance composition. 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: CUADLT301A Develop basic dance analysis skills.

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.

Warm-up activities may include:	minor stretches joint-mobility exercises flexibility exercises aerobic activities coordinated breathing activities.
Cool-down activities may include:	floor work stretching.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest use of appropriate equipment, such as: barre mirror sprung floors attention to teacher.
Common health concerns may include:	lack of rest poor diet lack of understanding of basic anatomy and physiology of dance lack of warming up and cooling down adequately overstraining the muscles dehydration.
Relevant personnel may include:	teacher peer director producer agent.
Elements of dance may include:	space time dynamics.
Components may include:	starting points working with intention working with motifs: identifying a motif developing motifs by manipulating components of time, space and dynamics choreographic forms phrasing: shaping creating variety in length structuring a work: unity and variety contrast climax and resolution repetition sequencing transitions abstraction and stylisation.
Intent may include:	reading movement expressing an idea through movement using known movements with intention versus creating new vocabularies working intuitively and cognitively.
Form may include:	choreographic forms: binary ternary rondo theme and variations narrative organic.
Dance may be documented through:	notation video recording.
Concepts of music may include:	duration pitch dynamics tone colour texture structure.
Starting points may include:	beginning with: an idea a movement phrase a piece of music waiting for inspiration other beginnings.
Stimuli may include:	music, such as: musical styles, like jazz, hip-hop and world vocal instrumental percussion, such as: drums hands feet stamps percussion instruments word motivation, such as: wobble, twitch, freeze vault, twirl, collapse pause, swell, jerk vibrate, bound, creep technical equipment, such as: lighting audiovisual fog machines scaffolding other props, objects and materials, such as: fabric instruments puppets or dolls piece of clothing ladder or chair silent space various texts.
Composing a dance sequence may include:	starting points solving problems researching a topic improvisation reflection and analysis refinement and rehearsal.
Working with other dancers may include:	introduction to rehearsing and directing skills recognising the skill level and strengths of available dancers.

Unit Sector(s)

Performing arts - choreography

Custom Content Section

Not applicable.

CUADAN101A Develop foundation dance techniques

Modification History

Version	Comments
CUADAN101A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to build a solid foundation in any dance style.

Application of the Unit

Persons with some dance experience apply the skills and knowledge outlined in this unit. Usually, experience would have been gained in dance classes, amateur performances or community dance activities, often from an early age. However, this unit also applies to individuals with no prior training, but with an aptitude for dance and an interest in developing technique in one or more dance styles.

At this level foundation dance techniques learnt under the close supervision of experienced dancers and dance teachers are applied.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop an understanding of different dance styles	1.1. Discuss aspects of dance styles with relevant personnel 1.2. Develop understanding of safe dance practices 1.3. Discuss cultural protocols that need to be observed when performing cultural dance styles
2. Practise simple movements	2.1. Under the guidance of a teacher or mentor, perform warm-up exercises 2.2. Practise basic steps associated with selected dance styles 2.3. Incorporate musicality, timing and rhythm into exercises 2.4. Work within own limits 2.5. Respond positively to constructive feedback and advice from others 2.6. Perform cool-down exercises after dance activity
3. Perform short dance sequences	3.1. In consultation with a teacher agree on sequences that include a range of movements within own technical ability 3.2. Match personal presentation to selected dance styles 3.3. Communicate the mood or style of dance sequence to spectators 3.4. Apply a sense of timing and rhythm to performances 3.5. Follow advice from others about ways to improve own dance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work cooperatively with others in a learning environment and in dance performances

discuss aspects of exercises and dance techniques with colleagues and teachers

initiative and enterprise skills to:

communicate the mood of a dance sequence to spectators

move in line with the mood, rhythm, style and tempo of music

learning skills to:

improve dance technique through practice and a positive attitude to dancing

respond appropriately to constructive feedback on own skill development

self-management skills to:

dress appropriately

follow safe dance practices to prevent injury to self and others

maintain concentration when performing.

Required knowledge

sound knowledge of safe dance practices, including:

warm-up and cool-down activities

correct clothing and footwear

how nutrition and diet:

affect physical and mental wellbeing

contribute to injury prevention

basic knowledge of:

terminology associated with selected dance styles

cultural context of selected dance styles.

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 ability to: perform two dance sequences that demonstrate a mastery of foundation dance techniques in selected dance style respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or spaces.
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 third-party workplace reports of on-the-job performance evaluation of performance of dance skills direct observation or video recording of candidate in dance classes verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers and colleagues. 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: CUAOHS101A Follow basic safe dance practices.

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.

Styles may include:	ballet bodyweather and butoh contemporary creative cultural, such as: Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish dance Khmer magic, mystical or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish improvisation jazz modern social, such as: foxtrot quickstep tango Viennese waltz waltz Argentine tango cha cha jive mambo paso doble rumba salsa street tap wheelchair dancing.
Relevant personnel may include:	community members elders teachers coaches mentors performers choreographers peers representatives of dance societies.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance appropriate footwear and clothing barefoot dancing warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish effect of different ground surfaces, such as: moving float podium or raised platform runway concrete or hard floor pavement slippery floor sticky floor floor that is too springy sloping surface earth correct execution of dance steps nutrition and diet.
Protocols may relate to:	activities open only to initiated persons gender-specific activities how to approach certain persons obtaining information and materials permission for activities costumes make-up prohibitions on activities or communication who to approach for a particular reason.
Warm-up exercises should:	be undertaken with care and to the level of own ability include: stretches flexibility exercises aerobic activities coordinated breathing activities.
Aspects of personal presentation may include:	costumes accessories make-up hair posture way of moving.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN106A Develop foundation cultural dance technique

Modification History

Version	Comments
CUADAN106A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to build a solid foundation in one or more cultural dance styles.

Application of the Unit

Persons with some dance experience apply the skills and knowledge outlined in this unit. Experience would have been usually gained in community dance activities, often from an early age. However, this unit also applies to individuals with no prior training, but who have an aptitude for dance and an interest in developing technique in one or more cultural dance styles.

At this level foundation cultural dance techniques learnt under the close supervision of experienced dancers and dance teachers are applied.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop an understanding of cultural dance styles	1.1. Discuss aspects of cultural dance styles with relevant personnel 1.2. Develop understanding of safe dance practices in relation to developing cultural dance techniques 1.3. Discuss cultural protocols that need to be observed when performing selected cultural dance style
2. Practise simple movements	2.1. Under the guidance of a teacher or mentor, perform warm-up exercises 2.2. Practise basic steps associated with selected cultural dance style 2.3. Incorporate musicality, timing and rhythm into exercises 2.4. Work within own limits 2.5. Respond positively to constructive feedback and advice from others 2.6. Perform cool-down exercises after all dance activity
3. Perform short cultural dance sequences	3.1. In consultation with a teacher agree on sequences that include a range of movements within own technical ability 3.2. Match personal presentation to selected style of dance 3.3. Communicate the mood or style of dance sequence to spectators 3.4. Apply a sense of timing and rhythm to performances 3.5. Follow advice from others about ways to improve own cultural dance technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work cooperatively with others in a learning environment and in dance performances

discuss aspects of exercises and dance techniques with colleagues and teachers

initiative and enterprise skills to:

communicate the mood of a dance sequence to spectators

move in line with the mood, rhythm, style and tempo of music

learning skills to:

improve dance technique through practice and a positive attitude to dancing

respond appropriately to constructive feedback on own skill development

self-management skills to:

dress appropriately

follow safe dance practices to prevent injury to self and others

maintain concentration when performing.

Required knowledge

sound knowledge of safe dance practices, such as:

warm-up and cool-down activities

correct clothing and footwear

how nutrition and diet:

affect physical and mental wellbeing

contribute to injury prevention

basic knowledge of:

terminology associated with selected cultural dance styles

cultural context of selected cultural dance styles.

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 ability to: perform two dance sequences that demonstrate a mastery of foundation dance techniques in selected cultural dance style respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or spaces.
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 third-party workplace reports of on-the-job performance evaluation of performance of dance skills direct observation or video recording of candidate in dance classes verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers and colleagues. 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: CUAOHS101A Follow basic safe dance practices.

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.

Styles may include:	Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish dance Khmer magical, mystical or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish.
Relevant personnel may include:	community members elders teachers coaches mentors performers choreographers peers.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance appropriate footwear and clothing barefoot dancing warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish effect of different ground surfaces, such as: moving float podium or raised platform runway concrete or hard floor pavement slippery floor sticky floor floor that is too springy sloping surface earth correct execution of dance steps nutrition and diet.
Protocols may relate to:	activities open only to initiated persons gender-specific activities how to approach certain persons obtaining information and materials permission for activities costumes make-up prohibitions on activities or communication who to approach for a particular reason.
Warm-up exercises should:	be undertaken with care and to the level of own ability include: stretches flexibility exercises aerobic activities coordinated breathing activities.
Aspects of personal presentation may include:	costumes accessories make-up hair posture way of moving.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN201A Develop basic dance techniques

Modification History

Version	Comments
CUADAN201A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop basic dance techniques and apply safe dance practices.

Application of the Unit

Persons with some practical experience in dance apply the skills and knowledge outlined in this unit. They would normally perform as members of a group or ensemble and could be developing technique in dance styles, such as ballet, contemporary, jazz, ballroom, tap, cultural or street.

This unit concentrates on the development of basic dance techniques for a limited range of styles, suitable for young dancers at the commencement of their career. Skills are usually developed in a dance studio setting under the supervision of a teacher.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Explore basic dance techniques	1.1. Identify principles and characteristics of a range of basic dance techniques 1.2. Discuss with relevant personnel the range of ways in which dance techniques can be used to create simple movement sequences 1.3. Identify relationship between dance techniques and accompanying music 1.4. Recognise that dance techniques are composed of a range of influences
2. Participate in personal warm-up and class preparation	2.1. Select and wear appropriate practice clothing and footwear 2.2. Identify a variety of effective warm-up techniques 2.3. Develop an appropriate warm-up strategy 2.4. Complete appropriate warm-up exercises 2.5. Apply safe dance practices to prevent injury to self and others
3. Practise basic dance techniques	3.1. Apply correct posture and body alignment appropriate to the dance technique and movement 3.2. Apply isolation and coordination of the upper and lower body within simple movement sequences 3.3. Apply locomotor techniques in dance practice sessions 3.4. Apply falling, elevation and turning techniques in dance practice sessions 3.5. Apply balance, flexibility, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 3.6. Seek feedback from relevant personnel to facilitate improvement in developing basic dance techniques
4. Develop combinations of dance techniques within specified exercises	4.1. Discuss with relevant personnel the combinations of dance exercises to determine the requirements of the exercise 4.2. Apply memory retention, control and finesse when combining dance techniques within an exercise 4.3. Incorporate musicality and phrasing into dance exercises 4.4. Seek feedback from relevant personnel to facilitate improvement in developing combinations of basic dance techniques
5. Participate in cool-down exercises	5.1. Identify a variety of effective cool-down techniques 5.2. Develop an appropriate cool-down strategy 5.3. Complete appropriate cool-down exercises

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance issues with colleagues in an appropriate way

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

apply techniques of music to movement in dance forms

express rhythms in physical form

learning skills to:

develop and practise basic dance techniques

develop a movement memory

listening skills to:

maintain correct tempi in movement sequences

maintain musical sensitivity, awareness and phrasing in exercises and routines

literacy skills to interpret and clarify written or verbal instructions

planning and organising skills to:

prepare for dance classes

plan practice time

problem-solving skills to seek assistance when problems arise

self-management skills to:

arrive at classes on time

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to:

work collaboratively with others involved in dance classes

train with others as a member of a team under direction

work in a cohesive partnership with a peer, interpreting a dance style.

Required knowledge

basic knowledge of OHS in the context of dance classes

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

dance terminology

structure of a dance class.

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 ability to: perform a range of dance movements within personal capabilities identify a range of basic dance techniques perform two dance sequences that demonstrate a mastery of basic dance techniques respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance class areas or spaces, including outdoor locations.
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 third-party workplace reports of on-the-job performance evaluation of dance skills in a classroom setting verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of developing basic dance techniques direct observation or video recording of candidate developing basic dance techniques in dance classes. 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: CUADAN202A Incorporate artistic expression into basic dance performances CUAPRF201A Prepare self for performances.

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.

Basic dance techniques may relate to:	dance style, including: ballet bodyweather and butoh contemporary creative cultural, such as: Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish dance Khmer magical, mystical or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish jazz modern social, such as: foxtrot quickstep tango Viennese waltz waltz Argentine tango cha cha jive mambo paso doble rumba salsa street tap wheelchair dancing alignment focusing eyes and mind while performing improvisation isocentric and polycentric isolations locomotor exercises and sequences, such as: pirouettes posés piqués pencil turns châinés kicks jumps and leaps maintaining control in turning balances maintaining rhythm and tempo non-locomotor exercises and sequences, such as: pliés tendus using arm lines appropriately and extensively working at differing tempos working on centre and off centre.
Relevant personnel may include:	choreographers community members fellow students manager mentors representatives of dance societies supervisor teachers.
Relationship between dance movement and accompanying music may relate to:	correct timing phrasing.
Accompanying music may include:	instrumental music vocal music traditional or folk music contemporary or soundscapes live or recorded music.
Influences may include:	ballroom dancing classical ballet ethnic dance, such as: African Afro-American Indian Russian Spanish dancers, choreographers and musicians, such as: Isadora Duncan Katherine Dunham Doris Humphrey Gene Kelly Martha Graham Pearl Primus Bob Fosse James Brown musical theatre and Broadway shows traditional jazz, such as: jive rock and roll cakewalk black bottom charleston jitter bug boogie woogie swing urban folk, including: acid funk hip-hop rap soul dance techno trance.
Warm-up techniques may include:	barre and floor exercises exercises for: body conditioning and strength development flexibility isometric control coordination improvement and enhancement exercises muscle contraction and release isolation and mobility of all body parts slow and relevant stretching slow and deep breathing.
Safe dance practices may include:	correct execution of dance steps appropriate clothing and footwear doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish nutrition and diet understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, including: ear over the shoulder over the hips knee over the ankle.
Locomotor techniques must include use of:	balance control and articulation of a body parts in an integrated manner coordination flexibility stamina weight transfer.
Falling, elevation and turning techniques must include use of:	balance control and articulation of body parts in an integrated manner coordination flexibility stamina weight transfer.
Cool-down techniques may include:	barre and floor exercises exercises for: body conditioning and strength development flexibility isometric control coordination improvement and enhancement exercises muscle contraction and release isolation and mobility of all body parts slow and relevant stretching slow deep breathing.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN202A Incorporate artistic expression into basic dance performances

Modification History

Version	Comments
CUADAN202A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to incorporate artistic expression into the performance of basic dance techniques in any dance style.

Application of the Unit

Persons with some practical experience dancing with a partner or as members of a group, apply the skills and knowledge outlined in this unit. The skills can be applied to any dance style or genre, including ballet, contemporary, jazz, street, Latin, cultural and ballroom styles, such as waltz, cha cha, fox trot, quick step, rumba and paso doble.

At this level they are incorporating artistic expression into basic dance performances under the close supervision of experienced dancers and dance teachers. Performances would usually be within a learning environment for small audiences.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Participate in the safe practice of dance	1.1. Select and wear appropriate practice clothing and footwear 1.2. Apply a variety of effective warm-up and cool-down techniques 1.3. Apply safe dance practices at all times to prevent injury to self and others
2. Rehearse basic dance techniques	2.1. Consider elements of dance sequences when rehearsing for performances 2.2. Apply memory-retention skills when rehearsing dance sequences 2.3. Incorporate knowledge of musicality and phrasing into dance rehearsals 2.4. Physically demonstrate an understanding of the terminology used in chosen dance style 2.5. Ensure dance or performance space is used appropriately in dance sequences 2.6. Observe direction from relevant personnel 2.7. Seek feedback from relevant personnel to facilitate improvement in rehearsing basic dance techniques
3. Explore expressive techniques	3.1. Take the origin and characteristics of the chosen dance style into account when experimenting with expressive techniques 3.2. Develop an appreciation of the basic concepts of aesthetics in the context of dance 3.3. Apply correct posture and body alignment appropriate to the dance technique and movement 3.4. Apply isolation and coordination of the upper and lower body within simple movement sequences 3.5. Apply balance, flexibility, coordination, weight transfer and control and articulation of individual body parts in an integrated manner to performance of techniques 3.6. Seek feedback from relevant personnel to facilitate improvement in incorporating artistic expression into basic dance performance
4. Perform basic dance techniques	4.1. Interpret and apply knowledge of a range of performance characteristics 4.2. Apply memory retention, control and finesse when combining dance techniques within performances 4.3. Maintain concentration, focus and performance standards 4.4. Ensure performance is characterised by the expressive use of movement dynamics 4.5. Adjust performance to the scale and nature of venues 4.6. Apply knowledge of musicality and phrasing throughout performances 4.7. Apply individual artistic, interpretative and expressive qualities to performances 4.8. Seek feedback from relevant personnel to facilitate improvement in performing basic dance sequences

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance issues with colleagues in an appropriate way

respond appropriately to feedback on own skill development

initiative and enterprise skills to:

explore ways to add artistic expression to performances

apply techniques of music to movement in dance forms

express rhythms in physical form

learning skills to:

develop and practise basic dance techniques

develop a movement memory

develop artistic expression and an appreciation of aesthetics in the context of dance

listening skills to:

maintain correct tempi in movement sequences

maintain musical sensitivity, awareness and phrasing in exercises and routines

literacy skills to interpret and clarify written or verbal instructions

planning and organising skills to:

prepare for dance classes

plan practice time

problem-solving skills to seek assistance when problems arise

self-management skills to:

arrive punctually at rehearsals and performances

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to:

work collaboratively with others involved in performances

train with others as a member of a team under direction

work in a cohesive partnership with a peer, interpreting a dance style.

Required knowledge

basic knowledge of:

OHS in the context of dance rehearsals and performance

lighting as it applies to dance productions

stage settings, production terminology and stage etiquette

relationship between hair, costumes and make-up in a dance performance

body and face make-up techniques

ways to assemble appropriate costuming

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

terminology associated with chosen dance styles

structure of dance classes.

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 ability to: perform a range of basic dance movements within personal capabilities understand the concepts of artistic expression and dance aesthetics perform two dance sequences that demonstrate understanding of ways to incorporate artistic expression into performance respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance class areas or spaces, including outdoor locations.
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 third-party workplace reports of on-the-job performance evaluation of dance skills in a performance setting verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit analysis of dancer’s ability to convey intended meaning of dance sequences case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of incorporating artistic expression into basic dance performance direct observation or video recording of candidate performing dance sequences. 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: CUADAN201A Develop basic dance techniques CUAPRF201A Prepare self for performances.

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.

Warm-up and cool-down techniques may include:	barre and floor exercises exercises for: body conditioning and strength development flexibility isometric control coordination improvement and enhancement exercises muscle contraction and release isolation and mobility of all body parts slow and relevant stretching slow deep breathing.
Safe dance practices may include:	correct execution of dance steps appropriate clothing and footwear doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish nutrition and diet understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises.
Elements of a dance technique may include:	artistic choreographical, including: spatial formations movement phrases steps spatial usage partnership association dynamics musicality trio relationships quartet relationships solo context musical, including: phrasing rhythm timing technical.
Appropriate terminology may include:	ball change chest pops jazz run pas de deux rumba salsa stomping undulations.
Relevant personnel may include:	choreographers community members fellow students manager mentors representatives of dance societies supervisor teachers.
Basic dance techniques may refer to:	air work, including: adage rolls body alignment body positions and holds in relation to partner floor work, including: stretches abdominal strengthening focusing eyes and mind while performing improvisation isocentric and polycentric isolations locomotor exercises and sequences, such as: pirouettes posés piqués pencil turns châinés kicks jumps and leaps maintaining control in turning balances maintaining rhythm and tempo non-locomotor exercises and sequences, such as: pliés tendus using arm lines appropriately and extensively working at differing tempos working on centre and off centre.
Expressive techniques may relate to:	expressive relationship with accompanying music expressive use of movement dynamics interpretation of music and rhythm spatial arrangements.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, including: ear over the shoulder over the hips knee over the ankle.
Performance characteristics may include:	audience characteristics location length of performance basic make-up, such as: face make-up body paint theatre make-up hairstyle social background number of performers performance occasion costumes, such as: designer streetwear sportswear music theme.
Movement dynamics may refer to:	release of energy, such as: strong sudden sustained slow jerky use of weight or force in movements variations in tempo and tension.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN204A Perform basic Aboriginal and Torres Strait Islander dance technique

Modification History

Version	Comments
CUADAN204A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to appreciate Aboriginal and Torres Strait Islander dance as an art form and to perform basic Aboriginal and Torres Strait Islander dance forms and techniques. It is intended that this unit be delivered by and to Aboriginal and Torres Strait Islander people.

The knowledge required to achieve competency in this unit may only be accessible to Aboriginal and Torres Strait Islander people and may be the cultural and intellectual property of specific communities. Respect and maintenance of community protocols would need to be adhered to.

Organisations delivering this unit would be expected to work closely with the local Aboriginal and Torres Strait Islander community or Community Advisory Board (CAB). Information on the composition and role of CABs is provided in the Assessment Guidelines in CUA11 Live Performance Training Package.

Application of the Unit

Aboriginal and Torres Strait Islander people with little or no practical experience in traditional dance apply the skills and knowledge outlined in this unit. They could be performing as members of a group in events in the local community or in public performances for visitors to their region or community.

Performances highlight the unique nature of Indigenous community culture, language, story-telling and traditional dress. At this level basic Aboriginal and Torres Strait Islander dance techniques are applied under the close supervision of experienced Aboriginal and Torres Strait Islander dancers and cultural mentors.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Develop an understanding of Aboriginal and Torres Strait Islander dance as an art form	1.1. Clarify the significance of dance performances from an Aboriginal and Torres Strait Islander perspective 1.2. Discuss the intention and key aspects of performances with relevant personnel 1.3. Follow relevant cultural protocols 1.4. Recognise that Aboriginal and Torres Strait Islander dance is composed of a variety and number of influences
2. Develop basic dance performance skills	2.1. Apply basic body design and traditional costumes for performance 2.2. Under the guidance of mentors or teachers, develop a range of basic dance skills 2.3. Apply safe dance practices at all times to prevent injury to self and others 2.4. Explore natural body response to varying Indigenous styles, including movement and percussion 2.5. Follow advice from others about ways to improve own dance technique
3. Perform short dance sequences	3.1. Use Aboriginal and Torres Strait Islander instruments with sensitivity and expression 3.2. Enact simple sequences combining a variety of discrete movements in ensemble or individually 3.3. Observe direction from relevant personnel 3.4. Observe and follow dictates of music or rhythm 3.5. Synchronise movements with ensemble where required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance issues with colleagues in a culturally appropriate way

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to apply techniques of music to movement in dance forms

learning skills to develop and practise basic Aboriginal and Torres Strait Islander dance techniques

planning and organising skills to:

prepare for performances

plan practice time

self-management skills to:

observe cultural protocols

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes and performances.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, including:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

body and face painting techniques

language and terminology associated with the dance, movement and song being performed

ways to assemble appropriate costuming

overview knowledge of:

community language

language of dance

language of body markings

history and roles of dance in Aboriginal and Torres Strait Islander cultures

traditional roles, especially as they relate to dance performance, including cross-cultural, cross-gender or gender-specific roles.

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 ability to: reproduce Aboriginal and Torres Strait Islander dance exercises and sequences, within personal capabilities convey the basic spirituality of Aboriginal and Torres Strait Islander dance steps and movements display fluency of movement apply the basic concepts of Aboriginal and Torres Strait islander dance to own performances.
Context of and specific resources for assessment	Assessment may take place on the job, off the job (for example in communities and training organisations) or a combination of on and off the job. This unit requires access to: Aboriginal and Torres Strait Islander elders, custodians and other culturally knowledgeable people authorised by their communities to act as mentors in performance disciplines appropriate dance performance areas or spaces, including outdoor locations. Trainers and assessors in this unit should be Aboriginal and Torres Strait Islander people validated by the Community Advisory Board set up to oversee implementation of this training. They must ensure that the cultural and intellectual property rights of Aboriginal and Torres Strait Islander peoples are protected.
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 third-party workplace reports of on-the-job performance evaluation of performance of dance skills verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers and colleagues analysis of dancer’s ability to convey dance’s cultural meaning direct observation of dance performance. 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: CUADAN201A Develop basic dance techniques CUADAN202A Incorporate artistic expression into basic dance performances CUAPRF201A Prepare self for performances.

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.

Aspects may include:	audience characteristics costume requirements length of performances make-up number of performances.
Relevant personnel may include:	choreographers community members elders manager mentors performers supervisors.
Protocols may include:	rules of behaviour governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal and Torres Strait Islander societies full set of protocols of a particular community or cultural grouping, which is likely to be unique, such as: activities open only to initiated persons gender-specific activities how to approach certain persons obtaining information and materials permission for activities prohibitions on activities or communication who to approach for a particular reason.
Costumes may include:	headbands mukmuk waistbands zazi.
Basic dance skills may include:	body alignment for Aboriginal and Torres Strait Islander dance exercises and sequences incorporating air work, such as rolls exterior dance spaces floor work, such as: stretches abdominal strengthening improvisation locomotor movements, such as: walking leaping sliding non-locomotor movements, such as: twisting turning stretching swaying bending maintaining rhythm and tempo working at differing tempos focusing eyes and mind while performing working on centre and off centre.
Safe dance practices relate to:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Aboriginal and Torres Strait Islander instruments may include	body design and ornamentation clap sticks didgeridoo kangaroo skin pillows possum drums, if available pumpil traditional dress wear.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUADAN302A Increase depth of Aboriginal and Torres Strait Islander dance technique

Modification History

Version	Comments
CUADAN302A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the skills and knowledge required to demonstrate culturally and technically appropriate execution of Aboriginal and Torres Strait Islander dance forms and techniques. It is intended that this unit be delivered by and to Aboriginal and Torres Strait Islander people.

The knowledge required to achieve competency in this unit may only be accessible to Aboriginal and Torres Strait Islander people and may be the cultural and intellectual property of specific communities. Respect and maintenance of community protocols would need to be adhered to.

Organisations delivering this unit would be expected to work closely with a local Aboriginal and Torres Strait Islander community or Community Advisory Board (CAB). Information on the composition and role of CABs is provided in the Assessment Guidelines in CUA11 Live Performance Training Package.

Application of the Unit

Aboriginal and Torres Strait Islander people with some practical experience in traditional Indigenous Australian dance apply the skills and knowledge outlined in this unit. They could be performing as members of a group in events in the local community or in public performances for visitors to their region or community. The candidate is expected to increase expertise over time with considerable skills practice of technical exercises. Dancers should be able to perform traditional or cultural dances to a moderate level either alone or as an ensemble member.

Work performed requires a range of well-developed skills where some discretion and judgment are required and individuals are expected to take responsibility for their own outputs.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Consolidate understanding of traditional Indigenous performing arts	1.1. Explore historical and contemporary aspects and roles of performing arts practice for individuals and families within Aboriginal and Torres Strait Islander communities 1.2. Identify cultural values and principles in relation to artistic performance within Indigenous Australian communities 1.3. Seek advice from relevant personnel as required regarding customary law principles and how they affect own dance practice 1.4. Discuss with relevant personnel the connection between traditional and contemporary cultural performing arts practice
2. Develop a body of information on the Australian cultural tourism industry	2.1. Determine interrelationships between cultural tourism, cultural heritage and performing arts industries in relation to Aboriginal and Torres Strait Islander performing arts activities 2.2. Record, monitor and file information in simple and accessible ways 2.3. Use opportunities to update knowledge of the cultural tourism, cultural heritage and performing arts industries and incorporate relevant information into professional dance practice
3. Develop Indigenous Australian dance techniques	3.1. Identify the influence of customs and time in relation to dress or costuming, props, sets, music and cultural knowledge involved in dance activities of different styles of Indigenous Australian dances 3.2. Explore the relationships in which musical elements, dramatic role and performance techniques form a distinctive character of particular pieces or performances 3.3. Establish a relationship with a performing arts mentor to determine the cultural protocols, purpose, style, content and protocol parameters of dance routines 3.4. Develop a mentoring plan, detailing support and assistance in consultation with a mentor or professional dance performer 3.5. Choreograph sequences of body movement activities as simple dance performances in relation to a chosen cultural story or musical piece 3.6. Develop a repertoire of fluid positions, movements and actions in differing patterns and poses in conjunction with mentors 3.7. Seek feedback from relevant personnel to facilitate improvement in Indigenous Australian dance techniques
4. Demonstrate technical requirements of Indigenous Australian performance and material	4.1. Under direction of mentors employ appropriate cultural and aesthetic aspects of Indigenous Australian community in the design of appropriate techniques, language and movements to perform culturally appropriate solo and ensemble Indigenous Australian dance sequences 4.2. Perform sequences of dance movements and activities, alone and with others, which appropriately express cultural content and context, and accord with cultural, customary law, copyright and intellectual property requirements 4.3. Explore and apply methods used to ensure cultural maintenance in relation to performing cultural or cultural tourism Aboriginal and Torres Strait Islander dance 4.4. Follow cultural protocols, ethics and traditions when rehearsing and performing
5. Maintain health and safety during dance performance	5.1. Take responsibility for own and others’ safety in compliance with OHS policies during practice and performance of dance routines 5.2. Implement strategies that ensure environmentally friendly impact of dance performances 5.3. Establish and maintain a positive personal work ethic 5.4. Respond to opportunities to enhance cultural and technical skills and knowledge 5.5. Seek audience feedback and apply continuous improvement strategies to performance techniques

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

implement conflict management and negotiation skills as required

respond appropriately to feedback on own skill development and performance

participate in, monitor and review mentoring arrangements with Aboriginal and Torres Strait Islander people

initiative and enterprise skills to:

choreograph simple movement sequences

dance with confidence and projection

investigate and employ relevant cultural protocols and culturally appropriate communication

observe protocols appropriate to the Aboriginal and Torres Strait Islander community in dance performances

learning skills to:

incorporate expression of appropriate dramatic nuance and movement into performance pieces

improve own Aboriginal and Torres Strait Islander dance techniques through practice, performances and ongoing commitment to dance performance

improvise movement sequences

literacy skills to:

identify, read and understand cultural, tourism or performing arts industry information

undertake research and interpret research findings

planning and organising skills to:

plan and execute own warm-up and cool-down routines

prepare for performances

plan practice time

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

follow procedures to minimise the environmental impact of performance activities on the environment

observe dance discipline and follow direction

follow safe dance practices at all times

teamwork skills to work collaboratively with others involved in dance classes and performances

technology skills to search for and download information from the internet.

Required knowledge

overview knowledge of:

OHS in the context of performing Aboriginal and Torres Strait Islander dance

stagecraft as it relates to dancers, including:

costumes

make-up

props

lighting

structures and roles or functions of cultural heritage, cultural tourism and performing arts industries, including their interrelationships, occupational and industry legislation, licensing and accreditation schemes

well-developed knowledge of:

values and major features in contemporary Indigenous Australian cultures

traditions of ownership and protocols relating to created work and dance performance in Aboriginal and Torres Strait Islander cultures, including:

music

artefacts

body painting

costumes

history and role of performing arts within Aboriginal and Torres Strait Islander culture and ways in which values and protocols may impact on work practices in different environments, including:

commercialisation of cultural material

tourism

intellectual property

knowledge of protocols in relation to moral rights

copyright of the physical expression of cultural material, including appropriation

legislative and regulatory requirements within the performing arts industry

legislative and regulatory requirements regarding customary law, including:

Australian Indigenous Cultural and Intellectual Property

those of the National Indigenous Arts Advocacy Association

choreographic techniques

principles underlying dance movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

folding

extending

rotating

shifting weight

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

musical rhythms, including:

time signatures

beat

tempo

syncopation

principles of interpersonal communication

performing arts terminology.

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 ability to: express knowledge of the context and structure of cultural systems within relevant Aboriginal and Torres Strait Islander communities, including the role of dance, story-telling, music and body painting as expressions of cultural systems discuss the implications of cultural heritage, cultural tourism and performing arts industries on the context and performance of Indigenous Australian dance sequences apply Aboriginal and Torres Strait Islander community cultural beliefs and protocols when working with people from various communities develop a mentoring relationship, including the ability to negotiate the terms of a professional relationship safely and cooperatively execute basic dance movement appropriate to Indigenous Australian dance forms.
Context of and specific resources for assessment	Assessment may take place on the job, off the job (for example in communities and training organisations) or a combination of on and off the job. This unit requires access to: Aboriginal and Torres Strait Islander elders, custodians and other culturally knowledgeable people authorised by their communities to act as mentors in performance disciplines appropriate dance performance areas or spaces, including outdoor locations relevant instruments, sets, props, costuming and other equipment music, stories, and dance ensembles performance opportunities. Trainers and assessors in this unit should be Aboriginal and Torres Strait Islander people validated by the Community Advisory Board set up to oversee implementation of this training. They must ensure that the cultural and intellectual property rights of Aboriginal and Torres Strait Islander peoples are protected.
Method of assessment	While the knowledge can be tested in written and oral assignments, performance evidence needs to be collected in actual or realistic simulated situations. It also needs to be assessed on a number of occasions. 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 third-party workplace reports of on-the-job performance group discussion evaluation of live or recorded performances journal work, including recording and evaluating the dance methodology, and evaluating the performance verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of developing dance performance skills direct observation of candidate in rehearsals and performances. 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). Training and assessment can be undertaken in conjunction with Aboriginal and Torres Strait Islander persons.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUADAN301A Explore rhythm in the context of dance or movement technique CUAOHS301A Condition the body for dance performances.

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.

Cultural values and principles may include:	sensitive cultural values and principles, including: acceptance within and by the community as an Aboriginal and Torres Strait Islander person understanding and maintenance of own lore, land and traditions (cultural identity issues) internal family and community construction politics levels of acknowledgement and respect for: customs cultural values religious expression personal and group responsibility and dignity social and cultural differences, including: structure of community representation and powers of delegation differing approaches to the concept of respect particular individual and community circumstances and histories: place or geographical location access to services, such as education, health and transport language, such as Aboriginal English, Torres Strait Kriol, and traditional languages cultural diversity cultural groupings skin, country and language groups family structures kinship women’s roles men’s roles relationship to land and customs racism and discrimination issues that may affect an individual’s cultural identity relationships between land, sea, lore, law, family and ancestors recognition, respect and compliance with Indigenous laws and economy nature of performing arts, including: significance of cultural arts within a given community ways in which performance of dance is culturally appropriately promoted and distributed. economic significance, including: positive impacts on local community economy role of the arts within community development link between the arts and other areas of economic activity, such as tourism.
Relevant personnel may include:	choreographers community members custodians elders managers mentors performers supervisors.
Customary law may include:	rules, values, traditions and protocols governing behaviour in Aboriginal and Torres Strait Islander communities and contexts customs and protocols as required in particular locations and situations, such as: access to information use of signs, symbols, movement or musical sequences communication protocols expected to be followed beliefs and traditions related to land, sea, lore, law, family and ancestors.
Differences between cultural tourism, cultural heritage and performing arts industries may include:	local, state and federal industry structures, codes, ethics, roles and markets within the tourism industry natural heritage, culture and tourism as a public domain and the maintenance of cultural integrity role of cultural heritage for local Indigenous and non-Indigenous communities tourism markets and their relevance to industry sectors, including employment and career opportunities ways of working within the Indigenous Australian context, in particular customary law, values and beliefs understanding the needs and rights of all relevant parties.
Musical elements may refer to:	acoustics aesthetic qualities beat cultural context dynamics expression form or structure genre harmony and chords interpretation melody notation nuance ornamentation phrasing pitch rhythm scales sound production tempo timbre or tone colour time signatures tonality.
Performance techniques may include:	application of stagecraft, for example stage directions, such as: back of stage centre of stage down stage appropriate timing breathing communication with audience coordinated symmetrical and asymmetrical movements demonstrated awareness of performance practice in the style or musical context improvisation musical interpretation of rhythm and style spatial awareness stage presence and dramatic nuance using strength and agility relevant to dance form.
Cultural protocols:	must include: rules of behaviour governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal societies and Torres Strait Islander societies full set of protocols of a particular community or cultural grouping, which is likely to be unique following community protocols and rules of behaviour, including: obtaining and sharing information and materials visiting individuals and communities and requesting permission for activities strategies may include: non-verbal techniques, such as gestures display of positive regard and respect non-judgemental approaches forming partnerships with all cultural groups to achieve particular work goals monitoring and reflecting on own actions to ensure cultural values are not imposed on others.
Mentoring plan must include:	agreed reporting mechanisms agreed timeframes monitoring and review strategies objectives purpose rights and responsibilities of each party roles, including cultural, personal and professional.
Choreographic techniques may refer to:	imposition improvisation dance composition notation cultural and aesthetic aspects of Indigenous Australian dance performance, such as: body paint make-up hair costuming sets scenery stagecraft venue maximising cultural maintenance in choreography and performance of dance for multicultural expression.
Body movement activities may include:	upper and lower body movements: adaptation and development for body movement combining movement sequences using leaps, jumps, swinging, stretching, turning in position and moving combining weight transfer and non-weight transfer techniques working in even or uneven timing and uncommon metre executing sequences with frequent changes of facing direction coordinating movement with others moving with safety and consideration for others balanced positions, including: elevation of steps body positions transitions while in motion and while stationary.
Cultural and aesthetic aspects may include:	application of physical, spiritual and conceptual perspectives of choreography lore emanating from land, landscape or location that encapsulates and defines movement, including: mimicry body markings and painting make-up costuming use of props, sets and scenes interpretation and application of music or song roles expression of emotion and meaning traditional gender roles and responsibilities in relation to dance performance children’s dances what may be imparted to particular audiences and how improvisational techniques.
Techniques, language and movement may include:	knowledge of physical, spiritual and conceptual perspectives on the choreography of traditional dance form visualisation appropriate timing, posture and attitude rhythm and style improvisation footwork coordination and eye focus appropriate to the form kinaesthetic awareness physical alignment musicality dance forms, including: styles or kinds of dance performance characteristic of particular language groups, regions or cultural purpose, or gender or age of dancers use of community-appropriate: body or face marking vocal and speech patterns body language humour costuming props music knowledge Aboriginal and Torres Strait Islander dance sequences must include: documented consideration of the relationship and contribution of cultural identity and personal politics to choreographic interpretation, characterisation and performance structured performance parameters target audience and venue parameters.
Cultural maintenance must include:	protection and sustainability of: natural and cultural integrity stories song lines spiritual practices artefacts sites of significance language responsibilities and obligations to individuals, country and the community authentic replication of approved: cultural stories music in the dance form for demonstration of culture outside the community environment issues relating to protection and appropriate exploitation of cultural heritage material, including: Indigenous communal rights Indigenous cultural and intellectual property laws relating to fraud and forgery import and export of culturally significant objects issues that may threaten beliefs and knowledge related to traditional land, sea, lore, law, family and ancestors.
OHS must include:	identifying hazards and assessing risks using flooring that is maintained, sufficiently spaced and appropriate for full body activities lighting, heating and air-conditioning that meet regulations legislation and regulation of OHS for the entertainment industry appropriate workwear adequate footcare and use of appropriate footwear awareness of repetitive movement, fatigue and prevention of injuries manual handling identifying and addressing specific health implications maintaining a physical conditioning program.
Environmentally friendly must include:	maintenance of sustainable environment, including: applying measures to reduce energy consumption, such as: light emitting diode (LED) lights or fluorescent light bulbs turning lights off when not in use recycling materials reducing water usage, such as sweeping rather than hosing maintaining biodiversity and protecting habitat from damage being aware of air quality and noise.
Personal work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Opportunities to enhance cultural and technical skills may include:	audience feedback implementing continuous improvement strategies ongoing evaluation as per mentoring plan research affiliations with industry and community bodies and professional dance organisations ongoing implementation of strategies to maintain peak performance ongoing practice of dance techniques.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

CUAPPM401A Contribute to the organisation of productions

Modification History

Version	Comments
CUAPPM401A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to assist with planning, organising and rehearsing productions.

Application of the Unit

Individuals responsible for assisting with planning and staging productions apply the skills and knowledge outlined in this unit. At this level, productions would usually be those staged by performing arts schools in community venues.

People in production assistant roles work with limited supervision and are responsible for the output of others. They work to instructions or plans developed by production personnel, such as directors, stage managers, lighting designers, costume managers and producers.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Contribute to the planning of productions	1.1. Discuss and confirm own roles and responsibilities related to production planning with relevant personnel 1.2. Discuss and confirm own creative planning roles and responsibilities with relevant personnel 1.3. Follow performance-planning instructions and preparations as advised by relevant personnel 1.4. Ensure responsibilities are completed within required timeframes
2. Assist with running technical and creative dress rehearsals	2.1. Coordinate performers effectively according to requirements 2.2. Ensure instructions given to performers are clear, audible and correctly sequenced 2.3. Work effectively with members of production teams 2.4. Follow OHS policy and procedures 2.5. Ensure performers follow OHS policy and procedures
3. Assist with productions	3.1. Ensure performers arrive at venues on time to meet performance requirements 3.2. Ensure own roles and responsibilities are carried out as advised by stage manager or relevant personnel 3.3. Carry out post-production or bump-out responsibilities according to instructions from relevant personnel 3.4. Use feedback from relevant personnel to identify areas of own organisational practice that could be improved

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own ability to contribute to the organisation of productions

seek assistance from others as required

share ideas in group discussions

work collaboratively with others involved in rehearsals and performances

learning skills to:

effectively assist with the planning, rehearsing and performance of productions

evaluate venue or performance space as required

literacy skills to:

read production schedules and plans

read and interpret ground and lighting plans

problem-solving skills to respond appropriately to the unexpected in a performance situation

self-management and planning skills to:

assist in the creation of production plans

meet deadlines and prioritise tasks

demonstrate reliability in agreed work commitments

follow OHS policy and procedures

technical skills to assist with the:

installation of basic lighting equipment

set up basic sound equipment.

Required knowledge

well-developed knowledge of:

key aspects of the creative and technical production process for different types of live performance productions

production and staging terminology

role of make-up, hairstyling and costumes in performance

theatre conventions

issues and challenges that arise in the context of preparing for rehearsals and performances

overview knowledge of:

relevant commonwealth, state or territory requirements, such as:

security of information

duty of care under common law

anti-discrimination, including equal opportunity, racial vilification and disability discrimination

industrial awards or enterprise agreements as they relate to in-house or venue-paid staff roles

OHS principles and legislation relevant to particular performance contexts, such as:

hearing protection

dealing with performance anxiety

policy and best practice

protection of body against overuse injury

safe lifting practices.

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 ability to: contribute to the artistic and technical planning of a production, including attending production and creative planning meetings effectively assist with the running of technical and creative dress rehearsals and performances follow safety policy and procedures work collaboratively with others contribute to post-production or bump-out procedures.
Context of and specific resources for assessment	Assessment must ensure access to: relevant resources and equipment opportunities for rehearsals and performances in either a real or simulated situation.
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 third-party workplace reports of on-the-job performance verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit direct observation of candidate contributing to the organisation of productions case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in contributing to the organisation of productions. 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: CUASTA301A Assist with production operations for live performances CUSOHS301A Follow occupational health and safety procedures.

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.

Roles and responsibilities may include:	contributing to the organisation or creation of: call book costume volunteers costume creation according to agreed timeframes labelling and transporting costumes dresser volunteers liaising with parents or carers regarding performance information and time commitments sound and vision equipment as required production and distribution of programs and promotional flyers as required call cue sheets lighting plots stage markings props and sets costume change preparation and organisation discussion and research into historical and cultural factors that may influence costume styles.
Production planning may involve consideration of:	available resources, including volunteers pre-production: role descriptions and task details appointment of specialist personnel confirmation of venue requirements staging and costuming requirements ticketing marketing front of house management bump-in: organisation of sound and set equipment installation light equipment installation plotting and focusing lights props disbursement costumes production run: technical run dress rehearsal performances bump-out: gathering and packing props and costumes deconstructing stage sets dismantling sound and lighting equipment timeframes evaluation of venue or performance space.
Relevant personnel may refer to:	manager supervisor production manager director stage manager performers costume designer conductor musical director set designer lighting designer producer technical director technical crew.
Creative planning may involve consideration of:	choreography costume design lighting plans props set designs make-up and hairstyles.
OHS policy and procedures may relate to:	requirements for reporting hazards and incidents (dance school or studio and venue) emergency procedures and exits safe use and maintenance of relevant equipment safe lifting practices sources of OHS information effective warm-up and cool-down processes for students or performers appropriate dancewear and footwear for students or performers.
Post-production or bump-out responsibilities may include:	post-production: payment of copyright licensing fees preparation of final expenditure report return of hired equipment dismantling: sets audio equipment lighting equipment audiovisual equipment loading items for transport packing or storing items, such as: props costumes make-up wigs set elements completing inventories of production resources.

Unit Sector(s)

Performing arts - production management

Custom Content Section

Not applicable.

CUAIND401A Extend expertise in specialist field

Modification History

Version	Comments
CUAIND401A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to add depth to expertise in a specialist field or technique.

Application of the Unit

This unit applies to those working in the creative industries in fields, such as dance, music, cultural heritage, screen and media, visual arts, craft and design. It is particularly applicable in contexts where techniques require a high level of skill and coordination.

At this level, work would usually be undertaken with limited guidance and specialists could also be responsible for mentoring others on the job. Depending on the specialist area, guidance from mentors and experienced practitioners could be expected.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research and apply industry trends	1.1. Identify industry trends using appropriate sources of information 1.2. Examine and clarify implications and consequences of trends for own practice 1.3. Critique and review trends with appropriate personnel to explore, develop and express conceptual ideas 1.4. Explore and use new ideas to expand own approach to developing techniques relevant to specialist field 1.5. Maintain currency of knowledge of legislative requirements and apply in area of specialist expertise as required
2. Adopt a disciplined approach to extending skills in area of specialisation	2.1. Plan strategies to develop and enhance skills and knowledge in specialist field 2.2. Ensure that skill development activities are based on a sound understanding of the principles and characteristics of techniques relevant to specialist field 2.3. Identify and use feedback, discussion and evaluation techniques to continuously improve skills and knowledge
3. Evaluate own professional development in specialist context	3.1. Seek and apply constructive criticism from others to improve own skills 3.2. Continuously evaluate own skills and knowledge against planned strategies and career goals 3.3. Compare and contrast own skills and knowledge with those of other specialists in order to extend and enhance own professional work practices 3.4. Adjust own professional work practices to improve and refine skills and knowledge

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

critique and discuss trends

discern and listen to advice from relevant personnel

transfer newly acquired knowledge to colleagues

use industry and community networks as sources of information

literacy skills to interpret and critically reflect on a broad range of information on industry trends

learning skills to:

seek expert advice when implementing new trends

identify opportunities to enhance own skills and knowledge

research skills to access information relating to trends in area of specialisation

self-management skills to adopt a disciplined approach to improving own practice.

Required knowledge

commonly used research methodologies

copyright, moral and intellectual property issues associated with area of specialisation

current trends in area of specialisation

OHS requirements relating to area of specialisation

implications for self or organisation of adopting trends

theoretical and historical contexts relevant to area of specialisation.

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 ability to: evaluate own skills and knowledge against planned strategies and career goals apply planned strategies to develop and enhance own skills and knowledge research trends within area of specialisation.
Context of and specific resources for assessment	Assessment must ensure access to: an environment where: conceptual ideas can be critiqued and reviewed with relevant personnel skills and knowledge can be developed and enhanced appropriate technology and sources of information to research industry trends appropriate learning and assessment support when required.
Method of assessment	The following assessment methods are appropriate for this unit: direct questioning combined with review of portfolios of evidence third-party workplace reports of on-the-job performance direct observation of the candidate developing and enhancing technical and conceptual skills verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess candidate’s ability to research trends. 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 a range of operations, technique and teaching units from the following Training Packages: CUA11 Live Performance CUF07 Screen and Media CUS09 Music CUV10 Visual Arts, Craft and Design.

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.

Trends may relate to:	audience expectations business practice changing nature of work or employment copyright cultural heritage employer expectations industry terminology intellectual property rights marketing and promotion media coverage social, political and environmental developments techniques, such as: acting camera operation ceramics circus skills crafts dance style design lighting musical instrument painting preservation sound mixing sound recording teaching voice mix of skills and knowledge required in different areas of the industry.
Sources of information may include:	copyright and legal representatives discussions with innovative industry practitioners electronic and print media employee associations union representatives and other sources of industrial relations information events, such as: industry functions conferences trade fairs community activities expositions exhibitions festivals social events government bodies and associated publications induction kits industry associations internet libraries and archives personal observations and experience policy and procedures manuals reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services technical publications.
Appropriate personnel may include:	performers choreographers composers dancers ensemble members presenters musical directors stage managers production managers production supervisors technical crew broadcasters floor managers graphics personnel writers and editors designers: sound lighting costume hair and make-up special effects clients marketing and promotions personnel artists’ agents legal advisers conductors managers supervisors teachers mentors.
Techniques may relate to:	business: marketing and promotion public relations distribution financial management strategic and business planning artists’ management design: costume furniture graphic hair and make-up industrial interactive digital media props sets: screen and media productions theatre and live events nutrition performing: acting dancing instrumental techniques vocal techniques improvisation stagecraft performing in an ensemble solo performances physical conditioning sound production: recording editing sound reinforcement sound design sound for film and media productions sound for interactive digital media products, such as games sound for online products teaching: activities and approaches for different age groups assessment facilitation skills lesson planning methodologies visual arts and craft: ceramics drawing glass working illustration painting print making public art textiles wood working.
Strategies may include professional development opportunities, such as:	awards competitions conferences exhibitions master classes seminars symposiums training programs workshops.

Unit Sector(s)

Performing arts - industry context

Custom Content Section

Not applicable.

CUACHR301A Develop basic dance composition skills

Modification History

Version	Comments
CUACHR301A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to organise movement in order to compose a short dance sequence with limited topic or scope. It involves using the body in space, designing timing and dynamic contrasts, and building relationships that convey the message of the dance. The skills developed in this unit are the building blocks for the craft of choreography.

Application of the Unit

Dancers who are required to compose short and simple dance sequences apply the skills and knowledge outlined in this unit. At this level dance composition is simple in nature, for example using one prop or taking a theme, such as meeting and parting, and could be applied to a variety of dance styles, such as tap, jazz, contemporary, street and cultural forms of dance. Pieces could be developed as part of dance studies or for informal presentation.

Work is usually undertaken under supervision, though some autonomy and judgement can be expected.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare the body for dance	1.1. Perform basic warm-up and cool-down activities 1.2. Adhere to injury-prevention techniques 1.3. Identify common health concerns for dancers
2. Develop an understanding of dance composition	2.1. Discuss with relevant personnel the elements of dance and how they are used and manipulated to craft movement 2.2. Identify components of the composition process by analysing original professional dance compositions 2.3. Through discussion and observation, explore how intent and form are used in dance composition and how they might be documented 2.4. Discuss with relevant personnel how concepts of music assist in providing a range of ways to manipulate form and movement
3. Practise dance composition technique	3.1. Explore the use of a range of starting points when composing dance 3.2. Practise the use of intent and form when composing dance 3.3. Manipulate elements of dance to craft movement using various stimuli 3.4. Generate and organise movement for dance using play and exploration
4. Compose a simple dance sequence	4.1. Compose a dance sequence with a specified intent and form 4.2. Communicate composition ideas and concepts in discussions using appropriate vocabulary 4.3. Demonstrate effective verbal and physical demonstration skills while working with dancers 4.4. Organise to have the sequence recorded for evaluation purposes 4.5. Use the recording to evaluate work and gain feedback from relevant personnel in order to edit and refine the dance sequence

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication and teamwork skills to:

work collaboratively with others, including providing direction

receive constructive feedback and apply it to future work

initiative and creativity skills to:

compose dance within a specified form

work creatively with others

solve problems in a simple dance sequence

follow through with own individual style or idea

learning skills to:

improve performance and skills through experimentation and practice

research a topic to inform basic dance composition tasks

planning and organising skills to collect information about various dance works for analysis

technical skills to:

perform appropriate stretches, exercises and breathing techniques to warm up and cool down

demonstrate the use of starting points, intent and form when composing dance.

Required knowledge

dance as a form of communication

form, intent and starting points in dance composition

appropriate vocabulary used in dance

issues and challenges that arise in the context of composing dance

OHS practices, procedures and standards as they apply to dancing in a range of physical environments

difference between abstraction and stylisation.

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 ability to: use form and intent to compose a simple dance sequence that communicates an idea communicate effectively with others using appropriate vocabulary and demonstration skills.
Context of and specific resources for assessment	Assessment must ensure access to a dance studio or space, including: sprung floor tarkett mirrors and curtains sound system video recording and playback equipment.
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: observation of practice and performance verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of the composition process portfolios or other documentation that demonstrate the reflective processes used in dance composition. 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: CUADLT301A Develop basic dance analysis skills.

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.

Warm-up activities may include:	minor stretches joint-mobility exercises flexibility exercises aerobic activities coordinated breathing activities.
Cool-down activities may include:	floor work stretching.
Injury-prevention techniques may include:	warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest use of appropriate equipment, such as: barre mirror sprung floors attention to teacher.
Common health concerns may include:	lack of rest poor diet lack of understanding of basic anatomy and physiology of dance lack of warming up and cooling down adequately overstraining the muscles dehydration.
Relevant personnel may include:	teacher peer director producer agent.
Elements of dance may include:	space time dynamics.
Components may include:	starting points working with intention working with motifs: identifying a motif developing motifs by manipulating components of time, space and dynamics choreographic forms phrasing: shaping creating variety in length structuring a work: unity and variety contrast climax and resolution repetition sequencing transitions abstraction and stylisation.
Intent may include:	reading movement expressing an idea through movement using known movements with intention versus creating new vocabularies working intuitively and cognitively.
Form may include:	choreographic forms: binary ternary rondo theme and variations narrative organic.
Dance may be documented through:	notation video recording.
Concepts of music may include:	duration pitch dynamics tone colour texture structure.
Starting points may include:	beginning with: an idea a movement phrase a piece of music waiting for inspiration other beginnings.
Stimuli may include:	music, such as: musical styles, like jazz, hip-hop and world vocal instrumental percussion, such as: drums hands feet stamps percussion instruments word motivation, such as: wobble, twitch, freeze vault, twirl, collapse pause, swell, jerk vibrate, bound, creep technical equipment, such as: lighting audiovisual fog machines scaffolding other props, objects and materials, such as: fabric instruments puppets or dolls piece of clothing ladder or chair silent space various texts.
Composing a dance sequence may include:	starting points solving problems researching a topic improvisation reflection and analysis refinement and rehearsal.
Working with other dancers may include:	introduction to rehearsing and directing skills recognising the skill level and strengths of available dancers.

Unit Sector(s)

Performing arts - choreography

Custom Content Section

Not applicable.

CUAIND301A Work effectively in the creative arts industry

Modification History

Version	Comments
CUAIND301A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to work effectively in the creative arts industry. These include relationship building, negotiation techniques, work prioritisation and personal development.

Application of the Unit

People working in the creative arts industry apply the skills and knowledge described in this unit. They could be dancers, musicians, actors, cabaret performers, street performers, entertainment administrators, reviewers, film makers and public artists.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Maintain currency of own industry knowledge	1.1. Identify trends in the industry using appropriate sources of information 1.2. Identify likely effects of industry trends on own work practices 1.3. In consultation with appropriate persons, identify learning opportunities to upgrade own skills and take advantage of trends and emergent technologies 1.4. Undertake identified learning opportunities to improve own work practices
2. Establish effective contractual relationships	2.1. Establish effective contractual relationships based on goodwill, trust and respect 2.2. Share information and ideas with others in ways that engender goodwill, trust and respect 2.3. Use effective negotiation techniques to identify realistic solutions to contractual issues 2.4. Discuss, confirm and formally document agreements and contracts with appropriate persons 2.5. Maintain contractual relationships through regular contact and effective communication
3. Complete work tasks effectively	3.1. Establish and maintain a positive personal work ethic 3.2. Negotiate and agree on prioritised work tasks and established deadlines with appropriate persons 3.3. Identify and plan for factors that may affect the completion of work tasks within deadlines 3.4. Complete work tasks within deadlines according to legislative and regulatory requirements 3.5. Observe copyright and intellectual property obligations when using material downloaded from the internet 3.6. Follow procedures to minimise the environmental impact of work activities on the environment 3.7. Seek feedback on own work performance from appropriate persons and adjust in order to improve work practices

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

conduct negotiations to identify realistic solutions to contractual issues

establish and maintain contractual relationships through regular contact

share industry information with colleagues and peers

learning skills to:

identify opportunities to maintain and enhance work performance

seek feedback and integrate constructive advice into own work performance

literacy skills to read and understand industry information and terminology

self-management and learning skills to:

prioritise work tasks

work within deadlines

monitor own work and introduce strategies to improve performance

problem-solving skills to:

identify and plan for factors affecting completion of work tasks within deadlines

recognise and resolve workplace issues when implementing new technology.

Required knowledge

well-developed knowledge of:

different sectors of the creative arts industry and their interrelationships

terminology associated with relevant industry sector

issues of etiquette and ethics as they apply to key work areas within the industry

key work areas within the industry, how they interrelate, and key roles and responsibilities

sources of information on the industry and ways of maintaining current industry knowledge

overview knowledge of:

awards and conditions of employment

copyright issues, such as:

consequences of infringing copyright

current funding and production environment

how copyright can be enforced

organisations that deal with copyright

who owns copyright and how it can be protected

legal issues that affect negotiations and contracts

major industry production and marketing issues

nature, role and functions of unions and employer associations, including rights and responsibilities of employers and employees

OHS requirements relevant to particular work contexts

current and emerging technologies used within the relevant industry sector.

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 ability to: apply information about industry trends to own work practice establish work and contractual relationships comply with requirements of relevant legislation and regulations prioritise work tasks work collaboratively with others.
Context of and specific resources for assessment	Assessment must ensure access to environments where: negotiation techniques can be applied to solve work and contractual issues work performance can be monitored and learning opportunities accessed work tasks can be prioritised and completed within deadlines.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following assessment methods are appropriate for this unit: case studies to assess candidate’s ability to prioritise work tasks, monitor work performance and identify learning opportunities direct observation of candidate establishing and participating in work and contractual relationships direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance oral or written questioning to assess knowledge of new technology that affects work practices problem-solving activities to assess candidate’s negotiating skills. 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: CUSOHS301A Follow occupational health and safety procedures.

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.

Trends may include:	changing nature of work or industry structures changes to the mix of skills and knowledge required in different areas of the industry. entertainment industry trends, such as: alliances with allied technologies and businesses new forms of marketing, branding and product placement new equipment and technology new terminology occupations that are disappearing and how they are being replaced opportunities for increased airplay of performances through: digital television internet mobile phones social, political and environmental developments.
Industry includes:	ballet cabaret charitable events concerts corporate theatre and communication cultural events dance competitions dance performances drama festivals filmed performances public art installations screen and media industry sporting events street performance.
Sources of information may include:	copyright: Australian Copyright Council copyright collection societies discussions with innovative industry practitioners electronic and print media employee associations union representatives and other sources of industrial relations information events, such as: community activities conferences exhibitions expositions festivals industry functions social events trade fairs government bodies and associated publications induction kits industry associations internet libraries and archives personal observations and experience policy and procedures manuals reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services technical publications.
Appropriate persons may include:	artist managers booking agents business or financial managers choreographers colleagues or peers copyright and royalties managers designers directors legal advisers managers marketing and promotions officers mentors or teachers performers presenters producers production managers promoters publishers representatives of dance societies sound mixers or technicians sponsors supervisors suppliers technical crew technicians union or industry association representatives venue managers writers.
Learning opportunities may include:	attending industry events, including: conferences conventions exhibitions expositions festivals functions performances professional competitions and awards trade fairs reading industry publications, such as: electronic or print media information sheets technical or reference manuals undertaking professional development activities: career planning and development coaching, mentoring and supervision formal and informal learning programs internal and external training programs master classes performance appraisals personal study seminars symposiums work experience or work exchange workshops.
Negotiation techniques may include:	adopting collaborative negotiating style assessing strengths and weaknesses of opposing positions and determining viable alternatives clarifying purpose, content and desired outcomes communicating results to parties within appropriate timeframes ensuring final position is agreed and understood by parties identifying consequences of non-agreements maintaining contact with parties managing conflict and disagreement between parties negotiating in a professional manner taking into account input from all parties treating parties courteously and in ways that acknowledge their contribution using effective questioning techniques: closed questions open questions reflective questions.
Contractual issues may include:	budget share copyright insurance OHS performance fees and rate negotiations film, recording and distribution rights remuneration rights to and use of material royalties specifications for equipment and materials taxation terms and conditions of contracts terms and conditions of employment work roles and responsibilities.
Agreements and contracts may include:	agency agreements individual performance agreements industrial awards marketing and distribution agreements service, supply and location contracts workplace relations agreements.
Work ethic may refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Factors may include:	availability of resources and materials budget constraints competing work demands environmental factors, e.g. weather technology and equipment breakdowns unforeseen incidents workplace hazards, risks and controls.
Legislative and regulatory requirements may include:	anti-discrimination business compliance consumer protection contempt of court and parliament copyright, moral rights, intellectual property, licensing and royalty defamation duty of care environmental issues equal employment opportunity insurance libel obscenity OHS plagiarism privacy and confidentiality quality assurance racial vilification slander taxation workplace and industrial relations laws and awards.
Material may include:	music video clips images text.
Procedures may include:	measures to reduce energy consumption, such as: using light emitting diode (LED) lights using fluorescent light bulbs turning lights off recycling: waste paper tins cardboard bottles reducing water usage sweeping rather than hosing maintaining biodiversity protecting the natural habitat from damage awareness of air quality and noise.

Unit Sector(s)

Performing arts - industry context

Custom Content Section

Not applicable.

CUAIND401A Extend expertise in specialist field

Modification History

Version	Comments
CUAIND401A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to add depth to expertise in a specialist field or technique.

Application of the Unit

This unit applies to those working in the creative industries in fields, such as dance, music, cultural heritage, screen and media, visual arts, craft and design. It is particularly applicable in contexts where techniques require a high level of skill and coordination.

At this level, work would usually be undertaken with limited guidance and specialists could also be responsible for mentoring others on the job. Depending on the specialist area, guidance from mentors and experienced practitioners could be expected.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Research and apply industry trends	1.1. Identify industry trends using appropriate sources of information 1.2. Examine and clarify implications and consequences of trends for own practice 1.3. Critique and review trends with appropriate personnel to explore, develop and express conceptual ideas 1.4. Explore and use new ideas to expand own approach to developing techniques relevant to specialist field 1.5. Maintain currency of knowledge of legislative requirements and apply in area of specialist expertise as required
2. Adopt a disciplined approach to extending skills in area of specialisation	2.1. Plan strategies to develop and enhance skills and knowledge in specialist field 2.2. Ensure that skill development activities are based on a sound understanding of the principles and characteristics of techniques relevant to specialist field 2.3. Identify and use feedback, discussion and evaluation techniques to continuously improve skills and knowledge
3. Evaluate own professional development in specialist context	3.1. Seek and apply constructive criticism from others to improve own skills 3.2. Continuously evaluate own skills and knowledge against planned strategies and career goals 3.3. Compare and contrast own skills and knowledge with those of other specialists in order to extend and enhance own professional work practices 3.4. Adjust own professional work practices to improve and refine skills and knowledge

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

critique and discuss trends

discern and listen to advice from relevant personnel

transfer newly acquired knowledge to colleagues

use industry and community networks as sources of information

literacy skills to interpret and critically reflect on a broad range of information on industry trends

learning skills to:

seek expert advice when implementing new trends

identify opportunities to enhance own skills and knowledge

research skills to access information relating to trends in area of specialisation

self-management skills to adopt a disciplined approach to improving own practice.

Required knowledge

commonly used research methodologies

copyright, moral and intellectual property issues associated with area of specialisation

current trends in area of specialisation

OHS requirements relating to area of specialisation

implications for self or organisation of adopting trends

theoretical and historical contexts relevant to area of specialisation.

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 ability to: evaluate own skills and knowledge against planned strategies and career goals apply planned strategies to develop and enhance own skills and knowledge research trends within area of specialisation.
Context of and specific resources for assessment	Assessment must ensure access to: an environment where: conceptual ideas can be critiqued and reviewed with relevant personnel skills and knowledge can be developed and enhanced appropriate technology and sources of information to research industry trends appropriate learning and assessment support when required.
Method of assessment	The following assessment methods are appropriate for this unit: direct questioning combined with review of portfolios of evidence third-party workplace reports of on-the-job performance direct observation of the candidate developing and enhancing technical and conceptual skills verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess candidate’s ability to research trends. 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 a range of operations, technique and teaching units from the following Training Packages: CUA11 Live Performance CUF07 Screen and Media CUS09 Music CUV10 Visual Arts, Craft and Design.

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.

Trends may relate to:	audience expectations business practice changing nature of work or employment copyright cultural heritage employer expectations industry terminology intellectual property rights marketing and promotion media coverage social, political and environmental developments techniques, such as: acting camera operation ceramics circus skills crafts dance style design lighting musical instrument painting preservation sound mixing sound recording teaching voice mix of skills and knowledge required in different areas of the industry.
Sources of information may include:	copyright and legal representatives discussions with innovative industry practitioners electronic and print media employee associations union representatives and other sources of industrial relations information events, such as: industry functions conferences trade fairs community activities expositions exhibitions festivals social events government bodies and associated publications induction kits industry associations internet libraries and archives personal observations and experience policy and procedures manuals reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services technical publications.
Appropriate personnel may include:	performers choreographers composers dancers ensemble members presenters musical directors stage managers production managers production supervisors technical crew broadcasters floor managers graphics personnel writers and editors designers: sound lighting costume hair and make-up special effects clients marketing and promotions personnel artists’ agents legal advisers conductors managers supervisors teachers mentors.
Techniques may relate to:	business: marketing and promotion public relations distribution financial management strategic and business planning artists’ management design: costume furniture graphic hair and make-up industrial interactive digital media props sets: screen and media productions theatre and live events nutrition performing: acting dancing instrumental techniques vocal techniques improvisation stagecraft performing in an ensemble solo performances physical conditioning sound production: recording editing sound reinforcement sound design sound for film and media productions sound for interactive digital media products, such as games sound for online products teaching: activities and approaches for different age groups assessment facilitation skills lesson planning methodologies visual arts and craft: ceramics drawing glass working illustration painting print making public art textiles wood working.
Strategies may include professional development opportunities, such as:	awards competitions conferences exhibitions master classes seminars symposiums training programs workshops.

Unit Sector(s)

Performing arts - industry context

Custom Content Section

Not applicable.

CUAOHS101A Follow basic safe dance practices

Modification History

Version	Comments
CUAOHS101A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to apply a basic understanding of OHS issues to day-to-day dance activities.

Application of the Unit

People at an early stage in their dance careers apply the skills and knowledge outlined in this unit. To ensure that they adopt a healthy approach to building a career in the live performance industry, they need to integrate knowledge of safe dance practice into classes, rehearsals and performances.

At this level they are learning about and applying safe dance practice under the close supervision of experienced dancers and dance teachers.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element	Performance Criteria
Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Apply an understanding of anatomy and physiology to movement	1.1. Become familiar with the basic structure of the human body 1.2. Apply principles of correct posture and body alignment to basic dance movements 1.3. Discuss with relevant personnel the purpose and benefits of warm-up and cool-down procedures 1.4. Practise a range of warm-up and cool-down exercises 1.5. Discuss with relevant personnel the importance of healthy nutrition to dance performance
2. Develop an understanding of common dance injuries and health concerns	2.1. Become familiar with the causes of common dance injuries 2.2. Discuss with relevant personnel the effects of alcohol, smoking and eating disorders on a dancer's health 2.3. Become familiar with action to be taken if injuries occur, including compression, elevation, rest and ice techniques for dealing with soft tissue injury 2.4. Compile a list of sources of professional assistance with health and injury management
3. Apply a knowledge of safety to dance activities	3.1. Discuss with relevant personnel safety aspects of dance classes, venues and facilities 3.2. Report safety hazards in venues according to organisational procedures 3.3. Follow procedures to minimise environmental impact of performance activities on the environment 3.4. Follow safety and emergency procedures in venues

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to discuss dance safety issues with others

learning skills to become familiar with and apply a range of health, safety and injury-prevention information in day-to-day activities

planning and organising skills to access and keep a record of sources of professional assistance in relation to health issues

problem-solving skills to identify and report safety hazards

self-management skills to follow safety and emergency procedures.

Required knowledge

structure of human body

anatomical foundations, including:

articulation of the spine

engagement of the feet

bases of support, including feet, legs, hands, arms and torso

range of joint motion

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts.

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 ability to: perform a range of warm-up and cool-down exercises apply a basic understanding of anatomical principles to day-to-day dance activities explain the cause of common dance injuries identify potential safety hazards in a dance studio or venue.
Context of and specific resources for assessment	Assessment must ensure access to appropriate dance performance areas or spaces.
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 third-party workplace reports of on-the-job performance evaluation of hazard reports completed verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of following basic safe dance practice direct observation or video recording of the candidate undertaking warm-up and cool-down routines. 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: CUEIND01C Source and apply entertainment industry knowledge.

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.

Basic structure of the human body includes:	systems, such as: articular muscular circulatory nervous.
Principles may include:	head upright eyes straight ahead chin parallel to the floor shoulders wide and relaxed neck stretching upward chest vertically aligned with the hips body weight distributed evenly between the feet, and kept slightly forward.
Body alignment refers to:	alignment of the body's load-bearing joints in a standing position, that is: shoulders hips knees ankles muscles being in balance: front to back side to side top to bottom other elements, such as: feet pointing straight ahead knees pointing straight ahead level pelvis.
Relevant personnel may include:	teachers community members manager mentors peers performers supervisor medical practitioners.
Purpose may include:	warm-up: to stimulate heart and lungs moderately and progressively to increase body and muscle temperature gradually to increase the metabolism of skeletal muscle to prevent joint injury psychological preparation for performance cool-down: to return respiration and heart rate to normal to help prevent muscle soreness to unwind and relax.
Benefits may include:	physiological, including: higher metabolic rate increased blood flow to muscles higher rate of oxygen exchange between blood and muscles more oxygen released within muscles faster nerve impulse transmission decreased muscle relaxation time between contractions increased muscle elasticity increased flexibility of ligaments and tendons rehearsal effect, that is, muscular patterns of the body to be used later psychological, including: reduced stress due to an increase in endorphin and a decrease in adrenalin increased mental alertness increased concentration inhibition reduction improved technique, balance and coordination through a body-focused mind set.
Warm-up and cool-down procedures may include:	stretching, including: static or passive dynamic joint-mobility exercises flexibility exercises aerobic activities coordinated breathing activities floor work.
Importance of healthy nutrition relates to:	injury prevention and management wellbeing healthy food choices, e.g. five food groups and recommended daily amounts.
Causes may relate to:	bad posture and body alignment overstretching compressing body tissues, such as: muscles bones joints incorrect technique insufficient conditioning and training fatigue inappropriate environmental conditions nutrition emotional or psychological stress.
Common dance injuries occur in:	lower back ankles feet knees muscles and tendons ligaments joints abdomen stress fractures.
Sources of professional assistance include:	general and specialist practitioners rehabilitation therapists, such as: Pilates Alexander technique chiropractors yoga osteopaths physiotherapists massage.
Safety aspects include:	venue or facilities, such as: class size class numbers appropriate for the style or genre of dance and floor area appropriate change rooms and toilet facilities ventilation unobstructed space appropriate heating, cooling and lighting music or sound system doing exercises and performing routines on flooring appropriate to genre and style of dance, including: sprung softwood tarkett sprung parquet tongue and groove hardwood resined for ballroom and Latin dance non-slip for ballet wood for tap and Spanish condition and maintenance of flooring, including: floor surface should be even and free from potentially dangerous cracks, gaps or uneven joins floor surface should be regularly maintained so as to be kept free of protruding nails, wood splinters and loose boards or other potentially dangerous flaws location security, e.g. safe access to and from venue suitable footwear and clothing.
Strategies to minimise environmental impact may relate to:	measures to reduce energy consumption, such as: using light emitting diode (LED) lights using fluorescent light bulbs turning lights off recycling: waste paper tins cardboard bottles reducing water usage sweeping rather than hosing maintaining biodiversity protecting the natural habitat from damage awareness of air quality and noise.

Unit Sector(s)

Performing arts - OHS

Custom Content Section

Not applicable.

CUECOR01C Manage own work and learning

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the self-management skills needed to perform effectively in the workplace. As such it relates to personal time management and the identification and management of personal learning needs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People working in any role in any industry apply the skills and knowledge outlined in this unit. At this level individuals would typically be supervised and they would be expected to seek the advice of supervisors and peers in relation to professional development opportunities. This unit has linkages to a range of other general units, and combined assessment and/or training with those units may be appropriate, e.g.: CUECOR02C Work with others BSBDIV301A Work in a culturally diverse environment CUEIND01C Source and apply entertainment industry knowledge.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop personal time management skills	1.1. Establish priorities and deadlines in consultation with others, as appropriate 1.2. Plan time so that tasks are completed according to order of priority and within established deadlines 1.3. Re-prioritise work effectively as necessary to accommodate important workload variations 1.4. Document details of work tasks and commitments accurately, as required 1.5. Maintain basic work records effectively 1.6. Identify any variations and difficulties affecting work requirements through regular reviews, and inform relevant personnel
2. Manage own learning	2.1. Identify own learning needs in consultation with relevant personnel 2.2. Identify opportunities to meet learning needs and take appropriate action in consultation with relevant personnel 2.3. Collate evidence of on and off-the-job learning relevant to work role
3. Receive and act constructively on personal feedback	3.1. Regularly seek suggestions on ways to improve work 3.2. Act on feedback as required to improve work performance

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
effective communication techniques, including listening, questioning and non-verbal communication way of organising information clearly, concisely and logically time management techniques as they apply to the particular job role
Required knowledge
general knowledge of stress management techniques knowledge of career paths within the relevant industry context and skill requirements for different roles

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: effective application of time management techniques communicating effectively with colleagues within the range of situations required for the job role.
Context of and specific resources for assessment	The assessment context must provide for: project or work activities that allow the candidate to apply time management techniques in the relevant industry context interaction with others in relation to identification of learning needs.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: case studies and projects to assess ability to effectively manage time in given industry situations oral or written questioning to assess knowledge of time management and communication techniques review of portfolios of evidence or third party workplace reports of on-the-job performance by the candidate. 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	Assessment of this unit requires access to: resources used to manage time in a given industry context information on learning opportunities.

Range Statement

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.
Planning of time may involve:	consultation with others directions from others team meetings use of diaries and other work planning.
Basic work records may include:	diary entries file notes general in-house correspondence, e.g. memos, notes, email records of meetings reports time sheets work schedules.
Relevant personnel may include:	community representatives managers mentors peers (inside and outside the organisation) supervisors.
Own learning needs may relate to:	knowledge required for present job need to obtain competencies to meet current and future organisational objectives skills development to fulfil career aspirations.

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce development - learning and development

Co-requisite units

Co-requisite units

CUECOR02C Work with others

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge needed to work harmoniously and effectively with team members, colleagues and others in a work environment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People working in any role in any industry apply the skills and knowledge outlined in this unit. At this level individuals would typically be supervised and this core skill of teamwork underpins effective work performance in any job role. Combined assessment and/or training with any other service or operational unit would be appropriate, e.g.: BSBDIV301A Work effectively with diversity.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Participate in the work/group process	1.1. Correctly identify work requirements relevant to the group/process 1.2. Correctly identify own role and roles of others in meeting work requirements, and carry out own role 1.3. Provide assistance to others involved in the work group/process, as required, and make other constructive contributions to meeting work requirements 1.4. Take time and resource constraints into account in fulfilling work requirements 1.5. Apply the organisation's work policies, procedures and conventions covering acceptable workplace conduct to work place activities 1.6. Take individual differences into account in achieving work requirements 1.7. Use strengths of individuals to develop others in the group, sharing learning as part of the group process
2. Contribute to the flow of information and ideas	2.1. Share information and ideas relevant to the work with others to enhance work outcomes 2.2. Provide relevant, timely and accurate information to others, as required 2.3. Seek information and ideas from others as required to assist achievement of work requirements 2.4. Record information in the required detail and item frame in the specified format 2.5. Compile and maintain work information systematically and accurately and file for ease of retrieval as required 2.6. Identify any linguistic and cultural differences in communication styles and their relevance to the context
3. Deal effectively with issues, problems and conflicts	3.1. Identify issues, problems and conflicts encountered in the work place 3.2. Discuss issues, problems and conflicts with team members and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
acceptable workplace conduct, including: regular attendance punctuality maintaining an orderly workspace appropriate standards of personal presentation and hygiene self-confidence and self-respect acceptance of constructive criticism and a willingness for self-improvement a good-humoured approach to others adaptability and flexibility.
Required knowledge
individual roles and responsibilities and relationships to others, including duty of care techniques for managing own work load, e.g. meeting deadlines, acknowledging if tasks are beyond current capacity, handling tasks or problems as far as possible then referring on to others as required understanding of team work principles broad understanding of conflict resolution techniques knowledge of effective communication techniques, including active listening, questioning and non-verbal communication occupational health and safety principles as they apply to working within a team environment

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: ability to communicate effectively with others within the range of situations required for the job role ability to work effectively as part of a team knowledge of effective communication techniques, including active listening, questioning and non-verbal communication.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through interaction with others project or work activities that allow the candidate to respond to multiple and varying communication situations relevant to the job role.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate carrying out work tasks involving dealing with others role plays about communication situations and dealing with conflicts and misunderstandings oral or written questioning to assess knowledge of communication techniques portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. 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	There are no particular resource requirements for assessment of this unit.

Range Statement

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.
Work requirements may include:	application of particular procedures clear role definitions coordination with other work processes goals objectives organisation of work materials priorities roster arrangements or particular approaches to work processes specified by the organisation or work group specified targets or results time frames
Working with others requires individual diversity to be taken into account especially in relation to:	cultural, racial and ethnic background customs gender languages physical requirements religious and traditional beliefs
Groups may be:	committees established or ad hoc work units self directed teams task forces working parties
Working with others may involve:	consulting with the community dealing with conflict following instructions one-to-one communication in a group or team taking part in informal discussions taking part in meetings
Information and ideas relevant to work may include:	assisting new staff sharing knowledge of particular tasks or work requirements
Techniques to resolve issues, problems or conflicts may include:	conflict resolution negotiation problem solving use of a mediator or conciliator

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - workplace effectiveness

Co-requisite units

Co-requisite units

CUECOR03B Provide quality service to customers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the interpersonal, communication and customer service skills required to establish rapport with customers. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People working at all levels across a range of cultural industry sectors apply the skills and knowledge outlined in this unit. Customer contact is a key aspect of many job roles and people in these roles are responsible for understanding, clarifying and meeting customer needs and expectations, as well as creating a positive impression of the business or service they represent. This unit has particular linkages to the following units, and combined assessment and/or training is recommended: CUECOR02C Work with others CUECOR04B Deal with conflict and resolve complaints.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Communicate with the customer	1.1. Conduct communication with customers and colleagues in a polite, professional and friendly manner 1.2. Use language and tone appropriate to a given situation in both written and spoken communication 1.3. Use appropriate non-verbal communication in all situations 1.4. Observe and take into consideration non-verbal communication of colleagues and customers 1.5. Show sensitivity to cultural and social differences when communicating with others 1.6. Use active listening and questioning to facilitate effective two-way communication 1.7. Identify potential and existing conflicts and seek solutions in conjunction with parties involved
2. Maintain personal presentation standards	2.1. Practise high standards of personal presentation in accordance with: enterprise requirements, work location, occupational health and safety issues, impacts on different types of customers, and specific requirements for particular work functions
3. Provide service to customers	3.1. Identify customer needs and expectations correctly, including those with special needs, and provide appropriate products, services or information 3.2. Meet all reasonable needs and requests of customers within organisational guidelines and timeframes 3.3. Identify and take all opportunities to enhance the quality of service
4. Respond to customer complaints	4.1. Recognise customer dissatisfaction promptly and take action to resolve the situation according to individual level of responsibility and organisational procedures 4.2. Handle customer complaints positively, sensitively and politely and in consultation with the customer 4.3. Use appropriate techniques to avoid escalation of the complaint 4.4. Refer escalated complaints to the appropriate person if resolution falls outside individual level of responsibility and organisational policy and procedures 4.5. Maintain a positive and cooperative manner at all times

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
effective communication techniques in relation to listening, questioning and non-verbal communication needs and expectations of different types of customers techniques for identifying and dealing with conflict situations and misunderstandings
Required knowledge
potential special needs of customers in a given industry context importance of cultural awareness to customer service situations ethics of professional behaviour in a given industry context

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: understanding of communication and customer service and its importance in the context of the cultural industries ability to communicate effectively with customers, including those with special needs, within the range of situations required for the relevant job role ability to respond effectively to a range of different customer service situations.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of communication skills through interaction with others project or work activities that allow the candidate to respond to multiple and varying customer service and communication situations relevant to the job role.
Method of assessment	Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: direct observation of the candidate carrying out work tasks involving dealing with customers role plays about communication situations and dealing with conflicts and misunderstandings oral or written questioning about effective communication and personal presentation review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. 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	Assessment of this unit requires access to: typical organisational customer service policies and procedures.

Range Statement

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.
Customers may include:	event organisers outside contractors theatre/cinema/event patrons those from a range of cultural customs/backgrounds venue hirers workmates/colleagues
Situations and contexts where customer service is provided may include:	back-of-house front-of-house in an office reception area
Oral communications tasks include:	asking questions to gain information, clarify ambiguities and adequately understand requirements asking the right questions to elicit customer special needs empathising with the customer situation while upholding venue or hirer policy negotiating outcomes where points of view differ providing information accurately in plain English with sensitivity to the needs of people from a range of cultural and linguistic backgrounds and people with intellectual or physical disabilities rephrasing and repeating questions, requests and statements to confirm they have been correctly understood responding to instructions speaking clearly to be understood and listening carefully to understand
Non-verbal communication may include:	body language culturally specific communication customs and practices dress and accessories gestures and mannerisms use of space voice tonality and volume
Personal presentation may include:	dress hair and grooming hands and nails jewellery use of safety items use of uniform
Customers with special needs may include:	aged people first-time patrons groups infants parents with young children pregnant women school groups those with a disability those with special or cultural needs unaccompanied children VIPs
Organisational guidelines may include:	addressing the person by name modes of greeting and farewelling time-lapse before a response.
Customers with special needs may require:	hearing assistance special seating translation assistance wheelchair access.

Unit Sector(s)

Unit sector

Competency field

Competency field	Stakeholder relations - customer service

Co-requisite units

Co-requisite units

CUEFIN02C Manage a budget

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to take responsibility for the management of a budget others may have developed. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The nature and purpose of a budget varies according to the work context, but the principles of managing a budget remain the same. Individuals responsible for managing budgets work in middle to senior management roles in which they are accountable for monitoring income and expenditure against budget projections. Skills relating to developing budgets are found in the unit CUEFIN01C Develop a budget. Combined assessment of these units is appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Allocate funds	1.1. Allocate funds in accordance with the budget and agreed priorities 1.2. Keep all relevant personnel fully informed of budgetary decisions 1.3. Make colleagues aware of the importance of budget control 1.4. Accurately detail records of resource allocation in accordance with organisational control systems
2. Monitor and control expenditure	2.1. Check actual income and expenditure against budgets at regular intervals 2.2. Identify areas for improved budget performance and investigate options 2.3. Prepare income and expenditure reports and present in the required format to relevant personnel 2.4. Identify deviations from the budget, the reasons for deviation and take appropriate action 2.5. Present recommendations clearly and logically to relevant personnel 2.6. Advise relevant personnel of budget status in accordance with agreed timeframes
3. Complete financial reports	3.1. Accurately complete all required financial and statistical reports within designated timelines 3.2. Make recommendations regarding future financial planning as appropriate 3.3. Make reports clear and concise, and check for accuracy. 3.4. Promptly forward reports to relevant personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
organisation or project's procedures for budgeting and financial reporting/management legislative or other requirements (e.g. funding body guidelines) with regard to disbursement of funds and record keeping
Required knowledge
knowledge and understanding of budgets, including different types of budget, how a budget is structured and how to interpret a budget financial reports, including structure, features and formats for specific purposes financial reporting procedures and cycles relevant to the specific industry context areas of financial responsibility specific to the industry context

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: monitoring of income and expenditure in accordance with the budget and identifying ways of improving budget performance knowledge of basic budget principles and structures knowledge of budgeting terminology relevant to a specific industry context.
Context of and specific resources for assessment	The assessment context must provide for: project or work activities that include the management of and reporting on a budget for a specific project/event/operational area over a period of time so that the monitoring and implementation aspects of the unit can be assessed.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of reports detailing financial performance of projects or activities conducted by the candidate evaluation of reports prepared by the candidate detailing the processes undertaken to manage and monitor a budget case studies and problem solving to assess application of principles of budget management to different workplace contexts review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. 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	Assessment of this unit requires access to: figures and data that reflect the financial operating conditions of industry.

Range Statement

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.
Budgets may include:	budgets for a small business cash departmental event grant funding project sales
Relevant personnel involved in budget development may include:	creative personnel funding bodies investors management sponsors technical personnel
Resources include all financial resources such as:	bank accounts cash cheques grants investments
Financial reports may include:	balance sheets cash flow reporting profit and loss statements

Unit Sector(s)

Unit sector

Competency field

Competency field

Co-requisite units

Co-requisite units

CUEFIN03C Obtain sponsorship

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to obtain and manage sponsorship for an activity, event or organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People in middle to senior management roles in cultural industry organisations or companies apply the skills and knowledge outlined in this unit, which focuses on 'one-off' sponsorship arrangements or ongoing activities within an organisation. People in this role require a sound knowledge of sponsorship opportunities and protocols in a given industry context plus a range of communication, negotiation and management skills. This unit has linkages to a range of other financial, marketing and management units, and combined assessment and/or training with those units would be appropriate, e.g.: CUEFIN01C Develop a budget CUEFIN02C Manage a budget other marketing units units dealing with development and presentation of business proposals.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine financial requirements and sponsorship opportunities	1.1. Identify financial requirements in consultation with relevant colleagues 1.2. Set sponsorship targets based on financial requirements of activity and estimated income and expenditure 1.3. Identify items, activities or projects to be sponsored based on potential sponsor appeal and the needs of the organisation 1.4. Assess previous methods of securing finance for relevance to the activity 1.5. Identify potential sponsors in accordance with the nature of the activity and/or previous sponsors
2. Obtain sponsorship	2.1. Develop sponsorship proposals in a clear, concise and professional way to include full breakdown of costs and benefits and other relevant sponsor information 2.2. Distribute and/or present sponsorship information in accordance with agreed targets 2.3. Undertake follow-up promotion and negotiation as required 2.4. Conduct meetings to discuss proposals in a professional and business-like manner 2.5. Make written contracts/agreements with the sponsor to include full details of commitments made by both parties
3. Service sponsors	3.1. Organise activities in accordance with sponsorship agreements ensuring all agreements made are honoured 3.2. Provide and request feedback to and from the sponsor 3.3. Monitor and evaluate activities and make adjustments accordingly 3.4. Identify and action opportunities to enhance value of involvement for sponsors and benefits for the organisation 3.5. Maintain accurate and current documentation as required throughout the process 3.6. Undertake follow-up liaison with sponsor

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
written communication skills sufficient to develop sponsorship proposals familiarity with presentation tools, e.g. software negotiation and communication skills in relation to sponsorship activities project management skills in relation to managing sponsorship activities
Required knowledge
sponsorship protocols in relation to making contact, nature of proposals, involvement of sponsor in activities and reporting expectations in a given industry context potential sponsorship contacts and sources of finance in commerce and/or government in the relevant industry context features and formats for sponsorship proposals/packages in the relevant industry context features of contracts and agreements and how to interpret them

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: development of clear, concise and professional sponsorship proposals effective communication, presentation and negotiation skills.
Context of and specific resources for assessment	The assessment context must provide for: project or work activities conducted over a period of time that allow the candidate to plan and implement sponsorship for an organisation, activity or event involvement of and interaction with others to allow the communication and negotiation aspects of the unit to be assessed.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of reports detailing sponsorship projects or activities conducted by the candidate evaluation of reports prepared by the candidate detailing the processes undertaken to obtain and manage sponsorship case studies and problem solving to assess ability to develop sponsorship approaches to different workplace contexts review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. 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	Assessment of this unit requires access to: current technology for the presentation of sponsorship proposals activity/event/program/organisation to be sponsored.

Range Statement

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 colleagues may include:	boards of management funding bodies management organising committees technical or creative specialists
Items, activities or events to be sponsored may include:	entertainment exhibitions (permanent or temporary) meals ongoing organisation activities physical items social events total productions travel
Potential sponsors may include:	audiences boards of directors, councils or other governing bodies community bodies existing sponsors friends' organisations government agencies investors joint partners, including limited life partners new sponsors
Documentation to be maintained for sponsorship may include:	activity reports/schedules attendance figures contracts financial records

Unit Sector(s)

Unit sector

Competency field

Competency field	Finance - financial management

Co-requisite units

Co-requisite units

CUEFOH03C Provide seating and ticketing advice

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to advise customers on seating facilities and to provide general information on ticket categories, prices and availability. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Box office personnel apply the skills and knowledge outlined in this unit. People in this role draw on detailed product knowledge of performances/events and venues. Typically they would be employed at theatre, cinema and event venues which could have one or more auditoria. This unit has strong linkages to the following units, and combined training and/or assessment is recommended: WRRS1B Sell products and services CUEFOH07B Process financial transactions CUEFOH08B Process incoming customer orders.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Develop and update knowledge of venues facilities, seating and performances	1.1. Identify and access information sources for current and accurate information on venue/s, facilities, seating and performances/sessions/events 1.2. Read and accurately interpret information on all aspects of venue seating and ticketing, including consideration of issues affecting customers with special needs 1.3. Record and store information for future use, in accordance with organisational systems
2. Provide seating and ticketing information	2.1. Provide accurate information on costs of all ticket categories, including any concessional rates 2.2. Provide accurate information on performance/session/event commencement and conclusion times, as requested 2.3. Provide information on facilities and services provided for customers with special needs, as required 2.4. Advise customers on nature of seating, including location and viewing details 2.5. Consider special requests or customers with special needs when selecting seats 2.6. Make appropriate recommendations for alternative or future performances/sessions/events as appropriate 2.7. Provide accurate advice on refund and exchange policy and procedures and clearly reinforce these issues 2.8. Handle all enquiries and sales in an efficient and polite manner according to the speed requirements of the sales situation 2.9. Seek advice or assistance from colleagues as required
3. Issue tickets	3.1. Check that all equipment and materials are available and operational before commencing ticket issue 3.2. Issue tickets and receipts, if required, in accordance with organisational procedures and ticketing system 3.3. Check tickets before providing them to customer and reconfirm details to the customer

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to accurately interpret seating and ticketing information numeracy skills sufficient to calculate numbers of seats, advise on pricing information
Required knowledge
information systems used by venues in relation to seating and ticketing product knowledge of venue facilities, seating layout and prices as appropriate to the organisation product knowledge of venue performances/sessions/events times as appropriate to the organisation broad understanding of the different types and styles of performances/sessions/events as appropriate to the organisation or industry sector special facilities and services available to people with special needs procedures and systems for determining availability of tickets ticket issuing systems, as appropriate to the organisation payment, refund and exchange policy and procedures

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: ability to access appropriate information on venue facilities, and all operational aspects of the performance/session/event - times, prices, ticketing categories provision of accurate seating and ticketing advice and issuance of tickets within industry-realistic timeframes ability to provide information and advice which matches customer needs and requests.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills in providing information for multiple ticketing products to meet varying customer needs processing requests within typical workplace time constraints, eg serving a physical or telephone queue of customers waiting to access seating and ticketing information interaction with and involvement of a customer group to whom information and advice can be provided.
Method of assessment	Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: direct observation of the candidate providing information and advice and issuing tickets case studies to assess ability to match product to customer needs/requests review of documentation, information manuals or notes kept by the candidate written or oral questions and tests to assess knowledge of information sources and actual knowledge of venues, ticketing products and prices review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. 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	Assessment of this unit requires access to: typical industry information storage systems for venue, ticketing and performance/session/event information tickets/passes.

Range Statement

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.
Sources for current and accurate information on venue/s, facilities, seating and performances/sessions/events may include:	formal familiarisation visits hirer information sheets information manuals personal site observation/exploration venue information sheets/manuals
Aspects of venue seating and ticketing include:	categories of seating and features changing configurations general seating layout scheduled dates and times for performances viewing issues, e.g. full view, restricted view
Customers with special needs may require:	hearing assistance immobility access special car parking special seating translation assistance wheelchair access
Customers with special needs may include:	aged people first-time patrons groups infants parents with young children pregnant women school groups those with a disability those with special or cultural needs unaccompanied children VIPs
Storage of information may include:	card reference systems computerised database of information file notes of particular venues/performances/events/sessions information manual
Tickets may be issued:	manually via a ticketing software system
Seating and ticket advice may be provided by:	a ticketing agency the venue itself
Selection of seats may take into account:	best presentation of the venue - 'dressing the house' best viewing position for the particular type of performance/event/session special needs of the customer
Required equipment and materials may include:	computer hardware computer software point of sale transaction documents and equipment
Advising on and issuing tickets may take place:	over the counter/face-to-face via fax or modem via mail via telephone via the Internet or other electronic technology
Ticketing software systems may include:	Bocs Globe Select Softix Ticketmaster

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - front of house

Co-requisite units

Co-requisite units

CUEFOH08B Process incoming customer orders

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to receive and process sales generated from a remote location. It therefore does not cover selling or product advice skills which are found in the units: WRRS1B Sell products and services WRRS2B Advise on products and services. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to many people involved in processing sales of promotional merchandise, but is particularly relevant to box office personnel employed at theatre, cinema and event venues. In addition to on-site sales, box office employees are also responsible for processing remote sales received by fax, mail, internet/email, ticket or merchandise order. This unit has strong linkages to the following units, and combined training and/or assessment is recommended: WRRS1B Sell products and services WRRS2B Advise on products and services CUEFOH07B Process financial transactions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Action incoming orders	1.1. Accurately interpret all details of the order to determine products and services required 1.2. Organise orders according to urgency and deal with urgent orders in a timely manner to meet deadlines 1.3. Check availability of all products and services, selecting those which match the customer's first or alternative requests 1.4. Contact the customer if no supply can be made and request or suggest appropriate alternatives 1.5. Accurately calculate the total cost of all goods and services provided to the customer 1.6. Process and record financial transactions in accordance with organisational and financial institution procedures 1.7. Seek advice and assistance from colleagues as required
2. Record details of the order and despatch	2.1. Correctly interpret existing records or create accurate new records of the customer's order 2.2. Accurately record all sale details against the customer's order in a manner which ensures correct interpretation by others who may access the record of order 2.3. Where required select the goods to be provided to the customer and ensure they are appropriately packaged 2.4. Correctly prepare and issue documents and other materials to be despatched with the goods 2.5. Despatch goods and/or documents using the most appropriate method and according to organisational procedures 2.6. Record all despatch details accurately in a manner which will allow for future tracking

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
basic numeracy skills sufficient to calculate payments and complete order documentation literacy skills sufficient to interpret and complete order documentation procedures and systems for determining availability of products
Required knowledge
products and service knowledge relevant to the organisation/industry sector processing and documentation procedures for remote sales knowledge of consumer regulations which relate to remote sale of goods

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: ability to accurately process incoming orders within acceptable organisational timeframes ability to match the allocated products to customer needs knowledge of products, prices and stock availability systems.
Context of and specific resources for assessment	The assessment context must provide for: processing incoming orders on multiple occasions to ensure that skills can be consistently demonstrated processing transactions within typical workplace time constraints, e.g. despatching orders within customer nominated deadlines.
Method of assessment	Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: review of order and despatch documentation prepared by the candidate written or oral questions to assess knowledge of products and prices and consumer regulations review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. 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	Assessment of this unit requires access to: typical industry order forms typical industry dispatch documentation product information and pricing details.

Range Statement

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.
Orders may be for:	passes promotional merchandise tickets vouchers
Incoming customer orders may be received by:	email fax Internet mail
Documents and other materials to be despatched with the goods may include:	credit card receipt credit note promotional brochures or fliers tax invoice/receipt
Despatch may be:	direct to the customer to the venue box office for customer collection at time of performance/session/event via courier via mail

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - front of house

Co-requisite units

Co-requisite units

CUEFOH09B Provide venue information and assistance

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to provide patrons with information on venue facilities at the time of a performance, event or cinema session and to assist patrons to access all services. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	While this unit applies mainly to frontline customer service staff such as ushers, food and beverage outlet and box office personnel, it can apply to any person working in theatres, event venues and cinemas who come into contact with customers. This unit has strong linkages to the following units, and combined training and/or assessment is recommended: CUEFOH04C Usher patrons CUEFOH10B Monitor entry to a venue.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Access and update venue information	1.1. Access and keep up-to-date with information on facilities available at the venue in accordance with organisational systems 1.2. Incorporate information into day-to-day contact with the customer to support quality of service standards within the venue 1.3. Share information with colleagues to support efficiency of service
2. Greet patrons	2.1. Greet patrons courteously and according to organisational procedures 2.2. Provide special recognition to any regular patrons
3. Provide information and assistance to patrons	3.1. Proactively identify information and assistance needs of different patrons, including those with special needs 3.2. Respond to requests for information and assistance politely and provide accurate, clear and concise information 3.3. Provide special assistance to patrons with special needs with care and consideration and in accordance with enterprise procedures 3.4. Relay requests for further information or assistance to other relevant personnel, as required 3.5. Clearly and politely communicate any changes to the scheduled performance/session/event and address patrons' concerns, as required 3.6. Promote products and services available within the venue to patrons using appropriate customer service skills

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret venue information
Required knowledge
sources of information on venues and facilities information systems used by venues layout of the venue and location of all facilities product knowledge of venue performances/sessions/event times understanding of the type and style of performances/sessions/events in current progress broad knowledge of future events at the venue where appropriate special facilities and services available to people with special needs procedures for dealing with people with special needs customer service standards for greeting patrons venue safety and security issues, procedures and regulations as they affect the provision of venue information

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: ability to access appropriate information on venue facilities, and all operational aspects of the performance/session/event, eg start/finish times ability to provide accurate information and advice on facilities which matches customer needs and requests provision of special assistance to those people who have special needs.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills within an operational venue environment, eg a cinema, live theatre, conference centre interaction with and involvement of a customer group to whom information and assistance can be provided demonstration of information provision for wide variety of venue facilities and services to meet varying customer needs.
Method of assessment	Assessment may incorporate a range of methods to assess practical skills and the application of essential underpinning knowledge, and might include: direct observation of the candidate providing information and assistance to customers within a venue direct observation of the candidate providing services to those with special needs case studies to assess ability to match information to customer needs/requests review of information manuals or notes kept by the candidate written or oral questions and tests to assess knowledge of information sources and actual knowledge of venue facilities and services review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. 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	Assessment of this unit requires access to: a venue where performances/cinema sessions/events take place typical industry information storage systems for venue and performance/session/event information.

Range Statement

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.
Information could be accessed and kept up-to-date in a number of ways, including:	discussions with colleagues internal newsletters leaflets and brochures staff noticeboards team meetings
Customers with special needs may require:	hearing assistance immobility access special car parking special seating translation assistance wheelchair access
Customers with special needs may include:	aged people first-time patrons groups infants parents with young children pregnant women school groups those with a disability those with special or cultural needs unaccompanied children VIPs
Requests for information may cover:	availability and cost of programmes changes to schedules/venues/programs cloakroom arrangements correct entrance to auditorium details of current and future performances/sessions/events details of future performances/sessions/events directions both within and outside the venue exit point for the venue facilities for those with special needs general facilities at the venue intermission time location and access to car parking facilities location food and beverage outlets location of bathrooms location of merchandising stand/store lost property arrangements opening hours performance/session/event start/finish times pricing of tickets, programs and promotional merchandise seating arrangements special-access requirements, e.g. wheelchair access
Relevant personnel may include:	box office food/beverage counter staff front-of-house manager management police reception security personnel supervisor ushers

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - front of house

Co-requisite units

Co-requisite units

CUEIND03B Integrate accessibility principles into work practices

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to integrate the principles of universal access into all work practices. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People working in any role in any industry apply the skills and knowledge outlined in this unit, which focuses on a general knowledge of accessibility issues and the ways in which work practices may be reviewed and adjusted to ensure the needs of those with disabilities are met. This unit is written so that it may be contextualised to meet particular industry requirements. The generic nature of this unit means that combined assessment and/or training with a wide range of other units within many Training Packages is appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Source information on accessibility	1.1. Identify relevant sources of information on accessibility issues appropriate to the work context 1.2. Review accessibility information and extract key information to inform work practice
2. Apply principles of accessibility to work activities	2.1. Identify accessibility requirements of colleagues/customers and potential barriers within own area of work 2.2. Assess the ways in which accessibility requirements are met through review of current work practices 2.3. Where appropriate, consult with relevant colleagues/customers on ways to enhance accessibility 2.4. Adjust work practices to enhance accessibility within scope of individual responsibility
3. Encourage consideration of accessibility issues in the workplace	3.1. Share relevant information on accessibility issues with colleagues 3.2. Where appropriate, make recommendations to others on ways to improve accessibility within the organisation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research and literacy skills sufficient to source and interpret information on accessibility problem solving skills to adjust space to provide better access for people with diverse needs
Required knowledge
types of disabilities, prevalence of disability in Australia and associated barriers to accessibility accessibility issues and considerations specific to the particular work/industry context accessibility guidelines which may exist for the particular work context, e.g. Web Content Accessibility Guidelines concept of reasonable adjustment and how it may be applied in a given work/industry context legislation that relates to accessibility, including Disability Discrimination Act and occupational health and safety legislation

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: knowledge of accessibility issues for a particular work/industry context ability to apply knowledge to work practices.
Context of and specific resources for assessment	The assessment context must provide for: project or work activities that allow the candidate to apply knowledge of accessibility issues to a particular work/industry context
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: review of ideas created by the candidate to suggest ways of improving accessibility in a given work context oral or written questioning to assess knowledge of relevant legislation, guidelines or particular user requirements review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. 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	Assessment of this unit requires access to: sources of information as relevant to the industry context.

Range Statement

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.
Sources of information on accessibility issues may include:	anti-discrimination legislation Australian standards disability legislation materials published by advocacy groups organisational policies and procedures
Accessibility requirements may include or relate to:	access to information, e.g. accessible and targeted promotional materials in alternative formats accessible websites, multimedia and virtual displays changes in individual communication style or behaviour for specific disability groups need for reasonable adjustment in the workplace physical access working conditions
Ways to enhance accessibility may include:	adjusting policies and procedures changing design and presentation methods communication methods for particular audiences, e.g. sign language interpreting making physical alterations to the workplace providing training on accessibility issues seeking partnerships or consultation with advocacy/community groups

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - workplace effectiveness

Co-requisite units

Co-requisite units

CUEMAR01C Assist with marketing

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to provide assistance with a range of marketing activities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People working in administrative positions in organisations or businesses apply they skills and knowledge outlined in this unit. They require a general knowledge of marketing and promotional activities, including research, the production of promotional materials and the ways in which individuals are responsible for the promotion of an organisation and its services. This unit has linkages to a range of other units, and combined assessment and or training with those units may be appropriate, e.g.: CUEMAR03C Undertake marketing activities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Complete marketing related tasks	1.1. Source a range of relevant internal and external marketing information 1.2. Access information and assess for relevance and applicability 1.3. Prepare and distribute promotional materials in accordance with instructions and the needs of particular activities 1.4. Liaise with relevant colleagues in relation to marketing activities within the scope of individual responsibility
2. Promote the organisation	2.1. Present the organisation's identity accurately and confidently to relevant individuals and organisations 2.2. Make appropriate contact with external stakeholders and promote the organisation in the wider community 2.3. Maintain accurate records of contact with those external to the organisation 2.4. Identify appropriate industry events and other networking opportunities and attend as appropriate 2.5. Share knowledge obtained through networking with colleagues to enhance marketing activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
basic research skills encompassing identification of sources, questioning and active listening to elicit information, note-taking, sorting and processing information written and oral communication skills for conveying information clearly, concisely and coherently interpersonal skills particularly in relation to networking with industry colleagues literacy skills sufficient to interpret a broad range of marketing information and material
Required knowledge
sources of marketing-related information appropriate to the industry sector general knowledge of the market for different types of products and services in the relevant industry context ways in which different types of businesses present and promote products and services, relevant to the industry sector formats and features of different types of promotional materials, and ways in which they can be produced networking and distribution channels relevant to the industry sector

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: general knowledge of marketing activities in the context of the relevant industry sector research and communication skills to source and present information effectively.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through completion of marketing-related tasks for a specific industry purpose liaison with others to reflect the interpersonal aspects of this unit.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of promotional materials on which the candidate has worked evaluation of material researched by the candidate in response to a particular need oral or written questioning to assess general knowledge of marketing as it applies to a specific organisation industry context review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. 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	Assessment of this unit requires access to: resources required for marketing activities.

Range Statement

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.
Internal and external marketing information may relate to:	competitors consumer preferences media options product/service development
Marketing and promotional material may include:	advertisements flyers invitations media releases newsletters posters
Relevant colleagues may include:	clients head of department other personnel within the organisation supervisor suppliers
Marketing related tasks could be very varied in nature and may include:	document/brochure production liaison with internal or external stakeholders organisational tasks research
Relevant individuals/organisations may include:	clubs and societies community groups internal and external stakeholders significant individuals the press

Unit Sector(s)

Unit sector

Competency field

Competency field	Business development - marketing

Co-requisite units

Co-requisite units

CUEMAR02C Undertake market research

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge to conduct formal market research. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Senior personnel or managers would generally apply the skills and knowledge outlined in this unit. In this role. they need a sound knowledge of different research methodologies and how to apply them to meet their organisation's market research needs. This unit has linkages to a range of other marketing and planning units, and combined assessment and or training with those units may be appropriate, eg: SITXMPR005A Develop and manage marketing strategies SITXMPR001A Coordinate the production of brochures and marketing materials.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan market research	1.1. Identify specific research needs based on current business focus and the needs of the organisation 1.2. Develop objectives for the research in consultation with the relevant personnel 1.3. Identify research methods and select the most appropriate method in accordance with research objectives, organisational policies and procedures and resource constraints 1.4. Obtain approval to undertake market research from the relevant personnel as required 1.5. Document planning process in accordance with organisational procedures
2. Conduct research	2.1. Obtain data using selected research method(s). 2.2. Identify the need for, and obtain, specialist assistance where appropriate 2.3. Identify the need for, and use, appropriate technology to assist in the research process 2.4. Conduct research within agreed timeframes and in accordance with agreed method 2.5. Document research in accordance with organisational procedures 2.6. Identify the need for, and make adjustments to, the research process when required
3. Analyse research findings	3.1. Analyse data and identify and interpret key issues resulting from the research 3.2. Store data in accordance with organisational procedures 3.3. Use results to inform current activities and future planning 3.4. Present results of the research to relevant personnel with relevant recommendations and observations 3.5. File results of research in accordance with organisational policies and procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
typical research methodologies and the ways in which they are used within the relevant industry sector report writing for the presentation of research data
Required knowledge
role of research within the relevant industry sector and major research bodies sources of research data within the relevant industry sector types of technology use for research methods of collating and analysing quantitative and qualitative data

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: conduct of research using appropriate techniques, methodologies and reporting knowledge of a range of research techniques and methodologies.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the conduct of research for a specific project interaction with others to reflect the consultative aspects of the unit.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: research project and report for an organisation, event or project case studies to assess ability to apply methodologies to different situations oral or written questioning to assess knowledge of research methodologies and sources of data review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. 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	Assessment of this unit requires access to: current industry research data.

Range Statement

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.
Specific research needs may include:	research on competition, e.g. measuring awareness, identifying key competitors and their strengths, identifying frequency of use of competitors' products and services, comparing consumer attitudes to an organisation's services and those of competitors research on consumers, e.g. identifying existing, potential or lapsed consumers, developing detailed consumer profiles, identifying changes in attitudes and behaviour patterns research on place, e.g. identifying attitudes towards location, identifying demand for products or services at other locations, identifying cooperative opportunities for distribution of information or services research on pricing, e.g. identifying attitudes towards prices, identifying costs, testing alternative pricing strategies research on products and services, e.g. measuring attitudes towards existing products or services, identifying potential new products or services or ones which may be at the end of their life cycle, evaluating competitors' products, evaluating consumer attitudes towards presentation and packaging research on promotion, e.g. testing and comparing different media options, testing alternative messages, measuring advertising and promotion effectiveness
Relevant personnel may include:	cooperative partners management other colleagues other marketing personnel
Research methods may include:	primary market research, including telephone interviews, postal surveys, focus groups, personal interviews and omnibus surveys secondary market research such as information already available within the organisation, e.g. sales figures, attendance figures, details on the type of tickets sold, government reports, other information sources such as conference papers, speeches, reports to regulatory or funding bodies, reports from trade or professional associations, annual reports, articles, advertisements, research projects, internet

Unit Sector(s)

Unit sector

Competency field

Competency field	Business development - marketing

Co-requisite units

Co-requisite units

CUEMAR03C Undertake marketing activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to coordinate a range of marketing and promotional activities with some limited short term planning. This unit is equivalent to the unit 'SITXMPR004A Co-ordinate marketing activities' in the Tourism, Hospitality and Events Training Package. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This role may be undertaken by dedicated marketing personnel or by others for whom marketing forms only a part of the job role. Longer term, more strategic planning is covered in the unit SITXMPR005A Develop and manage marketing strategies. This unit has linkages to a range of other units and combined assessment and or training with those units may be appropriate, e.g.: CUEMAR02C Undertake market research.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Plan and organise marketing and promotional activities	1.1. Plan and schedule activities in accordance with the marketing plan or other organisational systems 1.2. Identify, analyse and incorporate relevant market information into short-term planning 1.3. Develop and implement detailed action plans for promotional activities at the appropriate time to address all operational details
2. Undertake a general public relations role	2.1. Establish and conduct relationships with industry and media colleagues in a manner that enhances the positive image of the organisation 2.2. Use networks to assist in the implementation of promotional activities 2.3. Develop promotional resources in appropriate formats where required, ensuring accessibility for customer colleagues with special needs
3. Review and report on promotional activities	3.1. Prepare reports in accordance with the organisation's marketing policy and required timeframes 3.2. Present market intelligence in a manner which provides clear and concise information to those responsible for sales and marketing planning 3.3. Make informal reports to relevant colleagues to maximise opportunity to meet team targets 3.4. Review all activities in accordance with agreed evaluation methods, and incorporate results into future planning 3.5. Agree to evaluation processes through consultation and negotiation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
planning and organisational skills in relation to marketing activities report writing skills for the development of marketing reports
Required knowledge
key marketing principles in-depth knowledge of organisation's products/services industry and market knowledge, including customer trends and preferences, and industry marketing and sales networks, including e-business options knowledge of sales and marketing principles and ability to interpret a marketing plan general knowledge of a range of promotional activities and accessibility issues that need to be considered, eg layout of materials to assist the visually-impaired legal issues that impact on the planning and organisation of marketing activities

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: coordinating and organising a number of marketing or promotional activities logical and thorough activity planning, including development of supporting organisational systems knowledge of marketing principles and their application to practical workplace contexts.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the planning and organisation of marketing activities for a specific project/event interaction with others to reflect the consultative aspects of the unit assessment conducted over a period of time so that all aspects of the unit can be assessed, eg the planning and conduct of activities.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of marketing activities planned and conducted by the candidate evaluation of marketing reports prepared by the candidate, detailing the way in which an activity was planned and conducted case studies to assess ability to apply methodologies to different situations oral or written questioning to assess knowledge of marketing principles review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. 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	Assessment of this unit requires access to: resources for the conduct of marketing activities.

Range Statement

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.
Issues to be considered when developing marketing plans may include:	administrative and procedural requirements availability of promotional materials budget availability contracting of other services equipment requirements maximising access for those with special needs objectives and nature of the activity possible cooperative approaches potential e-business opportunities public relations implications staffing requirements strategies to ensure maximum benefit travel arrangements
Promotional activities may include:	advertising display and signage initiatives familiarisations industry and public relations activities limited product development market research

Unit Sector(s)

Unit sector

Competency field

Competency field	Business development - marketing

Co-requisite units

Co-requisite units

CUETEM03C Establish and manage production requirements and resources

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to establish and manage resources and other requirements for a particular production area. It builds on the skills found in the unit CUETEM01C Coordinate production operations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	A head technician, technical manager or workshop manager would generally undertake this role. This unit has linkages to a range of other technical and management units and combined assessment and/or training with those units is recommended, e.g.: CUETEM01C Coordinate production operations CUEFIN02C Manage a budget CUESET11B Develop set construction plans to meet design requirements.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish production requirements	1.1. Evaluate initial production concepts and technical requirements in relation to feasibility, safety and any environmental impact 1.2. Provide timely, accurate and correct advice on the feasibility and safety of concepts and their implementation, including suggestions of workable alternatives as required 1.3. Accurately document details of safety and technical requirements in relation to the production concepts 1.4. Clarify production concepts and final requirements in consultation with the appropriate personnel as required
2. Complete plans for realisation of production requirements	2.1. Identify and agree on options for realisation and execution in consultation with the appropriate personnel 2.2. Correctly interpret production documentation/models to adapt these to serve practical requirements of construction or installation 2.3. Accurately and appropriately document all decisions, agreements and other relevant information in accordance with organisational procedures 2.4. Develop an action plan for implementing construction or installation incorporating all requirements in terms of labour, materials, equipment and facilities
3. Source and cost resources	3.1. Source and cost resource requirements as required in accordance with organisation policy and procedures 3.2. Develop realistic expenditure estimates to meet the budget allocation 3.3. Identify potential budget overruns and resolve and/or recommend alternatives to appropriate personnel. 3.4. Liaise with internal and/or external suppliers to acquire equipment and materials, using existing materials wherever possible 3.5. Follow appropriate financial procedures in accordance with organisational policies and procedures
4. Manage construction or installation	4.1. Organise and oversee work to ensure that construction or installation is completed within constraints of timeframes, budget and available technology 4.2. Allocate tasks in accordance with skill, preference, training requirements and multi-skilling considerations 4.3. Liaise with colleagues and attend appropriate run-throughs and/or production meetings to identify any alterations that need to be made to original design specifications 4.4. Monitor construction or installation to ensure that it meets design specifications, budgetary constraints and timelines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and negotiation skills in relation to liaising with production colleagues and resource acquisition
Required knowledge
in-depth knowledge of the specific production area practical production issues and limitations in relation to different design concepts and techniques planning methods and techniques relevant to the production area supply sources for resources relevant to the production area typical costs and costing processes relevant to the production area legal and occupational health and safety issues that affect production operations

Evidence Guide

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	The following evidence is critical to the judgement of competence in this unit: effective communication with artistic staff, senior management, peers and subordinates ability to develop options for different production requirements and constraints extensive knowledge of specialist area, particularly in the area of resource acquisition and management.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the establishment and management of technical requirements for more than one production or event assessment conducted over a period of time to reflect the ongoing monitoring and implementation aspects of the unit involvement of and interaction with a whole production team to reflect the collaborative nature of the skills in this unit.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of a particular technical aspect of and event or production for which the candidate has been responsible from planning to realisation evaluation of reports prepared by the candidate analysing the processes undertaken to realise the technical aspects of a production and identifying key challenges and ways of overcoming those challenges case studies to assess ability to develop technical approaches for different production situations problem solving exercises to assess ability to generate solutions to a common range of challenges encountered review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Assessment of this unit requires access to: venue where a production can be staged equipment and materials relevant to the production area.

Range Statement

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.
Production resources and requirements may relate to:	audio audiovisual lighting props scenic art sets special effects stage management
Appropriate personnel may include:	designers directors production managers other technical specialists
Production documentation/models may include:	designs drawings models plans production notes script
Decisions on most appropriate implementation method/s may take account of factors, including:	budget constraints time venue other company resource restrictions or safety considerations
Resource requirements may include:	equipment facilities labour materials
Resources may be acquired through:	acquiring necessary licences and approvals, e.g. firearms licence borrowing contra-deals hiring purchasing renting
Labour requirements may be for:	consultants/specialists contract staff permanent staff
Financial procedures may include:	establishing cheques and petty cash arrangements establishing paperwork requirements, e.g. purchase orders, requisitions, record keeping, invoices quotes and estimates implementing appropriate delegation and accountability arrangements

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFANM302A Create 3D digital animations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to animate simple 3D models and create 3D animations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit requires the application of basic 3D animation skills to create animations for inclusion in interactive media products, short stand-alone animated sequences and basic games. At this level, animators are working with 3D digital models that have already been created. Animated sequences may include audio components. Animations are created using a range of industry-current software that is constantly evolving, so it is essential that people working in this area keep up to date with the latest software. This unit does not include techniques for stop-motion, cell-analogue and real time animation. Nor does it cover more sophisticated animation techniques used in film, television and high-end games. These are addressed in: CUFANM501A Create 3D digital character animation CUFANM502A Create 3D digital environments.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Clarify animation requirements	1. With reference to production documentation, clarify 3D animation requirements and design specifications in consultation with relevant personnel 2. Examine the models to be animated to determine the most appropriate animation techniques 3. Identify the file format and delivery platform for animated sequences 4. Identify factors that may influence animation design approach 5. In consultation with relevant personnel, clarify work flow sequences to ensure that production schedule deadlines are met
Plan approach	6. Research animations, artworks and other creative sources that may inspire visual design ideas 7. Generate a range of animation ideas that are technically feasible, respond to briefs and provide creative solutions to all design issues 8. Present animation ideas to relevant personnel using appropriate design techniques. 9. Adjust approach to incorporate feedback and agree on final design concepts 10. Discuss and select 3D animation software with relevant personnel to ensure that animated sequences meet specified outcomes 11. Analyse audio assets supplied for animations as required
Produce animated sequences for review	12. Create 3D animations using animation techniques to suit design requirements 13. Apply basic animation principles, screen principles, visual design principles and communication principles 14. Apply real world camera techniques to virtual cameras used in 3D animation 15. Render completed animated sequences 16. Save and store animated sequences using appropriate output file formats, standard naming conventions and version control protocols 17. Present 3D animated sequences to relevant personnel for evaluation by agreed deadlines
Finalise animated sequences	18. Review animated sequences to assess creative solutions to design briefs, appropriateness to users/audience and technical feasibility 19. Discuss and confirm with relevant personnel additional requirements or modifications and complete changes as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions work as a member of a production team, both independently on assignment and under direction respond constructively to feedback received from other team members complete workplace documentation conceptual and creative skills in the context of: generating feasible ideas for animated sequences having a feel for movement and timing in order to produce convincing animations maintaining design integrity technical skills sufficient to: use industry-current animation software to develop digitally animated sequences apply the principles of basic screen, visual design and communication to produce 3D animated sequences output 3D animated sequences in appropriate file formats for a range of delivery platforms manage files and directories using standard naming conventions and version control protocols self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
roles and responsibilities of project team members in the relevant industry sector basic understanding of the stages in the production process from initial design through to finished product issues and challenges that arise in the context of creating 3D digital animations basic 3D digital animation techniques basic screen principles principles of animation principles of visual design and communication features of a range of delivery platforms OHS standards as they relate to working for periods of time on computers

Evidence Guide

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: creation of 3D digital animated sequences that: demonstrate the principles of basic screen, visual design and communication meet the technical requirements of specific platforms satisfy the design brief and client requirements collaborative approach to work attention to detail ability to meet production deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to a range of resources, equipment and current industry-current software as listed in the range statement where sound is integrated in animated sequences, access to a range of suitable software to support the integration of sound and visual elements 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, authenticated show reels and third-party workplace reports of on-the-job performance critical analysis of a range of 3D digital animated sequences created by the candidate to determine ability to meet design requirements written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit informal questioning and discussion, including response to feedback and diagnostics.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFANM303A Create 3D digital models CUFDIG303A Produce and prepare photo images CUFDIG304A Create visual design components CUFSOU301A Prepare audio assets.

Range Statement

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.
Production documentation may include	animatics brief storyboard technical specifications.
3D animations may include:	3D elements 3D panoramas basic games buttons characters illustrations logos models morphs/blend shapes puzzles simulated sequences text titles and credits.
Design specifications may include:	characters and objects key frames objects references samples script storyboard technical specifications, including: output file format version control protocols output file size operating system hardware specifications, including memory size, RAM delivery platform media form.
Relevant personnel may include:	3D modeller 3D producer animation director audio asset creator director graphic artist/designer instructional designer lead animator matte painter system support personnel other technical and specialist personnel.
Animation techniques may include:	acceleration/deceleration audio integration dynamic simulation hierarchies hinges and pivot points hybrid method key frames layered animation looping backgrounds morphing/object exaggeration motion capture motion paths pose to pose animation registration points rotation scripted animation speed/motion blur straight-ahead animation.
File formats may include:	AAS ACT ANI ANM ANS AVI AWA AWM CEL CFT CMV DIR/DCR FLA/SWF FLC FLI FLX GIF HTML IFF JPEG LWOB M3D MMM MOV MPEG MWF PNG QTVR SEC TIFF VAN VUE.
Delivery platforms may include:	CD DVD film games console internet kiosk mobile phone or device PDA (personal digital assistant) video.
Factors may include:	budget purpose of animation resources target audience timelines.
Design techniques may include:	digitally generated illustrations of objects and/or characters freehand sketches fully rendered hand-drawn illustrations story trees storyboards.
Animation software may include:	3D Studio Max Cinema 4D Houdini Lightwave Maya Motionbuilder Soft Image - XSI.
Audio assets may include:	music narration sound effects.
Animation principles may include:	anticipation asymmetry in body and facial poses balanced poses exaggeration movement in arcs overlapping actions and follow-through pacing/timing secondary actions singularity of message squash and stretch staging strong silhouette in poses weight.
Screen principles may include:	camera techniques editing, including basic transitions framing lighting montage narrative story-telling style/genre.
Visual design principles may include:	balance composition emphasis movement perspective proportion scale unity.
Communication principles may include:	communicating the message conveying meaning meeting audience requirements using functional components.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - animation and digital effects

Co-requisite units

Co-requisite units

CUFANM303A Create 3D digital models

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create 3D digital models. This unit is a prerequisite for: CUFANM401A Prepare 3D digital models for production. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	3D modellers working on relatively simple projects apply the skills and knowledge described in this unit. From reference material and established designs, they create 3D models using whatever software is applicable to the production. 3D models need to meet technical and design specifications, as well as being efficient, reliable, to scale, and easy to rig and animate. Modellers need to appreciate what will be required of their models in later stages of production because this can affect the work they produce. Close liaison with other team members is, therefore, important. Even though a senior modeller or technical director supervises the creation of models, people at this level are expected to work autonomously within clear guidelines. More complex skills associated with 3D digital modelling are covered in: CUFANM401A Prepare 3D digital models for production.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Clarify work requirements	1. With reference to production documentation, clarify requirements and purpose for 3D digital models 2. In consultation with relevant personnel, clarify work flow sequences to ensure that production schedule deadlines are met 3. Select software that best suits the type of production and delivery platform for which 3D digital models are being created 4. Gather and analyse reference materials to help with visualisation of 3D models
Create 3D digital models	5. Use software features to block out models to determine correct proportions in relation to reference materials 6. Manipulate software features to apply basic lighting and shaders as required 7. Ensure that models' topology allows appropriate deformation, as required 8. Progressively refine and check integrity of models until they meet design requirements 9. Submit models to relevant personnel for comment on whether production requirements have been met and make final adjustments as required 10. Render and output models in required format and submit to relevant personnel by agreed deadlines 11. Make back-up copies of files and complete workplace documentation according to enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions work as a member of a production team, both independently on assignment and under direction respond constructively to feedback received from other team members complete workplace documentation technical skills sufficient to: use industry-current software applications to create 3D models to specifications manage files and directories using standard naming conventions and version control protocols make back-up copies of files and store appropriately initiative and creativity in the context of visualising and accurately creating 3D digital models of a range of animate and inanimate objects self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
roles and responsibilities of project team members in the relevant industry sector basic understanding of the stages in the production process from initial design through to finished product issues and challenges that arise in the context of creating 3D digital models 3D digital modelling techniques strong sense of scale, form, weight and volume geometry as it applies to the creation of realistic 3D digital models features of a range of delivery platforms OHS standards as they relate to working for periods of time on computers

Evidence Guide

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: creation of 3D digital models that: demonstrate efficient use of geometry and attention to detail meet design requirements collaborative approach to work ability to meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to a selection of industry-current software as listed in the range statement access to simulated or real production situations that require the creation of 3D digital models 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 a range of 3D digital models created by the candidate to determine ability to create models for different kinds of objects written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFANM302A Create 3D digital animations CUVDSP11A Research and apply techniques for illustrative work CUVVSP16A Research and experiment with techniques to produce drawings.

Range Statement

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.
Production documentation may include:	animatics brief storyboard technical specifications.
Requirements may include:	assets for integration collaboration with other team members creative expectations design specifications output format technical specifications timelines.
Purpose of 3D digital models may be for:	animations digital simulations, e.g.: architectural models e-learning resources demonstration of processes and procedures.
Relevant personnel may include:	3D designer or concept artist 3D modeller art director director head of department matte painter producer project manager storyboard artist supervisor technical director other technical/specialist personnel.
Production may include:	animated productions commercials digital media products, e.g.: simulations games e-learning resources virtual worlds/environments documentaries feature films filmed events or performances music video short films television productions.
Software may include:	3D, e.g.: 3D Studio Max Maya Softimage graphics, e.g.: Photoshop Illustrator.
Delivery platforms may include:	broadcast television CD DVD film internet Kiosk mobile phone PDA (personal digital assistant) other digital devices.
Reference materials may include:	books concept drawings and designs direct observation of actions to be simulated in 3D models real object on which models are to be based still images videos.
Progressive refinements may include:	achieving required shape achieving required topology.
Aspects to be checked for integrity may include:	double faces isolated vertices pivot points resetting transform scale of models relative to other components in final sequences.
Formats may include:	AVI IFF JPEG MPEG PNG Quicktime Targa TIFF.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - Animation and digital effects

Co-requisite units

Co-requisite units

CUFANM503A Design animation and digital visual effects

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to design animation and digital visual effects for screen productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Designers who specialise in animation or visual effects apply the skills and knowledge described in this unit. They work closely with people such as directors or producers to prepare design specifications for animation or visual effects for projects, which range in scope from television commercials to aspects of feature films, an entire animated film or interactive games. A high level of creative conceptualisation is required, along with an ability to undertake background research. Even though designers operate at a senior level with a high degree of autonomy, the process of generating concepts and ideas is collaborative. An ability to work in a team environment and with clients is therefore essential. Skills associated with implementing designs are covered in: BSBDES601A Manage design realisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Clarify design requirements	1. With reference to production documentation identify the scope of design projects 2. Identify factors that may have an impact on the design process 3. Participate in preliminary concept meetings to clarify understanding of design requirements 4. With reference to production documentation, itemise elements that need to be addressed during the design phase
Generate and assess ideas	5. Generate a range of design ideas that respond sympathetically to the brief and provide creative solutions to design issues 6. Assess ideas and collaborate, as required, with relevant personnel to maximise contribution of ideas to initial concepts 7. Continuously reflect on and appraise ideas for implications on cost, technical feasibility, and creative requirements
Conduct research and experimentation	8. Research aspects of content and target audience characteristics that might influence production styles and techniques 9. Trial various techniques to test the suitability of their use in given design projects 10. Organise research and experimentation material for ease of access by relevant personnel during the design development process 11. Analyse and document research and experimentation findings for use during the design phase
Produce draft design specifications	12. In consultation with relevant personnel, evaluate initial concept ideas in light of research and experimentation findings and select the most appropriate approach 13. Ensure that agreement is reached with relevant personnel on a consistent interpretation of design and visual details 14. Create storyboards as required 15. Prepare or supervise the preparation of sample material to be included in design specifications as required 16. Write draft design specifications to include relevant advice to design and development teams 17. Discuss draft design specifications with relevant personnel to ensure that all requirements have been addressed
Finalise design specifications	18. Present draft design specifications to relevant personnel for review 19. Participate in the initial and ongoing evaluation of design specifications 20. Negotiate and agree to additions or modifications and amend design specifications as required 21. Clarify the ongoing role of the designer during the production phase and in the evaluation of the final animations or digital visual effects 22. Review process of designing animation and digital visual effects and note areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret creative concepts and briefs prepare design specifications present design ideas for discussion and feedback from team members clearly and concisely document specifications for the design of animation and digital visual effects work collaboratively with other members of a production team negotiate amendments and additions to design specifications initiative, enterprise and creativity in the context of: developing original, innovative and creative approaches to designing animation and visual effects experimenting with techniques to achieve desired visual effects extending creative boundaries for self and audience thinking laterally when developing concepts undertaking background research to inform design projects maintaining design integrity finding ways to minimise the effect of technical constraints finding creative solutions to problems identified during the process of designing animation and visual effects locating and using resources to broaden own creative experience technical skills sufficient to use standard word processing, spreadsheet and presentation software in the context of preparing design and technical specifications learning in the context of improving performance/product through self-reflection and reworking after feedback. self-management skills sufficient to: meet deadlines provide appropriate and timely documentation
Required knowledge
industry knowledge, including: roles and responsibilities of project team members in the relevant industry sector sound understanding of the relationship between the technical and creative aspects and requirements of productions for which animation and digital visual effects are being designed issues and challenges that arise in the context of designing animation and digital visual effects principles and techniques of animation, layout and composition screen principles principles of visual design and communication colour theory, line, dimension, depth and their application on the screen drawing techniques, including drawing to scale formats and techniques for documenting the design of animation and digital visual effects OHS standards as they relate to working for periods of time on computers intellectual property rights and copyright clearance procedures

Evidence Guide

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 animation and digital visual effects that: are well documented and clearly presented supported by appropriate research meet production requirements ability to work effectively as a member of a production team effective verbal presentation skills.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design of animation and digital visual effects for at least two projects access to project briefs 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 designs for animation and visual effects documented by the candidate and their effectiveness in terms of meeting production requirements observation of a candidate presenting their designs to team members and explaining how it meets requirements.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBDES601A Manage design realisation BSBCRT501A Originate and develop concepts.

Range Statement

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.
Production documentation may include:	animatics brief script shot list storyboard technical specifications.
Design projects may include	animation and/or digital visual effects for: films television productions commercials/advertisements games e-learning resources websites mobile phones promotional/informational videos/DVDs digital simulations virtual worlds.
Factors may include:	audience/user availability of personnel availability of resources available budget complexity of project expectations of producers and/or directors intellectual property need to attract finance production schedule production values technical parameters, including: technology constraints console platform bandwidth memory/RAM HDTV timelines.
Relevant personnel may include:	animators clients. compositors designers director director of photography head of department producer supervisor technical director writers other technical/specialist personnel.
Research may include:	contacting historical or other special interest associations reading newspapers books and other reference material reading software manuals searching the internet talking and listening to experts watching documentary material.
Aspects of content may include:	cultural considerations historical period style of production: comic dramatic fantasy educational/instructive informational promotional.
Target audience characteristics may include:	computer literacy demographics, e.g.: age gender education occupation location cultural background hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological.
Techniques may include:	2D animation 2D graphics and paint 3D models and animation compositing.
Design specifications may include:	content inventory diagrams flow charts illustrations maps models plans resource issues sample animation elements sketches storyboards technical drawings technical specifications video clips wire frames.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - animation and digital effects

Co-requisite units

Co-requisite units

CUFCMP301A Implement copyright arrangements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement individual or collaborative copyright arrangements. This unit is related to CUFCMP501A Manage and exploit copyright arrangements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit addresses the implementation of copyright arrangements, including sourcing copyright information, gaining clearance to use other people's material and protecting material from unauthorised use. It has application to people involved in using/creating original works, including literary works, computer programs, compilations, artistic works, dramatic works, musical works, cinematograph films, sound recordings, broadcasts, photographs, photographic imagery and published works. This unit does not address assigning copyright and licensing rights. This is addressed in: CUFCMP501A Manage and exploit copyright arrangements.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Source information on copyright	1. Identify sources of information on copyright 2. Determine what is and is not protected by copyright 3. Identify and determine role of copyright collection societies 4. Check copyright legislation with appropriate person 5.
Obtain permission to use copyright material	6. Identify copyright owner's exclusive rights 7. Determine need for copyright clearance and identify potential for fair use of copyright material 8. Discuss and confirm copyright clearance issues 9. Determine if moral rights or performer's rights need to be credited 10. Obtain and accurately record copyright clearance
Protect material from unauthorised use	11. Confirm original work as being the result of individual/collaborative skill and effort 12. Discuss and formally record copyright ownership/proportional ownership 13. Identify and confirm individual/collaborative copyright responsibilities 14. Identify potential infringements to copyright and activities that will not infringe copyright 15. Apply copyright notices on creative works in a correct manner 16. Prepare, date and store documentation to track copyright requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills sufficient to determine the duration of copyright arrangements literacy skills sufficient to read copyright information and to complete copyright documentation learning skills sufficient to maintain knowledge of copyright issues teamwork skills sufficient to work with collaborators when discussing copyright ownership problem solving skills sufficient to recognise problems that arise from copyright ownership discussions and to seek expert advice on solving them technology skills sufficient to use documentation systems for tracking copyright requirements and for accessing/downloading copyright material
Required knowledge
basic understanding of copyright principles/legislation relevant to implementing copyright arrangements recognised procedures to determine copyright ownership function of the Australian Copyright Council as it relates to own work context

Evidence Guide

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: ability to source information and seek appropriate assistance as required to organise copyright arrangements, and ability to apply this information to day-to-day work activities knowledge of copyright principles/legislation.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current industry information materials, such as the Copyright Act 1968, Copyright Amendment (Digital Agenda) Act 2000 and Australian Copyright Council information sheets access to an environment where copyright information can be applied and copyright ownership discussed access to appropriate personnel to check copyright legislation access to appropriate technology to source copyright information and prepare copyright documentation 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	The following assessment methods are appropriate for this unit: direct observation of the candidate obtaining permission to use copyright material case studies to assess ability to identify sources of information on copyright written and verbal questioning or interview to test knowledge of the sources of information and the role of copyright collection societies problem solving activities to assess ability to recognise problems that arise from copyright ownership discussions review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND201A Develop and apply creative arts industry knowledge CUFIND301A Work effectively in the screen and media industries.

Range Statement

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.
Sources of information may include:	Australian Copyright Council copyright collection societies copyright legislation industry associations industry information sheets and journals internet libraries union publications (newsletters, magazines, bulletins and letters).
Copyright collection societies may include:	Australasian Mechanical Copyright Owners Society Ltd (AMCOS) Australasian Performing Right Association (APRA) Christian Copyright Licensing International Copyright Agency Ltd (CAL) International copyright collection societies Mediacom/LicenSing Phonographic Performance Company of Australia (PPCA) Screenrights VISCOPY Word of Life International.
Appropriate person may include:	agents/artists' managers/industry managers Australian Copyright Council representatives copyright collection society representatives employee association/union representatives industry/industry association representatives legal representatives licensers/publishers.
Exclusive rights may include:	communicating the work to the public importing the work into Australia licensing and assigning the work making an adaptation of the work making the work public for the first time performing/showing/transmitting the work in public reproducing the work.
Fair use of copyright material may include:	new exceptions for consumers and new flexible dealing exception professional advice by a lawyer, patent attorney or trade mark attorney reporting news research, study, criticism or review.
Moral rights may include the right of the creator:	not to have their work falsely attributed not to have their work treated in a derogatory way to be attributed (or credited) for their work.
Performer's rights may include:	the moral rights in performances the ownership of copyright in sound recordings the rights to control recording and communication of their performances.
Original work may include:	artistic works, e.g. paintings, drawings, cartoons, sculpture, craft work, architectural plans, buildings, photographs, photographic imagery, maps, plans, special effects make-up broadcasts, e.g. television, radio cinematograph films, e.g. film, video, DVD compilations, e.g. anthologies, directories, databases computer programs dramatic works, e.g. choreography, screenplays, plays, mime pieces, performances musical works/performances published editions sound recordings textual material, e.g. journal articles, novels, screenplays, poems, song lyrics, reports.
Copyright notices may include:	for sound recordings, the letter P (for phonogram) in a circle or in brackets is used the symbol Â©, followed by the name of the copyright owner and the year of first publication.
Documentation may include dated copies of:	artwork digital media products footage letters or other communications with people who have access to the original work manuscripts music (presented in any media or format) negatives/photographs/photographic imagery recordings scores (music/film).

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, licensing and risk - Compliance

Co-requisite units

Co-requisite units

CUFCMP501A Manage and exploit copyright arrangements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage and exploit individual or collaborative copyright arrangements. This unit is related to CUFCMP301A Implement copyright arrangements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit addresses the management and exploitation of copyright arrangements, including assigning and licensing rights and ensuring copyright is protected locally and internationally. It has application to people involved in exploiting original works, including literary works, computer programs, compilations, artistic works, dramatic works, musical works, cinematograph films, sound recordings, broadcasts, photographs, photographic imagery and published works. This unit is appropriate for artists, artists' managers, agents, industry managers, legal representatives, music licensers and music publishers.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Identify exploitation opportunities for original works	1. Confirm original work is protected against unauthorised use 2. Research potential for commercial exploitation of original work under copyright, intellectual property and licensing legislation 3. Seek advice, as required, to ensure that copyright issues are fully addressed in terms of copyright owners exclusive rights and the rights of others
Protect original works locally and internationally	4. Confirm original work is protected at local and international levels against illegal or unauthorised reproduction (in part or full) 5. Confirm original work is protected at local and international levels against adaptations 6. Confirm original work is protected at local and international levels against unauthorised communications 7. Research and/or obtain reliable legal advice to ensure artists'/copyright owners' rights are protected
Assign copyright of original works	8. Undertake appropriate planning in preparation to negotiate deals for original work 9. Ensure implications of assigning copyright are understood by relevant parties 10. Assign copyright to new owner according to legislative requirements 11. Confirm and agree with relevant parties the degree to which artists/publishers may control use and exploitation of original work under assignment of copyright 12. Accurately record terms of assignment of copyright into a formal contract that is signed by relevant parties
License rights to original works	13. Confirm and agree to territories in which licensing rights may be exercised with relevant parties 14. Confirm and agree to the timeframe of the licence with relevant parties 15. Confirm and agree to the terms of exploitation of the original work/licence with relevant parties 16. Confirm and agree on the creative control of the original work with relevant parties 17. Negotiate fees relevant to the context of the deal with relevant parties 18. Confirm and agree on the responsibility for enforcing copyright against infringement 19. Accurately record and store terms relating to the licensing deal into a formal contract that is signed by relevant parties
Maintain copyright documentation	20. Store copyright documentation in a secure and accessible form (for retrieval where required) 21. Identify and confirm responsibility to comply with conditions of copyright agreement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills sufficient to negotiate fees and to determine the term of a copyright licence literacy skills sufficient to interpret relevant legislation and to complete copyright documentation communication skills sufficient to: negotiate deals and achieve agreed outcomes interpret the needs and rights of relevant parties explain the difference between assignment and licensing of copyright explain the difference between performing/mechanical/synchronisation rights and communicating to the public rights teamwork skills sufficient to work with relevant parties when negotiating deals problem solving skills sufficient to solve problems arising from negotiating deals technology skills sufficient to use documentation systems for preparing formal contracts and recording/storing copyright agreements
Required knowledge
copyright, intellectual property and licensing legislation relevant to managing and exploiting copyright arrangements industry organisations dealing with copyright, intellectual property and licensing recognised procedures to determine copyright ownership function of the Australian Copyright Council as it relates to own work context function of copyright collection societies as they relate to copyright exploitation copyright conventions in relation to intellectual property (using, producing and protecting), publishing and new technology.

Evidence Guide

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: ability to research and/or seek appropriate assistance to manage and exploit copyright understanding of the difference between assignment and licensing of copyright understanding of the role of organisations relevant to copyright legislation and business.
Context of and specific resources for assessment	Assessment must ensure: access to copyright, intellectual property and licensing legislation, including the Copyright Act 1968 and Copyright Amendment (Digital Agenda) Act 2000 access to an environment where original work can be commercially exploited under copyright access to reliable legal advice where required access to appropriate technology to prepare copyright documentation 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	The following assessment methods are appropriate for this unit: direct observation of the candidate managing and exploiting copyright arrangements case studies to assess ability to research commercial exploitation opportunities written and verbal questioning or interview to test knowledge of assigning and licensing of copyright problem solving activities to assess ability to solve problems arising from negotiating deals review of portfolios of evidence and third party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB401A Establish legal and risk management requirements of small business FNSICGEN402A Participate in negotiations.

Range Statement

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.
Original works may include:	artistic works, e.g. paintings, drawings, cartoons, sculpture, craft work, architectural plans, buildings, photographs, photographic imagery, maps, plans, special effects make-up broadcasts, e.g. television, radio cinematograph films, e.g. film, video, DVD compilations, e.g. anthologies, directories, databases computer programs dramatic works, e.g. choreography, screenplays, plays, mime pieces, performances musical works/performances published editions sound recordings/performances textual material, e.g. journal articles, novels, screenplays, poems, song lyrics, reports.
Copyright issues may include:	exploited reversion triggers length of control period after expiration of term non-exploited reversion triggers ownership of materials term of licence or assignment.
Exclusive rights may include:	communicating the work to the public importing the work into Australia licensing and assigning the work making an adaptation of the work making the work public for the first time performing/showing/transmitting the work in public reproducing the work synchronising the work translating the work.
Relevant parties may include:	agents/artists' managers/industry managers artists employee associations/union representatives industry/industry association representatives legal representatives licensers/publishers.
Licence may include:	exclusive licence implied licence non-exclusive licence.
Creative control may include:	right of approval of sub-licensing or assignments selection of material selection of producers to what extent and how the work may be recast ways in which the work is exploited.
Fees may include:	advance recouped against royalty outright fee or royalty, or a combination of both.
Documentation may include dated copies of:	artwork contracts digital media products footage letters or other communications with people who have access to the original work manuscripts music, presented in any media or format negatives/photographs/photographic imagery recordings scores (music/film).

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, licensing and risk - Compliance

Co-requisite units

Co-requisite units

CUFDIG201A Maintain interactive content

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to maintain interactive content. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People responsible for updating the content of websites apply the skills and knowledge described in this unit. Under direction, they upload a range of media assets and change text content, using a content management system that may be a proprietary system designed for a static or dynamic website. Changes to the interface and structure of the site are made by people in more senior positions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Check website information for relevance and currency	1. Confirm with relevant personnel frequency of upgrades 2. Obtain revised and additional electronic content and ensure correct versions 3. Confirm with relevant personnel the age limit of links that should be retained or deleted 4. Confirm with relevant personnel other revisions as required
Check links and navigation	5. Select appropriate link-checking software, run software to test links and check currency of existing links 6. Save report document according to technical and organisational requirements 7. Check broken or failed links to determine site closures or new site addresses
Update information	8. Access content management system and load appropriate files 9. Delete closed links and re-establish new site links if available 10. Check internal page links and rectify or delete as required 11. Import and/or change content material as required and specify appropriate metadata if required 12. Make heading, typographical and image revisions applying appropriate style sheets and alt tags if required 13. Insert additional pages or screens as required, applying appropriate templates or themes 14. Upload edited files to server using file transfer protocols (FTP). 15. Advise relevant personnel if new buttons, interface or navigation design are required to incorporate additional materials
Test and confirm changes	16. Check all links are valid 17. Confirm with relevant personnel that all changes have been made

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret and apply information in user manuals for software applications ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: proficiently use a content management system use link-checking software manage files using standard naming conventions apply appropriate metadata to describe documents apply style sheets, templates and themes self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
W3C Accessibility standards relevant to text and images internet protocols and data types OHS standards as they relate to working on computers for periods of time

Evidence Guide

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: accurate creation of interactive media information and links proficient use of content management systems attention to detail.
Context of and specific resources for assessment	Assessment must ensure: access to industry-standard authoring software, the internet and an FTP client for uploading content 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 websites where content has been updated by the candidate on a regular basis written or oral questioning to test knowledge of internet protocols, data types and W3C Accessibility standards relevant to text and images.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND201A Develop and apply creative arts industry knowledge CUFRES201A Collect and organise content for broadcast or publication.

Range Statement

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:	client programmer and technical support people supervisor web manager other specialist creative and administrative staff as appropriate.
Electronic content may include:	audio HTML images (photographs and illustrations) PDF documents text video Word documents.
Link-checking software may include:	Xenu Linkbot software internal to content management systems.
Content management systems may include:	authoring tools, such as: Dreamweaver Contribute learning management systems, such as: WebCT Blackboard Janeson Moodle Sharepoint open source database systems other proprietary database systems.
Metadata may include:	author copyright date description subject title other metadata based on Dublin Core or other standards.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG301A Prepare video assets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare video assets for inclusion in interactive media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The size of an organisation or project determines who undertakes the role described in this unit. In a large-scale environment, the person responsible for this task would typically be supervised by a video editor and an interactive media author. In a television production environment, the prime focus of the task involves converting television programs into podcast material or in a form appropriate to streaming or downloading, and this may be a dedicated role under the supervision of a producer. In a smaller organisation or project, a video editor or interactive author or programmer would absorb this task into their own role. In all cases, they are collaborating closely with other team members. Skills associated with other aspects of video production at this level are covered in: CUFCAM201A Assist with a basic camera shoot CUFPOS201A Perform basic vision and sound editing.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Identify video assets	1. Obtain digital sources of video 2. Identify file format of source video 3. Identify output purpose, destination and platform 4. Discuss with relevant personnel required output file format and codecs for specified bandwidths 5. Discuss with relevant personnel appropriate video encoding software
Prepare video assets	6. Open appropriate video encoding software and load video file 7. Ensure duration of video sequences meets that required by the specification, and clip if necessary 8. Determine and apply appropriate video and audio codecs 9. Batch and optimise video files where possible 10. Save files in appropriate output file format using standard naming conventions
Package video assets	11. Assign metadata tags if required 12. Group files logically in folder system using standard naming conventions 13. Store in share drive or asset repository for production team access

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to interpret and clarify written or verbal instructions ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: proficiently use video software to prepare video sequences for inclusion in an interactive media product manage files using standard naming conventions apply appropriate metadata tags to describe files self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
techniques for saving and preparing digital video output to optimise file size OHS standards as they relate to working for periods of time on computers industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders basic understanding of the relationship between technical and creative aspects and requirements of interactive media projects basic knowledge of the features of a range of delivery platforms basic understanding of what happens when video files are compressed for inclusion in interactive media products appropriate codecs for various platforms and destinations digital video source and output formats

Evidence Guide

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: preparation of a range of video sequences to be included in interactive media products that meet appropriate technical specifications proficient use of video encoding software.
Context of and specific resources for assessment	Assessment must ensure: access to industry-standard video encoding software 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 video assets prepared by the candidate on a number of occasions written or oral questioning to test knowledge of codecs for various platforms and understanding of file compression.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFSOU301A Prepare audio assets.

Range Statement

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.
File format of source video includes:	Betacam, including SP and digital DVC DVD miniDV SVHS Umatic VHS.
Purpose may include:	animation e-learning resource game interactive application website.
Destination may include:	computer-based playback software, such as iTunes downloading server internet video players, such as: QuickTime Windows Media Player RealPlayer progressive downloading (buffering) server streaming server.
Platform may include:	CD DVD games console internet kiosk mobile phone other video playback devices personal digital assistant (PDA) video player (iPods).
Relevant personnel may include:	client producer programmer and technical support people supervisor video editor other specialist creative and administrative staff.
Output file formats include:	FLV lossless and lossy M4V MOV MPEG-2 MPEG-4 RealMedia WAV WMV.
Codecs may include:	audio codecs, including: mono and stereo bit sampling rates and bit depth standardised and pre-set codecs video codecs, including: screen size frame rate bit rate (constant and variable) one pass and double pass standardised and pre-set codecs, such as: H.261, H.263 and H.264 MPEG Sorenson, Cinepak, RealVideo MMV.
Video encoding software may include:	specialised video compression tools, such as DivX and Squeeze video editing tools, such as: Adobe Premier Final Cut Pro Final Cut Express QuickTime Pro Media 100 iMovie Movie Maker WaveLab.
Metadata tags may include:	author copyright description other as specified resolution version.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG302A Author interactive sequences

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use an authoring tool to produce discrete interactive sequences. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People responsible for developing small components to be integrated into a larger project apply the skills and knowledge described in this unit. They could be working under the direction of an interactive author or programmer to produce several web pages, or a sequence of screens for other forms of delivery. They need to draw on technical assistance from a programmer or other technical support personnel to produce sequences for server side technologies. In all cases, they are collaborating with other members of a team and need a sound understanding of the project on which they are working. More complex skills associated with authoring are covered in: CUFDIG401A Author interactive media CUFDIG404A Apply scripting language in authoring.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Plan use of authoring tool	1. Identify a range of appropriate authoring software 2. Discuss with relevant personnel the range of authoring software and their application to various delivery platforms 3. Discuss with relevant personnel design specifications of the project 4. Discuss with relevant personnel technical requirements of the project in order to select authoring software
Prepare to use authoring tool	5. Load selected authoring software 6. Create a new file for the specified task and name file using standard naming conventions 7. Display and use tools and features of authoring software relevant to the authoring process
Produce interactive sequences	8. Produce screens and layout according to design specifications applying basic visual design principles 9. Create interactive media components as required 10. Source text content and apply style sheets to format text 11. Source relevant media assets, optimise if required and integrate using appropriate file formats 12. Produce and link all components according to storyboard and apply templates or themes 13. Manipulate markup code where errors are occurring or to finetune functionality 14. Save in appropriate file format to directory
Check functionality of interactive sequence	15. Check that interactive elements function with minimal error on a variety of systems 16. Present sequence to relevant personnel 17. Incorporate changes as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify written or verbal instructions and design specifications interpret and apply information in user manuals for software applications ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: use appropriate authoring software to proficiently author the sequences applying style sheets, templates or themes integrate media assets for specific bandwidths manage files and create appropriate directories efficiently use a computer, including keyboard shortcuts self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders basic understanding of the relationship between technical and creative aspects and requirements of interactive media projects basic knowledge of the features of a range of delivery platforms file formats of digital media assets and basic optimisation techniques HTML W3C Accessibility standards relevant to text and images basic visual design principles as listed in the range statement OHS standards as they relate to working for periods of time on computers

Evidence Guide

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: development of several discrete interactive media sequences that function as planned and demonstrate an understanding of basic visual design principles accuracy and attention to detail in the process of developing interactive media sequences.
Context of and specific resources for assessment	Assessment must ensure: access toa range of resources, equipment and current industry-standard software, as listed in the range statement 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 interactive sequences authored by the candidate written or oral questioning to test knowledge of file formats and delivery platforms.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG304A Create visual design components.

Range Statement

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.
Authoring software may include:	Director Dreamweaver Flash FrontPage PageMill.
Relevant personnel may include:	designer graphic designer information architect interaction designer programmer supervisor trainer user interface designer other specialist staff.
Delivery platforms may include:	CD DVD internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Design specifications may include:	content inventory interactive script personas storyboard target audience technical requirements, such as: delivery platform screen resolution and size templates, style sheets and themes bandwidth information user interface design.
Projects may include:	production of interactive sequences to be incorporated in a: game educational product promotional product information product training product e-commerce.
Visual design principles may include:	balance emphasis focal point movement perspective proportion scale unity.
Interactive media components may include:	backgrounds banners icons interactive buttons interactive controls logos text titles user interfaces.
Media assets may include:	animation audio documents, such as PDF, Word, PowerPoint and Excel graphics photo images text video.
File formats may include:	DIR/DCR FLA/SWF GIF HTML JPEG MOV MPEG PDF PICT RTF TIFF WMV.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG303A Produce and prepare photo images

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare photo images for integration into an interactive media sequence or product. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This role may be assigned to a graphic artist or, in a larger project, to a photographer who works closely with a programmer or interactive media author to publish required images. The photography ranges from digital still composition to panoramas for the production of virtual worlds. Photo images can include landscapes, objects and portraits. Specialist skills associated with photography are covered in: CUVPHI06A Plan and carry out image capture in response to a brief.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Use scanner to capture photo images	1. Source and select appropriate photographic images according to requirements of photographic project brief 2. Discuss selection of images with relevant personnel 3. Assess scanner features to ensure that outcomes will meet the requirements of brief 4. Operate scanner according to manufacturer specifications 5. Select scanner settings to ensure image capture meets production requirements 6. Transfer and store photographic image files to a computer using standard naming conventions
Use digital camera to create photo images	7. Discuss photographic project brief with relevant personnel 8. Assess digital camera features to ensure that outcomes will meet the requirements of brief 9. Plan camera shots taking into account lighting, framing, composition and other photographic techniques 10. Load and operate digital camera according to manufacturer specifications 11. Consider digital camera focus, exposure and shutter speed to ensure image capture meets production requirements 12. Check photographic images for fitness of purpose to comply with brief 13. Transfer and store photographic image files to a computer using standard naming conventions
Edit photo images	14. Load digital imaging software and import photo image source files 15. Manipulate and save digital images using designated digital imaging software 16. Create photo images that incorporate visual design and communication principles using designated digital imaging software 17. Evaluate the outcome for visual impact, effectiveness and fitness for purpose 18. Confirm outcome with relevant personnel
Prepare photo image assets	19. Save files in appropriate output format to meet platform requirements 20. Assign metadata tags if required 21. Group files logically in a folder system using standard naming conventions 22. Store files in share drive or repository for production team access

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: interpret and clarify written or verbal instructions consult equipment operation manuals ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: proficiently use a scanner to reproduce photo images to specification proficiently use a digital camera to create well-composed photo images proficiently use digital imaging software to manipulate and prepare photo images manage files using standard naming conventions self-management skills sufficient to: work under pressure meet deadlines seek expert assistance when problems arise problem-solving skills sufficient to anticipate and resolve minor equipment set-up problems
Required knowledge
basic photographic techniques basic principles of visual design and communication appropriate file formats for various platforms industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders basic understanding of the relationship between technical and creative aspects and requirements of interactive media projects basic knowledge of the features of a range of delivery platforms OHS regarding the use of scanners, cameras and computers, and handling and disposing of lithium batteries

Evidence Guide

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: ability to use digital imaging software to prepare high quality photo images that satisfy the requirements of a range of briefs efficient operation of a scanner and digital camera to capture images.
Context of and specific resources for assessment	Assessment must ensure: access to a range of resources and equipment currently used by industry, including: flatbed scanner digital camera industry-standard graphics software 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 photo images prepared by the candidate on a number of occasions practical demonstration by the candidate of scanner and digital camera operation written or oral questioning to test knowledge of file formats and OHS issues.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG304A Create visual design components.

Range Statement

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.
Projects may include:	e-commerce educational product game information product promotional product training product website.
Relevant personnel may include:	client designer graphic artist interactive media author programmer, coder and technical support people supervisor web manager other specialist creative and administrative staff.
Scanner features may include:	bit depth dynamic range optical resolution output format (e.g. RGB, greyscale or CMYK) platen size reflective or transmissive (film) range of film holders.
Scanner settings may include:	bit depth colour or greyscale colour/target/working space crop destination dust and scratch handling (e.g. ICE, FARE) grain management (e.g. GEM) multi-sampling orientation output dimension and resolution or file size preferences/options restoration of colour (e.g. ROC) scaling sharpening source image type tones, contrast, colour cast, saturation.
Digital camera features may include:	aperture automatic, program or manual settings batteries colour, target, working space compatibility with hardware and digital imaging software exposure compensation file format flash, fill flash lens focal lengths, such as wide angle, close-up and telephoto menu functions resolution - megapixels shutter speed size and type of memory card(s) subject modes white balance.
Photographic techniques may include:	composition depth of field dynamic range field of view framing lighting.
Digital imaging software may include:	a wide range of programs, e.g.: Adobe Photoshop Adobe Photoshop Elements Adobe Photoshop Lightroom Apple Aperture Corel Paint Shop Pro Corel PhotoPaint GNU Image Manipulation Program (GIMP and GIMPshop).
Manipulating digital images may include:	appending text/type for files and captions brushing creating artistic effects cropping editing eliminating red eye emulating photographic effects image enhancement including tones, contrast, colour cast/tint, saturation masking layers retouching (i.e. cloning, rubber stamping, healing, patching) sharpening stitching (panoramic scenes) using layers for composites using pre-sets.
Visual design principles may include:	balance emphasis movement perspective proportion scale unity.
Communication principles may include:	communicates message conveys meaning meets audience requirements uses functional components.
Output formats may include:	GIF JPEG PDF PICT PNG PSD TIFF.
Platforms may include:	CD DVD games console internet kiosk mobile phone other video playback devices personal digital assistant (PDA) video player (iPods).
Metadata tags may include:	author copyright notice date of capture/date created description EXIF and IPTC standards file size format headline/caption keywords/subject location/GPS coordinates resolution rights usage terms roll/identifier # subject time title version.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG304A Create visual design components

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create visual designs for a range of interactive media components. People in this role work closely with other members of a production team. They create visual design components in response to specifications and under the supervision of a graphic designer or producer. They contribute creative ideas to the overall concept that needs to take account of technical considerations, such as the final delivery platform. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit requires the application of the key principles and practice of graphic design in the context of creating visual design components that could be integrated into a range of media products, including print media. A graphic artist usually undertakes this role and is expected to be competent in a range of design techniques, including freehand drawing. The visual design output will nevertheless be in a digital format for inclusion in a final media product. More complex skills associated with visual design aspects of a whole interactive media product are covered in: CUFDIG402A Design user interfaces CUFDIG403A Create user interfaces.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Clarify work requirements	1. Clarify type of visual design components required, in consultation with relevant personnel 2. In discussion with relevant personnel, identify factors that may determine or affect visual design concepts, including design techniques 3. Clarify in discussion with relevant personnel the target user and audience, and determine format and delivery platform
Generate and assess ideas	4. Review media products, designs, images, artwork and other creative sources that may inspire visual design ideas 5. Obtain other relevant information that may influence design ideas 6. Generate a range of visual design ideas that are technically feasible, respond to specifications and provide creative solutions to all design issues 7. Present visual design ideas to relevant personnel using design techniques
Plan approach	8. Experiment with traditional and digital imaging techniques to create required visual design components 9. Explore range of typographical and visual design elements to create the components 10. Evaluate initial design ideas and specifications against findings and discuss with relevant personnel to select final design concept 11. Select design technique and discuss with relevant personnel to ensure appropriate output format meets delivery platform requirements
Produce visual design components	12. Develop structure for components based on the final design concept using selected design techniques 13. Apply visual design principles and communication principles to produce components 14. Save visual design in an appropriate format that satisfies the technical parameters determined in consultation with relevant personnel
Finalise visual design components	15. Review visual design components to assess whether creative solutions meet design and technical specifications 16. Discuss and confirm with relevant personnel additional requirements or modifications and undertake any necessary amendments

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written and verbal instructions work as a member of a production team - both independently on assignment and under direction respond constructively to feedback received from other team members initiative and enterprise in the context of generating a range of feasible ideas for visual designs technical skills sufficient to: use a range of design techniques for creating visual designs, including industry-standard graphics software apply visual design and communication principles to produce visual designs create visual design components in appropriate formats for a range of delivery platforms manage files and directories using standard naming conventions self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members basic understanding of the relationship between technical and creative aspects and requirements of media projects basic design principles of layout and composition characteristics of digital and traditional imaging visual design and communication principles typography copyright clearance procedures OHS standards as they apply to the use of computer and keyboard for periods of time

Evidence Guide

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: creation of visual design components that respond effectively to specifications and demonstrate the application of visual design and communication principles ability to apply a selection of the design techniques listed in the range statement ability to work collaboratively in a team environment.
Context of and specific resources for assessment	Assessment must ensure: access toa range of resources, equipment and current industry-standard software as listed in the range statement 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 a range of visual design components created by the candidate written or oral questioning to test knowledge of visual design principles, communication principles and responsibilities of different members of a project team.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG303A Produce and prepare photo images CUFANM301A Create 2D digital animations.

Range Statement

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.
Components may include:	2D animation objects backgrounds banners basic user interfaces colours flow charts icons illustrations interactive buttons interactive controls logos simple 2D animation characters text titles other components required by the project.
Relevant personnel may include:	art director asset creator client editor producer programmer supervisor technical director technical staff other specialist creative and administrative staff.
Design techniques may include:	drawing freehand drawing on a tablet flow charts scanning drawings and photographs storyboards thumbnail sketches using graphics software, such as: Corel Draw Corel Paint Shop Pro Photoshop Photoshop Elements Illustrator Paint.net Fireworks.
Format may include:	bitmap image digital formats, such as: GIF JPEG PDF TIFF PICT PNG PSD HTML hard copy vector image.
Delivery platform may include:	CD DVD film games console internet kiosk mobile phone other wireless/mobile devices personal digital assistant (PDA) print media television.
Relevant information may include:	brands logos previous versions of components printed materials promotion materials style guides trademarks.
Typographical design elements may include:	alignment fonts and typefaces kerning leading point and size serif or sans serif tracking.
Visual design elements may include:	colour form line shape texture tone.
Visual design principles may include:	balance emphasis focal point movement perspective proportion scale unity.
Communication principles may include:	communicates message conveys meaning meets audience requirements uses functional components.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG401A Author interactive media

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to author a complete interactive media product, for example, a whole website. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People in this role need a sound understanding of mark-up languages (HTML and XML). In addition, they need to be familiar enough with scripting languages to use script libraries in authoring software to provide interactive features. Authors work primarily on client-side technologies. In the construction of dynamic websites, for example, they develop the templates, themes and style sheets for the programmers and technical support team to integrate into the database and install on a web server. Authors also develop forms and form objects, but the scripting for form processing is provided by programmers. Authors may also use a variety of authoring software to produce complex interactions such as digital simulations, games and puzzles. In interactive media development, authors are working with a team, including user interface designers, interactive designers, asset creators and server-side programmers. Skills associated with scripting are covered in: CUFDIG404A Apply scripting language in authoring.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Identify multimedia elements	1. Obtain design specifications 2. Locate content required for productions 3. Discuss issues of integration and formats of media assets with relevant personnel 4. Determine with relevant personnel an interactive sequence to become the prototype
Identify scope of authoring software	5. Identify range of industry-standard authoring software 6. Assess the authoring software in relation to specified delivery platform 7. Discuss selection of authoring software with relevant personnel to ensure selection will meet specified outcomes 8. Select authoring software best suited to job requirements
Use authoring software	9. Load authoring software 10. Create a new file for the specified task and name using standard naming conventions 11. Display and use tools and features of authoring software relevant to the authoring process
Create interactive sequence	12. Slice and reassemble the user interface appropriate to the authoring software 13. Import and assemble components in appropriate sequence according to creative requirements 14. Create interactive features according to creative and technical requirements, sourcing and writing appropriate markup and scripting languages as required 15. Check that interactive sequence conforms to navigation design 16. Integrate media assets to ensure highest levels of technical performance 17. Check that interactive sequence conforms to loading specifications 18. Test for interoperability, eliminate all bugs and validate scripting 19. Present interactive sequence as a prototype ensuring that sequence meets creative, production and technical requirements 20. Save output file formats and identify for specified purpose
Evaluate interactive prototype	21. Present prototype to relevant personnel 22. Evaluate prototype against design specifications, including achievement of a creative and user-centred product 23. Discuss and agree on required changes 24. Assist in user trials as required 25. Evaluate feedback from user trials 26. Seek confirmation from relevant personnel to transform prototype into final product
Seek confirmation from relevant personnel to transform prototype into final product	27. Make necessary changes as indicated by user trials 28. Replicate prototype functionality to complete the interactive product 29. Make final checks to ensure sequences conform to design specifications 30. Test for interoperability, eliminate bugs and validate scripting 31. Save to specified storage system accessible to production team 32. Assist in loading product to specified platform as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to interpret and clarify written or verbal instructions ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: correctly interpret design briefs, and design and technical specifications proficiently use appropriate authoring and graphics software seamlessly integrate and optimise a range of media assets to highest levels of technical performance create and apply style sheets, templates or themes to conform with W3CAccessibility standards as they apply to client-side technology manage files and directories using standard naming conventions and version control protocols initiative and flexibility in the context of troubleshooting and solving problems as they arise during the authoring process self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required
Required knowledge
scope and applicability of industry-standard authoring software technical requirements for integrating digital content for use on a range of delivery platforms, including: animation graphics text video audio user-centred design principles design principles of layout and composition industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects sound knowledge of the features of a range of delivery platforms markup and scripting languages as they apply to relevant authoring software W3C Accessibility standards purpose and process of validation and the role of interoperability standards issues and challenges that arise in developing interactive media products OHS standards as they relate to working on computers for periods of time

Evidence Guide

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: development of an integrated and fully functional interactive media product that: conforms to design specifications meets W3C Accessibility standards demonstrates creativity in design solutions collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access toa range of resources, equipment and current industry-standard software as listed in the range statement 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 at least two interactive products authored by the candidate written or oral questioning to test knowledge of the processes followed to develop an interactive product and the respective roles and responsibilities of team members.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG404A Apply scripting language in authoring ICAU4207B Apply web authoring tool to convert client data for websites.

Range Statement

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.
Design specifications may include:	creative requirements navigation design priority levels of W3C Accessibility standards storyboards technical specifications, including: disk space delivery platform file format for final product time user interface design.
Productions may include:	e-commerce educational product game information product interactive application promotional product training product website.
Media assets may include:	animation audio graphics images text video.
Relevant personnel may include:	animator artist asset creator graphic designer graphic interface designer instructional designer navigation designer programmer project manager sound engineer video producer other specialist staff.
Industry-standard authoring software may include:	Authorware Breeze Captivate Contribute Director Dreamweaver Flash GoLive PageMill RoboDemo graphics software, including: Photoshop Fireworks Illustrator simulation software, such as LabView.
Delivery platform may include:	CD DVD internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Markup and scripting languages may include:	ActionScript HTML JavaScript Lingo XML other proprietary scripting languages.
Output file formats may include:	DIR/DCR FLA/SWF HTML PDB PDF PRC TXT WAP XML other proprietary formats.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG402A Design user interfaces

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design user interfaces for interactive media products. Prototype testing of interfaces with, for example, focus groups, is a key aspect of the role. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit requires the application of visual communication principles to the design of user interfaces that form part of interactive media products, such as web environments, games or e-learning resources. People in this role respond to clearly defined briefs. They work collaboratively in a team environment where the expertise of other team members, e.g. designers and programmers, contributes to the final specifications for user interface designs. More complex skills associated with the testing and design of whole interactive media products are covered in: CUFDIG501A Coordinate the testing of interactive media products CUFDIG502A Design web environments CUFDIG503A Design e-learning resources CUFDIG504A Design games.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Identify project requirements	1. Discuss concept with relevant personnel to ensure that design briefs are fully understood 2. Identify technical parameters of interactive media products, including delivery platform 3. Identify target audience and user characteristics 4. Obtain information architecture specifications if available
Draft design specifications	5. Visualise concepts and develop preliminary sketches based on content architecture and audience characteristics 6. Sketch basic screen layout showing main spatial zones 7. Specify functional areas within screen layouts 8. Specify metaphors and look and feel of user interfaces 9. Develop final detailed sketches taking into consideration all ideas generated 10. Gain approval from relevant personnel to ensure that interfaces meet all requirements 11. Write user interface design specifications to include relevant advice to development teams
Finalise user interface designs	12. Develop focus test plans for user interfaces to identify their strengths and weaknesses 13. Incorporate design changes to information architecture in design specifications 14. Obtain final agreement from relevant personnel for finished designs

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret design briefs and results of focus tests work collaboratively in a team environment present user interface design concepts to team members for discussion and feedback respond constructively to feedback received from other team members complete workplace documentation conceptual and creative skills to generate a range of ideas for user interfaces technical skills sufficient to create designs using storyboards, maps and other diagrams to specify the architecture and navigation of interactive media products self-management and planning skills sufficient to: prioritise work tasks and meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects issues and challenges that arise in designing user interfaces principles of visual design and communication, including user-centred design principles technical parameters of various platforms and how these impact on user interface designs typical formats and techniques for documenting user interface designs OHS standards as they relate to working for periods of time on computers

Evidence Guide

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: clearly documented and user-tested user interface design specifications for an interactive media product ability to work effectively as a member of a production team.
Context of and specific resources for assessment	Assessment must ensure: access to briefs on which to base user interface designs 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 at least two user interfaces designed by the candidate written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG304A Create visual design components CUFDIG403A Create user interfaces.

Range Statement

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 educator graphic designer head of department information architect instructional designer programmer technical director technical staff other specialist creative and administrative staff.
Delivery platform may include:	CD DVD games console internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Audience and user characteristics may include:	computer literacy demographics, such as: age gender education occupation cultural background location hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological.
Information architecture specifications may include:	content inventory diagrams flow charts maps navigation charts plans storyboards wire frames.
Spatial zones may include:	banners content areas grids headings images logos media assets menu systems subheadings.
Functional areas may include:	2D and 3D viewports buttons edit boxes list boxes login facility menus picture boxes radio buttons scroll bars search facility text boxes.
Look and feel may include:	ambience brand colour combinations design elements meaning message metaphor theme tone.
Design specifications may include:	composition design features, including: logos banners photographs illustrations diagrams layout look and feel sketches.
Focus test may include:	documentation of focus test outcomes environment and facilities focus test implementation plan focus test objectives test group members selected according to test plan and criteria, such as: age sex location other socioeconomic factors.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG403A Create user interfaces

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create a user interface for an interactive media product. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	A person who applies the skills and knowledge outlined in this unit works to technical and creative specifications provided by a user interface designer or other designers. There is scope for individual creativity because a person in this role is expected to generate a range of design options that respond to concepts documented in design specifications. However, these ideas need to demonstrate a sound understanding of user-centred design principles, as well as comply with standards that apply to the specific platforms on which the user interface will be run. This work is undertaken with some supervision or guidance. Skills associated with designing user interfaces are covered in: CUFDIG402A Design user interfaces.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Clarify project requirements	1. Use design specifications in consultation with relevant personnel to clarify the target user, audience and purpose of interactive media products 2. Obtain samples of text content and media assets to be integrated into user interfaces 3. Determine file output format for delivery platform of interactive media products
Generate ideas	4. Research interactive media product user interfaces, designs, images, artwork and other creative sources that may inspire design ideas 5. Obtain other relevant information that may influence or be incorporated into design ideas 6. Determine need for copyright clearance and identify potential for fair use of copyright material 7. Obtain and record copyright clearance if required 8. Use sketches and concepts in specifications as the basis for generating range of design ideas that are technically feasible and provide creative solutions to all design issues 9. Present interface design ideas to relevant personnel for discussion and feedback
Plan approach	10. Select final design, incorporating feedback from relevant personnel as required 11. Identify range of appropriate industry-standard graphics software 12. Discuss and select graphics software with relevant personnel to ensure selection meets specified outcomes 13. Explore range of typographical and visual design elements that could be used in development of interface designs
Produce user interfaces	14. Use graphics software to develop structure for user interfaces based on final design concepts 15. Source or create and integrate all graphic interactive components 16. Apply visual design and communication principles to the development of user interfaces 17. Ensure that user interfaces meet the principles of user-centred design and relevant standards 18. Ensure that user interfaces enhance the display of digital content 19. Document styles for text and presentation for use in style sheets and templates or themes 20. Save user interfaces in an appropriate output format that satisfies technical parameters in consultation with relevant personnel
Evaluate user interfaces	21. Review user interfaces to assess effectiveness of creative solutions, appropriateness to the user and audience, and technical feasibility 22. Discuss and confirm with relevant personnel additional requirements or modifications to the overall design and undertake any necessary amendments

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret design specifications work collaboratively in a team environment - both independently on assignment and under direction present a range of user interface designs to team members for discussion and feedback respond constructively to feedback received from other team members complete workplace documentation creative skills sufficient to: generate feasible ideas for user interface designs that meet specifications apply visual design and communication principles to produce user interface designs technical skills sufficient to: proficiently use graphics software to produce user interface designs create user interface designs to meet standards and platform parameters manage files and directories using standard naming conventions self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects issues and challenges that arise in creating user interfaces standards as they apply to user interfaces, including W3C Accessibility, interoperability, usability and readability visual design and communication principles, including user-centred design principles design elements typography copyright clearance procedures OHS standards as they relate to working for periods of time on computers

Evidence Guide

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: creation of user interfaces that: visually communicate to target user and audience meet required standards and technical parameters of the specified platform ability to work effectively as a member of a production team.
Context of and specific resources for assessment	Assessment must ensure: access to design specifications typically used in industry access to current industry-standard software as listed in the range statement 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 a range of user interfaces created by the candidate in response to design specifications written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG304A Create visual design components CUFDIG402A Design user interfaces.

Range Statement

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.
Design specifications may include:	creative requirements manufacturing specifications navigation design priority levels of W3C Accessibility standards storyboards technical specifications, including: disk space bandwidth delivery platform file format for final product user interface design.
Relevant personnel may include:	graphic designer information architect instructional designer navigation designer product designer programmer project manager other specialist staff.
Purpose may include:	business and corporate community education entertainment personal promotion training.
Interactive media products may include:	e-commerce educational product game information product interactive application promotional product social network training product website.
Media assets may include:	animation audio graphics images text video.
Output formats may include:	bitmap image digital formats, such as: GIF JPEG PDF TIFF PICT PNG HTML PSD vector image.
Delivery platform may include:	CD/DVD games console internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Relevant information may include:	brands logos previous versions of interfaces printed materials promotion materials style guides trademarks.
Graphics software may include:	Fireworks Illustrator Photoshop Photoshop Elements.
Typographical elements may include:	alignment fonts and typefaces kerning leading point and size serif or sans serif tracking.
Visual design elements may include:	colour form line shape texture tone.
Interactive components may include:	backgrounds banners icons interactive buttons interactive controls logos menus search boxes.
Visual design principles may include:	balance emphasis focal point movement perspective proportion scale unity.
Communication principles may include:	communicates message conveys meaning meets audience requirements uses functional components.
Principles of user-centred design may include:	clear feedback and instructions consistent behaviour and design for: common interface elements menu systems search boxes layout iconography typography colour easy exit if wrong path selected plain English for text and instructions simplicity support for work tasks.
Standards may include:	interoperability readability usability W3C Accessibility.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG404A Apply scripting language in authoring

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write and apply scripting language in authoring interactive media. An interactive media author is often required to integrate and develop basic scripting routines that are either external or internal to authoring software. This may be necessary to enhance levels of interaction or to remedy errors in the functionality of an interactive media product developed using authoring software. This unit outlines the skills and knowledge required by interactive media authors to write and customise their own code. These routines are relevant to client-side technology only. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	In all interactive media development, authors are working with a team, including primarily a user interface designer, asset creators and programmers. Markup languages such as HTML and XML are covered in: CUFDIG302A Author interactive sequences CUFDIG401A Author interactive media.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Investigate scripting options	1. Obtain design specifications 2. Identify areas where scripting languages may be required 3. Locate script libraries for pre-written scripts 4. Identify areas where customised or new scripts may be necessary 5. Present and discuss scripting options with relevant personnel to ensure compliance with design specifications
Write scripts	6. Scope control structures and algorithms using pseudo-code and flow charts 7. Ensure objects and assets are in place and identified by appropriate labels 8. Identify and recommend event handlers 9. Write code using correct syntax to meet functional requirements 10. Write comments to document coding where necessary 11. Use authoring environment where appropriate to check code and syntax 12. Save code
Integrate scripting language	13. Source and integrate scripts into authoring environment 14. Ensure scripted elements comply with all navigation and graphic design interface considerations 15. Eliminate or merge redundant code
Test scripting language	16. Test routines to verify script fulfils requirements 17. Conduct tests to ensure that scripted elements conform to required technical specifications 18. Test for faults and document findings 19. Use standard techniques to remove faults
Evaluate scripting language	20. Liaise with relevant personnel to evaluate process and record decisions 21. Archive suitable and relevant scripts for future use

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify written or verbal instructions and design specifications interpret and apply information in user manuals for software applications ability to work as a member of a production team - both independently on assignment and under direction initiative and flexibility in troubleshooting and solving problems as they arise during the authoring process technical skills sufficient to: write and apply scripting language in authoring a range of interactive media and behaviours efficiently use a computer, including keyboard shortcuts self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects sound knowledge of the features of a range of delivery platforms issues and challenges that arise in developing interactive media products file formats of digital media assets and basic optimisation techniques Document Object Model (DOM) and Object Oriented Programming (OOP) OHS standards as they relate to working for periods of time on computers

Evidence Guide

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: ability to write code to meet functional requirements correct and appropriate integration of scripting language into the process of authoring interactive media products.
Context of and specific resources for assessment	Assessment must ensure: access to a range of resources, equipment and current industry-standard software as listed in the range statement appropriate authoring environments 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 at least two interactive products for which the candidate has written and integrated code written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG401A Author interactive media.

Range Statement

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.
Design specifications may include:	delivery platforms, such as: internet CD mobile devices interface design navigation design storyboards and flow charts. technical specifications, such as: memory/RAM bandwidth file formats computer operating systems browsers user requirements.
Scripting languages may include:	ActionScript Javascript Lingo MEL Perl VBScript other proprietary scripting languages.
Relevant personnel may include:	designers interactive authors IT support programmers other specialist technical staff.
Authoring environment may include:	authoring software, such as: Flash Director browser text editor.
Scripted elements may include:	calculations changes to browser windows, such as pop-up and colour cursor changes forms that include elements, such as: radio buttons text fields check boxes list menu hot spot interactions pop-up windows/messages preloaded images rollover buttons other behaviours.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG501A Coordinate the testing of interactive media products

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage the testing of interactive media products. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This is a central team role, working with the whole production team, including designers, authors, programmers and graphic artists. In larger projects and particularly in games, testing is a continuous process and may have a quality assurance unit devoted to testing. A person in this position plans and coordinates the testing process and is also responsible for analysing testing results, writing reports and communicating the results to appropriate members of the production team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Determine the criteria for testing	1. Define testing criteria that ensure products meet technical and quality requirements 2. Identify with relevant personnel the production points at which development will be measured 3. Document and communicate testing criteria to relevant personnel
Plan an approach for product testing	4. Identify the various testing methods relevant for interactive media products 5. Determine characteristics and appropriateness of testing methods to be used during development and on completion 6. Consider testing methods in relation to appropriate testing strategy 7. Develop a plan for testing products at specified points during development and on completion 8. Establish records system to document testing results, including problems and faults
Test interactive media at specified production points	9. Determine progress towards completion of identified production points 10. Coordinate testing of products at identified production points 11. Apply testing methods to ensure that products meet creative, production and technical requirements 12. Record problems and faults detected by testing and remedial steps taken in records system 13. Resolve problems and faults detected during testing in accordance with agreed project or industry practice 14. Evaluate final products against the previously determined criteria 15. Document the testing process 16. Convey summarised evaluation report to relevant production personnel
Evaluate the testing process	17. Identify testing methods that were successful and those that led to difficulties 18. Evaluate the testing process and records system 19. Document findings to inform subsequent projects

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify project specifications interpret and analyse information and statistics, and write summary reports convey information to others in the production team work as a member of a production team, including providing leadership in relation to product testing organisational skills sufficient to: plan testing processes coordinate testing staff establish records systems ability to address and solve problems and challenges in a timely and collaborative manner self-management skills sufficient to: prioritise work tasks work under pressure and meet deadlines seek expert assistance as required
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects issues and challenges that arise in testing interactive media products testing criteria range of methods for testing interactive media products OHS standards as they apply to computers and environments in which testing may be conducted

Evidence Guide

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: documented plans for testing interactive media products ability to identify appropriate testing methods for specific interactive media products analysis of test results summary reports containing test results effective coordination of the testing process, including ability to work collaboratively with team members.
Context of and specific resources for assessment	Assessment must ensure: development of more than one test plan to ensure that skills can be adapted to different circumstances development of a test plan within commercially-realistic time constraints involvement of and interaction with others to reflect the collaborative nature of the testing process access to interactive media products under development access to equipment used for testing 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 at least two test plans developed by the candidate evaluation of at least two test reports written by the candidate written or oral questioning to test knowledge of the process followed to test an interactive media product, testing methods, testing criteria and the respective roles and responsibilities of team members.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBPMG510A Manage projects.

Range Statement

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.
Testing criteria may include:	accessibility bug detection controls ease of learning effectiveness efficiency functionality, including flow interoperability learning outcomes levels of difficulty performance reliability satisfaction security usability.
Relevant personnel may include:	author game designer game level designer information architect instructional designer interaction designer producer programmer user interface designer visual artist other specialist staff.
Production points may include:	alpha beta completion continuous milestone prototype staged.
Testing methods may be:	aggressive automated black box card sorting concept debugging focus group heuristic analysis inspection platform testing prototyping regression survey user trial visual impact white box.
Interactive media products may include:	e-commerce e-learning resource game information product promotional product training product web environments.
Testing strategy may be determined by:	complexity of the project money available project specifications time available.
Records system may include:	metadata that includes: description of fault identification of code user responses written or verbal comments quantitative data remedial action taken retest result date tester's details questionnaire survey.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG502A Design web environments

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design web environments. A web environment may consist of one or many web applications and technologies integrated in various combinations. The design is focused on how these applications and technologies are combined and used, and the way in which interactive content is accessed by users. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	A person in this role works with clients to develop design specifications for web environments. Other specialised designers, graphic artists and programmers working as a team undertake the development of design specifications. Higher order skills associated with developing and documenting concepts that could be used as the basis for design specifications are covered in: BSBCRT501A Originate and develop concepts.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Determine project requirements	1. Analyse project brief to identify purpose of, and target audience for, web environments 2. Consult with clients to clarify project requirements 3. Identify target audience characteristics and determine how these influence all aspects of design 4. Identify content to be incorporated and generated and how this content is to be accessed, searched or delivered
Research and select web environments	5. Research web environments and analyse their potential 6. Analyse how these web environments meet audience and content requirements 7. Identify issues relating to delivery platform and standards, and determine how these may affect web environment options 8. Consult relevant personnel to ensure that all possible web environment options are considered 9. Select web environments that will meet creative, production and technical requirements
Draft design specifications	10. Design the architecture of web environments to show interrelationship between environment components 11. Identify each web environment and specify its individual interactive features, functionality and navigation and its relationship to design as a whole 12. Identify content components and specify how these will be logically structured and integrated into and/or generated by web environments 13. Specify levels of access permissions to web environments as required 14. Specify media assets as required 15. Specify user interfaces of web environments 16. Specify production requirements, including appropriate testing strategies 17. Write draft design specifications to include all relevant advice to design and development teams 18. Discuss draft design specifications with client to ensure designs are consistent with project briefs
Review and confirm design specifications	19. Review designs against required project outcomes, as well as client and audience needs 20. Review designs to ensure they meet creative and technical requirements 21. Adjust designs as necessary after discussions with relevant personnel 22. Clarify legislative or ownership issues to comply with production and organisational requirements 23. Confirm with client acceptance of design specifications, including deliverables, milestones and timelines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written proposals and creative briefs work collaboratively in a team environment present ideas for the design of web environments for discussion and feedback from team members clearly and concisely document specifications for the design of web environments initiative, enterprise and creativity in the context of: generating ideas for the design of web environments thinking laterally when developing concepts undertaking background research into web environments maintaining design integrity finding solutions to problems encountered when designing web environments finding ways to minimise the effect of technical constraints ensuring there is an intuitive and logical flow to the navigation of web environments technical skills sufficient to create storyboards, maps and other diagrams to specify the architecture and navigation of web environments self-management skills sufficient to: meet deadlines provide appropriate and timely documentation
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sequence and interrelationship of stages in the process of developing web environments broad range of web applications and technologies web design and its relationship to web optimisation strategies web standards, including SCORM, usability, W3C Accessibility and interoperability issues and challenges that arise in designing and developing web environments typical formats and techniques for documenting the design of web environments OHS standards as they relate to working for periods of time on computers intellectual property rights and copyright clearance procedures

Evidence Guide

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 web environments that: are well documented and clearly presented meet client and audience requirements are technically feasible ability to work effectively as a member of a production team.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design of web environments for at least two projects access to project briefs 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 designs for web environments documented by the candidate and of their effectiveness in terms of meeting project requirements observation of a candidate presenting his/her design for web environments to team members and explaining how it meets requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG505A Design information architecture CUFPPM404A Create storyboards.

Range Statement

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.
Purpose may include:	business and corporate community education entertainment government information and news knowledge management personal promotion training.
Project requirements may include:	access to facilities and resources budget deliverables milestones personnel, including: number availability expertise prototyping technical issues, including: delivery platform disk space bandwidth testing plan timelines.
Audience characteristics may include:	computer literacy demographics, such as: age gender education occupation location cultural background hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological.
Web environments may include one or combinations of:	audio streaming blog chat conferencing tool content learning management system (CLMS) content management system (CMS) database repository discussion forum dynamic website electronic newsletter interactive calendar interactive form learning management system (LMS) podcast RSS feed static website TiVo video streaming other online collaboration and social network tools.
Delivery platform may include:	digital television set internet mobile phone other wireless/mobile devices personal digital assistant (PDA).
Standards may include:	interoperability SCORM usability W3C Accessibility.
Relevant personnel may include:	art director client educator graphic designer head of department information architect instructional designer programmer technical director technical staff other specialist creative and administrative staff.
Media assets may include:	animation audio audio/visual files, such as PowerPoint graphics images text text documents, such as PDF and Word video.
Production requirements may include:	levels of expertise production deadlines production schedules production team production values testing strategies.
Testing strategies may include:	alpha beta completion continuous milestone prototype staged.
Design specifications may include:	content inventory diagrams flow charts maps navigation charts plans storyboards technical specifications user interface mock-ups wire frames.
Legislative or ownership issues may be:	access and equity clearances confidentiality copyright intellectual property rights non-disclosure agreements open source licensing ownership of assets product licensing.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG503A Design e-learning resources

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design an e-learning resource. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The skills and knowledge outlined in this unit are applied by people working in education or training organisations, or in media production companies that specialise in the development of e-learning resources. The focus of this unit is different to that of the two units in the Training and Assessment Training Package that deal with e-learning resources. Namely: TAADES503B Research and design e-learning resources TAADES504B Develop and evaluate e-learning resources. These two units are written from the perspective of people in training organisations who are responsible for developing and delivering learning materials to be included in e-learning resources. CUFDIG503A is written from the perspective of a department or company responsible for developing the design of broad ranging e-learning resources in consultation with clients. However, there are synergies between the units and it may be appropriate to combine them in learning programs.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Identify project requirements	1. With reference to project briefs, identify target learner characteristics and their impact on the way resources are designed 2. Identify content to be incorporated or generated and how this content is to be accessed or delivered 3. Identify delivery platforms and implications that these will have on selection of media assets 4. Consult with clients to clarify project requirements
Research and select instructional design model	5. Analyse content to clearly establish learning outcomes and assessment strategies 6. Research a range of instructional design models, considering their characteristics, differences and ability to meet briefs 7. Identify standards that may apply for a range of delivery platforms 8. Identify learning styles of target learners and consider how these may impact on the design 9. Consider a range of learning activities that best meet learning objectives and needs of target learners 10. Consult with relevant personnel to ensure that a full range of instructional design models has been identified and sourced 11. Select the instructional design model that best meets learning needs and project requirements
Draft design specifications	12. Use selected instructional design model to design the overall architecture of an e-learning resource 13. Design sequences and interactivity based on content and project requirements 14. Develop content templates for content experts if required 15. Specify media assets as required 16. Specify communication and collaborative tools as required 17. Specify user interface of the e-learning resource 18. Specify production requirements, including appropriate testing strategies 19. Write draft design specifications to include relevant advice to design and development teams 20. Discuss draft design specifications with clients to ensure designs are consistent with project briefs
Finalise design specifications	21. Review designs against required project outcomes and target learner needs 22. Review designs to ensure they meet creative and technical requirements 23. Adjust designs as necessary after discussions with relevant personnel 24. Clarify legislative or ownership issues to comply with production and organisational requirements 25. Confirm with clients acceptance of design specifications, including deliverables, milestones and timelines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify project briefs establish rapport with clients work collaboratively in a team environment to find the best design solutions clearly and concisely document specifications for the design of e-learning resources initiative and enterprise in the context of: generating ideas for the design of e-learning resources that meet the needs of target learners thinking laterally when developing ideas selecting the most appropriate instructional design model maintaining design integrity technical skills sufficient to: create storyboards, maps and other diagrams to specify the architecture and navigation of e-learning resources construct material in a logical order, one sequence flowing on from another develop techniques for holding learner's attention self-management skills sufficient to: meet deadlines provide appropriate and timely documentation
Required knowledge
typical formats and techniques for documenting the design of e-learning resources OHS standards as they relate to working for periods of time on computers range of learning models way in which various learning styles impact on learning models industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sequence and interrelationship of stages in the process of developing e-learning resources web standards, including usability, W3C Accessibility and interoperability web applications and technologies that are relevant to e-learning issues and challenges that arise in designing and developing e-learning resources intellectual property rights and copyright clearance procedures

Evidence Guide

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 e-learning resources that: are well documented and clearly presented meet learner requirements are technically feasible ability to work effectively as a member of a production team.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design of at least two e-learning resources for delivery on different platforms access to project briefs 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 designs for e-learning resources documented by the candidate and of their effectiveness in terms of meeting project requirements role-play involving a candidate presenting his/her design for an e-learning resource to a client and explaining how it meets requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM404A Create storyboards.

Range Statement

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.
Target learner characteristics may include:	computer literacy demographics, such as: age gender education occupation location cultural background hobbies interests internet literacy language, literacy and numeracy levels learning environment, such as: workplace classroom home community mobile personas preferred learning styles skills level specific needs - physical or psychological.
Content may include:	audio/visual materials curriculum documents, such as: Training Packages and their units of competency modules guides manuals PowerPoint presentations pre-existing learning materials printed materials reference texts training handouts.
Delivery platform may include:	CD/DVD digital television set internet, including: websites blogs wikis database repositories learning management systems, such as: Blackboard WebCT Janeson Moodle virtual classrooms conferencing discussion forums flash-based chat podcasting video streaming audio streaming other online collaboration tools mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Media assets may include:	animations audio audio/visual files, such as PowerPoint graphics images text documents, such as PDF and Word video.
Project requirements may include:	access to facilities and resources assessment strategies budget deliverables learner characteristics milestones personnel, including: number availability expertise prototyping technical issues, including: delivery platform disk space bandwidth testing plan timelines.
Instructional design models include:	exploration game instructional lock step mentoring problem-solving puzzle simulation story-telling.
Standards may include:	AQTF interoperability SCORM usability W3C Accessibility.
Learning styles may include:	activist learning preferences, including auditory, visual or sensory pragmatist reflective theorist
Learning activities may include:	blogs case studies checklists discussions and debates games interviews media presentations problems projects quizzes research reports role-plays simulations tasks work-based practical activities.
Relevant personnel may include:	art director client content expert educator graphic designer head of department information architect language, literacy and numeracy specialist programmer reference group member technical director technical staff other specialist creative and administrative staff.
Communication and collaborative tools may include:	blogs chat discussion forums messaging TiVo wikis other social software tools.
Production requirements may include:	levels of expertise production deadlines production schedules production team testing strategies.
Testing strategies may include:	alpha beta completion continuous milestone prototype staged.
Design specifications may include:	content inventory diagrams flow charts maps navigation charts plans storyboards technical specifications user interface mock-ups wire frames
Legislative or ownership issues may be:	access and equity clearances confidentiality copyright intellectual property rights non-disclosure agreements open source licensing ownership of assets product licensing.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG506A Design interaction

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design the interaction for interactive media products. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People who apply the skills and knowledge outlined in this unit could be responsible for designing products such as games, e-learning resources or websites. Alternatively, they may specialise in the design of interactivity and work collaboratively with other designers. Liaison with team members is a key feature of this role, as is testing undertaken as part of the design process. A well-developed understanding of the dynamics of human-computer interaction is essential. Skills associated with designing specific products are covered in: CUFDIG502A Design web environments CUFDIG503A Design e-learning resources CUFDIG504A Design games.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Identify project requirements	1. Discuss concepts with relevant personnel to ensure that design briefs are fully understood 2. Discuss with relevant personnel the purpose of the interactive media product 3. Identify technical parameters of appropriate interactive media products, including format and delivery platform 4. Identify target audience and user characteristics
Generate ideas for interaction	5. Research the delivery platform and analyse its potential for human-computer interaction 6. Generate a range of ideas to broaden and deepen the range of user experiences 7. Continuously evaluate new ideas and incorporate them as appropriate 8. Consult relevant personnel to ensure that all possible options are considered 9. Select a systematic approach that will meet creative, production and technical requirements specified in briefs
Draft interaction design specifications	10. Draft interaction design specifications for all interactive sequences 11. Select sequences as prototypes and demonstrate prototype interactions using a wire frame 12. Conduct usability test using appropriate testing techniques 13. Use prototype to identify logical inconsistencies in design and to measure levels of user engagement 14. Document all feedback and incorporate into design specifications
Finalise interaction designs	15. Re-evaluate interactions on the basis of prototype feedback 16. Discuss and confirm additional requirements or modifications to the interaction design with relevant personnel 17. Write final interaction design specifications to reflect all additional requirements or modifications

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written proposals and creative briefs work collaboratively in a team environment present interactivity designs for discussion and feedback from team members and clients document clearly and concisely the interaction design for an interactive media product initiative, creativity and flexibility in the context of: generating a range of ideas for deepening and broadening user experiences and interactions finding solutions to interactivity challenges finding ways to minimise the effect of technical constraints ensuring that interaction is intuitive and logical technical skills sufficient to: create complex designs using storyboards, maps and other diagrams to specify the architecture and navigation of interactive media products construct wire frames self-management skills sufficient to: meet deadlines provide appropriate and timely documentation
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects issues and challenges that arise in designing interaction technical parameters of various platforms and how these impact on the potential of interactivity OHS standards as they apply to computers and environments in which testing may be conducted sound understanding of the dynamics of human-computer interactions typical formats and techniques for documenting interactivity designs

Evidence Guide

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: clearly documented and user-tested interaction design specifications for an interactive media product ability to work effectively as a member of a design team well-developed understanding of the principles of interactivity from a user perspective.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design of interactivity for at least two interactive media products access to proposals or briefs on which designs can be based that interactivity designs can be tested 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 interactivity designs designed and documented by the candidate and of their effectiveness in meeting requirements observation of a candidate presenting his/her interactivity design to team members and explaining how it meets 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 interactivity designs for a range of interactive media products.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG501A Coordinate the testing of interactive media products CUFPPM404A Create storyboards.

Range Statement

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 director graphic artist head of department producer programmer publisher script writer software engineer technical and creative staff.
Purpose may include:	communication data e-learning resource game information knowledge virtual world or simulation web environment.
Delivery platforms may include:	CD/DVD digital television set games console internet mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Audience and user characteristics may include:	computer literacy demographics, such as: age gender education occupation cultural background location hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological.
Human-computer interaction may include:	adaptation communication control creativity feedback productivity.
User experiences may include:	composing conversing creating making participating performing playing reading thinking viewing writing.
Interaction design specifications may include:	diagrams flow charts interactive sequences maps navigation charts plans storyboards technical specifications wire frames.
Wire frames may include:	digital software, such as: PowerPoint Dreamweaver paper-based.
Testing techniques may include:	card sorting focus group heuristic analysis inspection user trial.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG507A Design digital simulations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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.

Application of the Unit

Application of the unit	The range of digital simulations covered in this unit is broad, and could include virtual world environments for architecture; virtual instruments and equipment for science and engineering; or natural and technical processes and procedures in medicine, conservation and manufacturing. As these simulations are based on real world environments and processes, designers need to work closely with experts in the field to understand the dynamics of the processes and to be able to model these in a virtual environment. The unit also requires working collaboratively with programmers and software authors to ensure the simulation can be technically achieved. As the application for simulation is broad, including demonstration and training, this unit relates to other design units, including: CUFDIG503A Design e-learning resources CUFDIG504A Design games.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	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

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify project briefs establish rapport with clients work collaboratively in a team environment to find the best design solutions clearly and concisely document specifications for the design of the digital simulation initiative and enterprise in the context of: generating ideas for the design of digital simulations that meet the specified performance objectives thinking laterally when developing ideas maintaining design integrity technical skills sufficient to: create storyboards, state-charts and other diagrams to specify the architecture and navigation of digital simulations design simulations that represent a real world environment to the required level of fidelity self-management skills sufficient to: meet deadlines provide appropriate and timely documentation
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders issues and challenges that arise in the context of designing and developing digital simulations typical formats and techniques for documenting the design of digital simulations OHS standards as they relate to working for periods of time on computers way in which algorithms, laws, rules and mathematical formulas can represent real world processes intellectual property rights and copyright clearance procedures

Evidence Guide

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.

Range Statement

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.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFIND201A Develop and apply creative arts industry knowledge

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and apply basic industry practices within the creative arts industries. This unit addresses the collection, application and updating of general information relevant to work roles within the creative arts industry sectors, including industry structures and operations, employment obligations and opportunities, the impact of new technology and the identification of industry laws and regulations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit underpins effective performance within the following industry sectors: Entertainment Film, Television, Radio and Interactive Media Museums and Library Services Music Visual Arts, Craft and Design. This unit requires a basic application of creative arts industry knowledge. The advanced application of creative arts industry knowledge is addressed in individual units developed for specific job tasks.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Source and apply industry information	1. Seek information on the structure and operation of the creative arts industries using appropriate sources 2. Seek information on employment obligations and opportunities within the creative arts industries using appropriate sources 3. Seek information on new technology affecting the creative arts industries using appropriate sources 4. Comply with copyright requirements when accessing information 5. Apply information in day-to-day work activities to enhance quality of work performance
Identify industry laws and regulations	6. Seek information on laws and regulations affecting the creative arts industries using appropriate sources 7. Identify implications of breaching laws and regulations affecting the creative arts industries 8. Apply information to ensure laws and regulations are not breached in day-to-day work activities
Update and maintain industry knowledge	9. Identify and use a range of opportunities to update knowledge of the creative arts industries 10. Identify current issues of concern to the creative arts industries 11. Share updated knowledge with colleagues 12. Establish and maintain effective contacts in the creative arts industries

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to communicate industry information to colleagues learning skills sufficient to maintain knowledge of industry information literacy skills sufficient to read and understand industry information and terminology numeracy skills sufficient to interpret relevant technical data planning and organising skills sufficient to identify relevant industry information technology skills sufficient to access and download industry information
Required knowledge
basic understanding of the following areas and how they apply to day-to-day work activities (in relation to the particular creative arts industry sector in which knowledge is being assessed): industry structure and operation employment obligations and opportunities new technology laws and regulations current issues of concern

Evidence Guide

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: ability to source industry information ability to seek appropriate assistance to collect industry information ability to apply industry information to day-to-day work activities to enhance work outcomes understanding of the ways in which to maintain currency of industry knowledge.
Context of and specific resources for assessment	This unit of competency applies to a range of creative arts industry sectors. The focus of assessment will therefore depend on the industry sector involved. Assessment must be customised to meet the needs of the particular industry sector in which performance is being assessed. Assessment should only address those variable circumstances, listed in the range statement, which apply to the chosen context. Assessment must ensure: access to appropriate technology to collect, download and store industry information access to a range of relevant and current industry information 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	The following assessment methods are appropriate for this unit: direct observation of the candidate collecting and organising industry information case studies to assess ability to apply knowledge to different industry contexts and situations written or oral questioning to test knowledge of the different aspects or distinguishing features of the creative arts industries review of portfolios of evidence and third-party workplace reports of on-the-job performance, including authenticated samples of work in collecting and organising industry information.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Structure and operation may include:	distribution channels for products and services industry sectors and their products and services key contacts and support networks major industry bodies and associations prominent practitioners and practices relationship with other creative arts industry sectors specific features of local and regional industry sectors, including their relationship with local community.
Creative arts industries may include:	Entertainment Film, Television, Radio and Interactive Media Museums and Library Services Music Visual Arts, Craft and Design.
Appropriate sources may include:	agents and artists' managers copyright representatives discussions with current industry practitioners, colleagues and community groups electronic and print media, including news, reviews and articles employee and industry association representatives events, including industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events government bodies and associated publications induction kits industry managers internet libraries and telephone books peak copyright organisations personal observations and experience reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services technical publications training programs, seminars, conferences, symposiums, workshops, master classes and other professional development opportunities union publications (e.g. newsletters, magazines, bulletins and letters) and other sources of industrial relations information.
Employment obligations and opportunities may include:	career opportunities and career paths codes of conduct and codes of ethics employer bodies and professional associations employment conditions employment contracts and job descriptions industrial relations issues, including award provisions, enterprise bargaining agreements and non-award areas roles, responsibilities and employment rights of individuals and contracted freelance workers unions.
New technology may include:	advances in any type of equipment or technology used within the industry likely effects of new technology on current work practices and the structure of the industry sources of technical advice and support ways of upgrading skills to allow for the use of new technology.
Laws and regulations may include:	anti-discrimination consumer protection contempt of court copyright defamation duty of care environmental issues equal employment opportunity industrial relations, awards and enterprise agreements insurance issues intellectual property libel obscenity OHS plagiarism privacy legislation racial vilification slander.
Current issues of concern may include:	changing nature of the marketplace, including marketing and production of products and services cultural protocols funding policies government initiatives importing and exporting issues industry contraction or expansion insurance issues taxation issues trends in industry practice.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUFIND301B Work effectively in the screen and media industries

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to work in a team environment in the film, broadcasting and digital media industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People working in a wide range of occupations in the screen and media industries apply the skills and knowledge described in this unit. They could be working in program production, program presentation, administration, studio operations, broadcast technology, online services, film and sound archives, graphics, scenic art, props, set construction, wardrobe, or technical operations such as lighting, camera and sound. Production teams vary in size from a few people to hundreds, depending on the scale of productions. All team members need a basic understanding of stages in the production process, as well as the roles and responsibilities of personnel involved in the production chain. They also need to understand the culture of the organisation for which they are working, whether their job is permanent or on a contract basis for the duration of a production. Even though people at the level described in this unit work under supervision, they are expected to demonstrate a range of well-developed skills requiring some discretion and judgement. More complex skills associated with working as a freelancer are covered in: CUFIND401A Provide services on a freelance basis.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Communicate effectively with others	1. Discuss and agree on own tasks and responsibilities in ways that promote good working relationships 2. Negotiate changes to duties in a constructive manner that takes into account the importance of collaboration to the effectiveness and productivity of work in the industry 3. Share information about the results of own work with others who require the information 4. Treat others courteously and in ways that acknowledge their contribution to productions or projects 5. Take into account particular production or project issues that colleagues or clients may have and the protocols to use in resolving them 6. Participate in negotiations to find workable solutions to conflicts that have the potential to reduce personal and team productivity 7. Complete workplace documentation as required
Take responsibility for own personal development	8. Complete enterprise-specific or other training as appropriate 9. Identify opportunities for ongoing professional development and take appropriate action in consultation with relevant personnel 10. Maintain currency of own industry knowledge through a variety of sources and apply information in day-to-day work activities to enhance quality of work performance 11. Respond positively to constructive feedback on own performance and take action to improve as required
Perform own job role effectively	12. Apply values of the organisation to job role 13. Follow organisational work procedures, protocols and other guidelines 14. Comply with relevant legislative and regulatory requirements 15. Comply with relevant industry codes of practice and guidelines 16. Undertake all work with due regard to OHS requirements and procedures
Participate in quality improvement activities	17. Contribute ideas about improving work practices and productivity in appropriate forums 18. Participate in and provide feedback on initiatives aimed at improving work practices

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: clarify work requirements work as a member of a production team - both independently on assignment and under direction use information networks to keep abreast of industry developments relevant to own job role put forward ideas clearly and constructively when discussing or seeking changes to work arrangements maintain good relationships, even when disagreeing with others initiative and enterprise in the context of being flexible in response to unexpected changes in work schedules problem-solving skills sufficient to distinguish between issues that can be resolved within the parameters of delegated work role authority, and those that must be passed on to higher level officers self-management skills sufficient to: prioritise work tasks balance the need for personal efficiency with the needs of others and production requirements work within deadlines make decisions within level of own responsibility seek expert assistance when problems arise literacy skills sufficient to read and understand industry information and terminology technical skills sufficient to: access and download information from the internet use a computer and other office equipment for the purposes of work role
Required knowledge
broad understanding of: roles and responsibilities of personnel in the relevant sector of the screen and media industries industry terminology basic understanding of common law and broadcasting codes of practice sufficient to identify issues that could lead to legal action Sustainable work practices for individuals and organisations in screen and media OHS standards as they apply to working in the relevant sector of the screen and media industries

Evidence Guide

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: ability to: perform work tasks according to organisational requirements and values comply with requirements of relevant legislation and regulations source and apply information about industry issues and developments collaborative approach to work effective communication skills in a team environment.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current industry information access to appropriate technology to collect, download and store industry information 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 observation of the candidate participating in workplace meetings 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 apply knowledge to different industry contexts and situations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBDIV301A Work effectively with diversity.

Range Statement

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.
Productions or projects may include:	commercials feature films film and sound archival projects live or prerecorded radio and television productions, e.g.: music drama documentaries comedy variety sport programs news current affairs game and quiz shows outside broadcasts live events and performances talkback music videos online: discussion forums audio streaming video streaming short films.
Production or project issues may include:	availability of personnel availability of resources available budget end user production schedule production values requirement that programs go to air on time target audience technical parameters and requirements timelines.
Protocols may include:	enterprise procedures for complying with privacy regulations observing protocols of companies or organisations appearing in productions taking appropriate account of cultural and religious practices when recording or filming material for broadcast.
Documentation may include:	booking sheets and confirmations budget reports call sheets cast information contact lists copyright clearances cue sheets diary entries documentation on scripts and ancillary information, such as: shot descriptions shot numbers camera numbers cue information lighting cues videotape track information graphics or digital effects information durations timings fault reports file notes general in-house correspondence, such as: memos notes email hazard reports records of meetings running sheets schedules timesheets.
Training may include:	on-the-job, e.g.: features of and procedures for using specified equipment and facilities administrative procedures and protocols workplace health, safety and security procedures equipment maintenance procedures features and functions of specified broadcast facilities, equipment and network systems overview of the technology infrastructure supporting a broadcast network overview of international, national and regional operations staffing structure and chain of reporting regulations that apply to specific enterprises off-the-job, e.g.: short courses skill sets national vocational education and training (VET) qualifications state-accredited qualifications.
Relevant personnel may include:	broadcasters camera personnel designers directors editorial staff film laboratory personnel floor managers graphics personnel legal advisers lighting personnel producers production managers program managers reporters sound personnel special effects staff station managers supervisors switchboard operators technical directors technical staff, e.g. maintenance video operators volunteers' coordinators writers.
Industry knowledge may include:	impact of new technologies on the screen and media industries role and profile of different sectors in the screen and media industries role of regulators and government structure and operation of the broadcasting industry in Australia and internationally technical standards.
Sources may include:	discussions with current industry practitioners, colleagues and community groups electronic and print media (e.g. news, reviews and articles, technical publications) employee and industry association representatives events (e.g. industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events) government bodies and associated publications induction kits internet libraries peak copyright organisations personal observations and experience policy and procedures manuals reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services training programs, seminars, conferences, symposiums, workshops, master classes and other professional development opportunities unions and union publications (newsletters, magazines, bulletins and letters) and other sources of industrial relations information.
Values of the organisation may include:	explicit values described in organisational documents implicit, undocumented organisational cultural values.
Legislative and regulatory requirements may include:	current, relevant legislation, regulations, codes of practice (federal and state) and policy relating to: OHS privacy and confidentiality environmental issues anti-discrimination and equal employment opportunity business compliance workplace and industrial relations quality assurance copyright defamation racial vilification obscenity contempt of court privacy.
Codes of practice and guidelines may include:	ABC codes of practice Australian content standards broadcasting services in relation to: commercial radio compliance program commercial radio advertising commercial radio current affairs disclosure children's television standards commercial radio codes of practice and guidelines commercial television industry codes of practice community broadcasting codes of practice guidelines for films and computer games open narrowcast radio codes SBS codes of practice subscription narrowcast radio codes subscription television code of practice.
Forums may include:	enterprise-specific surveys and questionnaires online discussion forums performance appraisal processes planning days production briefing and debriefing sessions staff meetings.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUFIND401A Provide services on a freelance basis

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to operate as a freelancer within the creative arts industry. Success as a freelancer requires a high level of self-motivation and discipline, an ability to develop industry networks and an entrepreneurial attitude when pursuing work opportunities. Freelancers are usually responsible for negotiating their own contracts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Any person who offers their services on a freelance basis applies the skills and knowledge described in this unit. Generally speaking, people move into freelance work after consolidating their skills as employees.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Promote yourself to potential employers	1. Establish, follow up and regularly maintain business contacts within industry 2. Participate in relevant networks to support your freelance activity 3. Identify and follow appropriate strategies to enhance your professional reputation 4. Maximise your reputation by circulating current and succinct information about your experience 5. Join and maintain regular contact with relevant employment networks 6. Advertise your services in relevant media outlets as required 7. Produce and distribute promotional material as required
Negotiate work arrangements	8. Establish clear performance outcomes for jobs and agree on fees, schedules and expenses 9. Ensure that contracts contain payment terms and conditions that provide a viable cash flow 10. Ensure that contracts contain a clear statement of the obligations of all parties and a process for varying terms and conditions 11. Ensure that the terms of contracts match agreements and securely store written copies of final signed contracts for reference during the course of jobs 12. Negotiate variations to contracts as required 13. Seek specialist advice in the development of contracts where appropriate 14. Be willing to adapt to the demands of others, but without compromising your personal work ethic and reputation 15. Be prepared to reject work offers that do not provide sufficient financial remuneration or job satisfaction
Manage financial and business aspects of freelance work	16. Seek advice on and determine the most appropriate way of operating as a freelancer 17. Set up and use effective systems for managing budgets, finance and paperwork 18. Establish and maintain effective support services 19. Establish a realistic fee structure that takes into account all factors associated with your freelance activity 20. Plan ahead to organise and maintain a viable work and cash flow 21. Send invoices in line with payment terms and conditions and follow up any non-payment of invoices promptly and in a businesslike manner 22. Keep simple but accurate and up-to-date accounts and records 23. Submit annual tax returns, using the services of an accountant as required 24. Comply with regulatory, taxation and insurance requirements relevant to freelance activities
Undertake strategic planning	25. Identify and implement strategies that help identify work opportunities at an early stage 26. Seek constructive feedback from relevant people about your performance and evaluate feedback to identify personal development needs 27. Identify opportunities for ongoing professional development and take appropriate action to ensure that your skills and knowledge keep pace with industry developments 28. Identify and act on opportunities to expand your client base, either alone or in partnership with other freelancers 29. Regularly revisit, review and set realistic objectives 30. Continually monitor and analyse work options against quality of life, and artistic and commercial outcomes 31. Identify risk factors and take action to minimise risk when planning work activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication literacy skills sufficient to: establish and maintain industry networks write resume's and other promotional material for potential employers clarify work requirements negotiate with clients or employers to achieve mutually acceptable outcomes present confidently in a job interview situation seek and act on feedback from others problem-solving skills sufficient to factor in a range of costs when establishing fee structures planning and organising skills sufficient to: plan work to maximise cash flow prepare and circulate self-promotional material to potential clients or employers establish and maintain personal financial and work record-keeping systems plan for contingencies develop personal budgets and monitor income and expenditure against budgets initiative and enterprise in the context of: being proactive in identifying and following through on work opportunities developing a strategic approach to maximising return from freelance activity balancing work and personal commitments self-management skills sufficient to: prioritise work tasks complete work according to contract terms and conditions make decisions within level of own responsibility seek expert assistance when problems arise learning skills sufficient to: keep breast of industry developments relevant to own area of work participate in professional development activities technical skills sufficient to: use the internet as a source of information use standard word processing, spreadsheet and database applications
Required knowledge
well-developed understanding of the relevant industry sector, including: profile of major employers industry networks issues and challenges that arise in seeking freelance work industry codes of practice licensing requirements sources of information about regulatory, taxation, insurance and OHS requirements in relation to offering services as a freelancer typical formats for presenting resumés

Evidence Guide

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: preparation of resume's and other material to promote oneself to potential clients or employers ability to: negotiate work contracts develop and maintain industry contacts participate in industry networks develop and maintain an effective financial record-keeping system develop work plans that take account of the need for adequate cash flow.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current industry information and networks access to office equipment and resources access to examples of work contracts 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 observation of the candidate negotiating a work contract or being interviewed for a job 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 undertake strategic planning when developing freelance work opportunities.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND402A Develop screen and media specialist expertise BSBREL401A Establish networks.

Range Statement

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.
Networks may include	chambers of commerce community organisations industry professional associations lobby groups unions.
Strategies may include:	developing a personal website to showcase your achievements and to promote your services entering competitions offering your services to educational institutions as a guest tutor or lecturer seeking industry awards.
Information may include:	achievements availability awards client list contact details past work portfolio of work rates referees show reels skills testimonials URL of personal website.
Employment networks may include:	agents Centrelink industry professional associations online employment agencies unions.
Support services may include:	accountants couriers design services equipment repair and maintenance services film laboratories financial planners government agencies printers tax consultants.
Factors may include:	advertising and promotional costs equipment costs such as: purchase of new equipment maintenance hire and leasing arrangements insurance materials overheads, e.g.: telephone rent superannuation workers' compensation rates recommended by industry bodies travel time and car expenses any other work-related expenses.
Records may include:	computer-based: spreadsheets accounting software applications, e.g. MYOB and Quicken databases project management software applications filing system for receipts and invoices manual: financial ledgers and journals petty cash records invoices receipts.
Regulatory, taxation and insurance requirements may include:	insurance: third-party insurance on motor vehicles workers' compensation comprehensive insurance for vehicles, property or equipment public liability insurance professional indemnity insurance other insurance cover as required by state or federal legislation, or contractual obligations regulation: OHS legislation business registrations and licences planning and other permissions environmental legislation duty of care equal employment opportunity and anti-discrimination legislation anti-competition regulations taxation: tax file number ABN GST registration BAS and GST returns PAYG and withholding arrangements other taxation obligations.
Relevant people may include:	clients colleagues employers mentors officers at employment agencies.
Objectives may relate to:	business and financial targets job satisfaction performance and progress quality of life training needs use of time and other resources in achieving objectives.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUFLGT501A Conceive and develop lighting designs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop lighting designs for productions in the film, television and live performance industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Lighting designers apply the skills and knowledge described in this unit. They work closely with directors, directors of photography (DOPs), production designers, technical producers and costume designers to ensure that their lighting designs reflect the style and mood of productions. On major productions, lighting designers manage a team of lighting assistants/technicians, lighting console operators and electricians. As such, they have responsibility for all aspects of lighting operations, including safety. Skills associated with realising lighting designs for film and television productions are covered in: CUFLGT401A Implement lighting designs.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Interpret creative briefs	1. Analyse performance outlines/scripts to determine overall production concepts 2. Participate in preliminary concept meetings with relevant personnel to discuss lighting requirements 3. Identify factors that may determine and affect the lighting design 4. Prepare relevant documentation and brief team on lighting requirements as required
Conduct and evaluate research	5. Identify and source references that may inform the design process 6. Critically analyse sources and references in the context of design projects 7. Consider the impacts and potential of new and emerging technologies to inform the design 8. Collect, collate and adapt materials to develop initial design concepts
Generate and assess ideas	9. Generate a range of ideas for designs that respond sympathetically to briefs and provide creative solutions to technical issues 10. Discuss ideas and collaborate with relevant personnel to maximise their contribution of ideas to initial concepts 11. Continuously reflect on and appraise ideas for implications on cost and time, technical feasibility, and suitability to meet briefs 12. Provide strategic information to effect improvements in the management of production outcomes
Develop and document designs	13. Hold ongoing discussions with relevant personnel so that additional or changed requirements and new ideas are considered and incorporated during the development of designs 14. Ensure that agreement is reached with relevant personnel in relation to consistent artistic interpretation 15. Evaluate initial concepts and select the most appropriate approach, giving due consideration to budget, research findings and ongoing reflection/discussion 16. Use initial concepts as the basis for developing lighting designs, taking into account a range of criteria and factors 17. Accurately complete documentation according to production requirements and enterprise procedures 18. Ensure that lighting designs and plans can be achieved within budget constraints and production schedules 19. Ensure relevant OHS requirements are incorporated into the lighting design process
Communicate design ideas and make amendments	20. Present draft lighting plans and specifications to relevant personnel in an appropriate format 21. Participate in the initial and ongoing evaluation of draft designs 22. Negotiate and agree to modifications to designs and undertake necessary amendments 23. Agree to final designs and produce accurate and comprehensive documentation to support implementation 24. Present final designs, plans and specifications to relevant personnel and confirm that all production requirements have been met

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: interact effectively with people with diverse interests and needs seek input and feedback from team members on lighting design concepts conduct effective negotiations with a wide range of production personnel initiative and enterprise in the context of generating a range of creative responses to lighting design briefs well-developed planning and organisational skills in the context of: ensuring that the design process is fully integrated in the production scheduling process undertaking research in relation to production design, including creative interpretation and adaptation ability to address and solve problems and challenges in a timely and collaborative manner self-management skills sufficient to: work under pressure provide appropriate and timely records and documentation meet production deadlines literacy skills sufficient to: interpret written instructions, e.g. script requirements document lighting plans and specifications numeracy skills sufficient to interpret budgets and cost estimates
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in the relevant industry sector impact of technology on production planning and operations sound understanding of the creative and technical elements of productions and phases in the production process issues and challenges that arise in the context of developing lighting designs role of lighting design within the overall artistic direction of a production role of the lighting designer, how this may differ depending upon the production, and relationships with other designers and production personnel relationship between different design elements (costume, sets, lighting, props, sound) copyright, moral rights and intellectual property legislation in relation to ethical standards and protocols for designers working in the film, television and performance industries the formal principles and elements of design and their relevance to lighting design principles and techniques of design and script break-down sources and availability of lighting materials and equipment formats for documenting lighting design current and emerging technologies available to lighting designers construction methods/implementation issues associated with the realisation of lighting designs detailed knowledge of lighting and lighting equipment, including: complementary nature of light mechanics of vision relative perceptions of light and dark principles of reflection and refraction how these principles are used by manufacturers of lighting equipment ways that different lighting filters are manufactured and how this affects their performance duty of care to colleagues and general public OHS legislation and regulations as they apply to all production areas

Evidence Guide

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: effective communication, negotiation and project management skills to facilitate the design process the development of creative lighting designs and plans that meet the artistic requirements of productions and address practical production requirements and constraints research skills, including interpretation and adaptation of design concepts collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the development of lighting designs for a minimum of two productions involvement of and interaction with a production team to reflect the collaborative nature of the design process assessment over an extended period of time to reflect the nature of the design process and to assess the experimental aspects of this unit access to performance outlines/scripts 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 lighting designs produced by the candidate and their quality in terms of meeting creative briefs evaluation of the lighting aspects of a production for which the candidate has been responsible case studies to assess ability to develop designs for different types of productions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process BSBCRT501A Originate and develop concepts CUFLGT401A Implement lighting designs.

Range Statement

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.
Productions may include:	animations electronic field productions, e.g. news, conferences events film, e.g. feature, documentary live performances, e.g. stage plays, musicals music videos outside broadcasts television programs, e.g. studio drama.
Relevant personnel may include:	camera operators clients directors directors of photography (DOP) gaffer lighting technicians and operators make-up supervisors other specialist staff, e.g. special effects (SFX) producers production designers senior camera personnel set designers technical directors wardrobe supervisors.
Lighting requirements may include:	aesthetics cables, e.g. DMX computers dimmers, e.g.: analogue multiplex analogue and digital single-unit, e.g. follow spot filters gels indoor lighting consoles and peripherals, e.g.: monitors printers memory storage effects unit fader wings luminaires and lanterns, e.g.: fresnel profile HMI plasma theatre-based units studio and location units special effects moving lights digital moving lights (intelligent lights) outdoor period requirements power sources production style rigging accessories.
Factors may include:	available expertise available resources (human, financial, physical) available technology budget director's approach/instructions level of assistance available during implementation and construction needs of other production areas regulations space/venue specifications or restrictions style/period/nature/scale of production timelines.
Documentation may include:	building specifications, room layouts colour lists, plots equipment lists floor sheets focus notes lighting plans (computer or manually generated) lighting specifications mock-ups power requirements production schedule samples script venue procedures.
References may include:	collages digital images film, video, internet historical information models musical scores paintings and illustrations photographs reference books/journals/texts scripts (adapted or original) sketches technical drawings.
New and emerging technologies may include:	digital moving lights (intelligent lights) light emitting diodes (LED) organic light emitting diodes (OLED) zoom profile spotlights.
Criteria and factors may include:	consistency with the style requirements of the script/production effective use of materials features of cameras and lenses research findings resource constraints technical feasibility.
OHS requirements may include:	Commonwealth and state or territory OHS regulations enterprise safety codes and practices relevant local government legislation and regulation relevant national and international standards, guidelines and codes of practice.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - lighting

Co-requisite units

Co-requisite units

CUFPOS402A Manage media assets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage media assets for screen and media productions and projects. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The skills and knowledge outlined in this unit are typically applied by a person working in a large enterprise on projects or productions that require a wide range of media assets. They work directly with asset creators (audio, video, graphics) to ensure that the asset management system accommodates their needs. Though reporting to a producer or manager, a person in this role works with a fair degree of autonomy. They are responsible for setting up the conventions for file naming, sourcing, sorting and storing formal documents and media assets, and recording project or production details. They also set up systems to manage these assets effectively. The systems may need to be built by other personnel within the enterprise or production.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Establish systematic procedures for managing content and outputs	1. Confirm media asset management requirements with relevant personnel 2. Set up file naming system for projects based on standard conventions and protocols 3. Source and review storage repository and back-up systems appropriate for the task 4. Set up processes to record information required for tracking formal documents and media assets 5. Establish conventions for recording progress and locations of media assets 6. Develop strategy for tracking and recording media assets 7. Brief team members on the media asset management system, including the process for alerting relevant personnel to problems encountered as the system is implemented
Record information about documents and media assets	8. Document sources of media assets according to established procedures 9. Document progress and details of a range of outputs 10. Maintain records of technical information on work in progress 11. Maintain copyright and permissions information 12. Track media assets and record information according to established system 13. Maintain version control and identify status of interim products, prototypes and other relevant media assets 14. Respond to and resolve problems encountered as the system is implemented
Plan for project completion and storage	15. Confirm schedule for final sign-off with relevant personnel 16. Determine requirements for archiving 17. Confirm procedures for finalisation of projects
Finalise project	18. File and index formal documents according to agreed project or enterprise procedures 19. File and index scripts according to agreed project or enterprise procedures 20. Archive media assets in established system repository system according to industry practice 21. Ensure appropriate access by relevant personnel to formal documents and media assets developed by projects 22. Review the effectiveness of the media asset management system and note areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret project briefs prepare and maintain media asset management documentation provide verbal and written briefings to team members work collaboratively as a member of a production team provide advice and support to team members technical skills sufficient to track, maintain, record and archive information using accepted industry protocols initiative and flexibility in the context of anticipating and resolving problems with a media asset management system self-management and planning skills sufficient to: set up and administer a file naming system prioritise work tasks meet deadlines seek expert assistance as required
Required knowledge
industry knowledge, including: roles and responsibilities of project team members in the relevant industry sector sound understanding of the relationship between the technical and creative aspects and requirements of screen and media projects issues and challenges that arise in the context of implementing media asset management systems copyright and permissions file and resource repository systems industry or enterprise standard naming conventions OHS requirements as they relate to working on computers for periods of time

Evidence Guide

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: proficient use of information tracking and repository systems accurate record keeping, updating and tracking attention to detail ability to work effectively as a member of a production team.
Context of and specific resources for assessment	Assessment must ensure: access to industry-standard technology and repository systems that permit file and resource management 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 at least two media asset management systems set up and managed by the candidate written or verbal questioning to test knowledge of the processes followed to manage media assets and the respective roles and responsibilities of team members.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG301A Prepare video assets CUFDIG303A Produce and prepare photo images CUFSOU301A Prepare audio assets.

Range Statement

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:	artists author designers media asset creators producer programmer project manager supervisor other specialist creative and administrative staff.
Projects may include or be included in:	aspects or sections of film/video production: feature documentary short film and/or video animations commercials live or pre-recorded performances music video television production, e.g. music, drama, comedy, variety, sport live or pre-recorded television productions e-commence educational product game information product promotional product training product website.
Information about assets may include:	asset details copyright date of transfer default technical settings reusability transfer details versions other metadata as required.
Formal documents may include:	agreed terms and conditions assets rights clearances confidentiality agreements contracts with subcontractors copyright permissions final proposal intermediate and final sign-offs software licences technical information.
Media assets may include:	3D models animations (2D, 3D) audio code and scripts graphics photographs text documents (PDF, MSWord, PowerPoint) videos other assets as required by the project.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - post-production

Co-requisite units

Co-requisite units

CUFRES401A Conduct research

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to conduct research in response to a brief. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People responsible for undertaking research in any industry context apply the skills and knowledge described in this unit. They may be full-time research officers or those for whom research forms part of their job. Alternatively, they may provide research services on a contract basis. Research briefs can cover any topic and research may be undertaken over short or long periods, depending on the complexity of the brief. Even though people at this level work with a fair degree of autonomy, they report to a manager or client. Skills associated with writing reports are covered in: BSBWRT401A Write complex documents.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Clarify research brief	1. Confirm topic or content to be researched with relevant personnel, including deadlines for completion 2. Identify research and data gathering techniques that best meet the requirements of the brief 3. Discuss research ideas fully and constructively with relevant personnel and identify any implications for research briefs 4. Reach agreement with relevant personnel on the format for presenting research findings 5. Identify issues of a culturally sensitive or legal nature that affect research briefs 6. Alert relevant personnel to potential difficulties in meeting briefs and agree on alternative strategies or outcomes 7. Where specialist research expertise is required, identify potential subcontractors and organise subcontract arrangements in consultation with relevant personnel
Conduct research	8. Identify sources of information and potential contributors relevant to research briefs 9. Design research tools as required 10. Contact a sufficiently wide range of valid sources to optimise information gathering in line with research briefs and agreed methodology 11. Approach relevant sources promptly and in a way most likely to elicit the required information 12. Adjust research strategies as required, without compromising required outcomes 13. Maintain accurate and comprehensive details of information sources 14. Adjust contact information when requirements of research briefs change and keep records up to date 15. Record all data gathered in a system that allows easy access and retrieval of information in the analysis phase
Analyse research findings	16. Analyse and interpret data or information gathered 17. Check all facts before including them in research findings 18. Make judgements about how much information to include in research findings and be clear on the rationale for doing so 19. Develop conclusions and recommendations as required in consultation with relevant personnel
Present research findings	20. Organise information logically and clearly in the agreed format 21. Present information to relevant personnel by agreed deadlines 22. Identify key issues for further research or discussion with relevant personnel 23. Seek feedback on the quality of research outcomes and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: present information and research findings in a way that is easily understood by others use industry and community networks as sources of information negotiate changes to research briefs participate in and act on feedback sessions with colleagues initiative and flexibility sufficient to: follow new leads in the course of research activities respond to difficulties encountered during the course of research activities planning and writing skills sufficient to: organise information logically in line with its intended purpose document research findings clearly and concisely analytical and literacy skills sufficient to interpret and summarise information and research findings self-management skills sufficient to work under pressure and meet deadlines
Required knowledge
effective communication techniques, including effective listening, questioning and non-verbal cues legal issues that affect research activities, e.g. copyright, intellectual property and privacy legislation reliable sources of advice on legal issues features of commonly used quantitative and qualitative research methodologies protocols to be observed when collecting information of a culturally sensitive nature OHS standards as they relate to working for periods of time on computers

Evidence Guide

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: ability to clarify research briefs ability to gather reliable and valid information from a range of sources in response to research briefs research findings on a range of topics presented in an appropriate format by agreed deadlines collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to a computer and the internet access to a range of information sources as listed in the range statement 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 research findings prepared by the candidate in response to a range of briefs written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit and to discuss candidate's approach to conducting research.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWRT401A Write complex documents CUFPPM401A Produce programs and program segments.

Range Statement

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:	clients designers directors industry organisations managers producers specialist subcontractors supervisors.
Research and data gathering techniques may include:	qualitative, e.g. focus groups or interviews with key people quantitative, e.g. mail or telephone surveys based on a statistically reliable random sample.
Formats for presenting research findings may include:	audio and visual presentations interactive media presentations verbal briefings or presentations written reports.
Issues of a legal nature may include:	contempt of court copyright defamation intellectual property obscenity privacy legislation racial vilification.
Sources of information may include:	archives community organisations government departments industry and trade journals internet libraries, including text, film, video, sound and graphic market research companies media, including television, radio and print museums and galleries organisational policies, procedures and journals personal observations and experience print and online standard references, such as: atlases dictionaries of biography encyclopaedias year books and almanacs directories of people and associations telephone directories professional and industry organisations technical publications and manuals.
Research tools may include:	questions for personal interviews or focus groups surveys, e.g. print, online or telephone.
Systems may include:	electronic, e.g. databases, spreadsheets and statistical software applications manual, e.g. card index file.

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge management - research

Co-requisite units

Co-requisite units

CUFSOU301A Prepare audio assets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare audio assets for inclusion in interactive media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The size of an enterprise or project determines who undertakes the role described in this unit. In a large-scale environment, the person responsible for this task would typically be supervised by an audio asset creator or audio engineer and an audio programmer or interactive media author. In a radio station, the prime focus of the task involves converting radio programs into podcast material or in a form appropriate to streaming or downloading, and this may be a dedicated role under the supervision of a producer. In a smaller enterprise or project, an audio programmer, interactive author or audio/sound engineer would absorb this task into their role. In all cases, they are collaborating closely with other team members. Skills associated with other aspects of audio/sound production at this level are covered in: CUSSOU201A Assist with sound recordings CUFSOU204A Perform basic sound editing.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Identify audio assets	1. Obtain analogue or digital sources of audio 2. Identify the source file formats 3. Identify the output purpose, destination and platform 4. Discuss with relevant personnel the required output file format and audio codecs for specified bandwidths 5. Discuss with relevant personnel the appropriate audio encoding software
Prepare audio assets	6. Open appropriate audio encoding software and load audio file 7. Eliminate or treat defects on sound recordings 8. Equalise sound output levels where necessary 9. Ensure duration of audio sequences meets that required by the specification, and adjust if necessary 10. Determine and apply appropriate audio codecs 11. Batch optimise audio files where possible 12. Save files in appropriate output file format using standard naming conventions
Package audio assets	13. Assign metadata tags if required 14. Group files logically in folder system using standard naming conventions 15. Store in share drive or repository for production team access

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to interpret and clarify written or verbal instructions ability to work as a member of a production team, both independently on assignment and under direction technical skills sufficient to: use audio software to prepare audio sequences for inclusion in interactive media manage files using standard naming conventions apply appropriate metadata tags to describe files self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders basic understanding of the relationship between the technical and creative aspects and requirements of interactive media projects features of a range of delivery platforms basic understanding of what happens when audio files are compressed for inclusion in interactive media products appropriate codecs for various platforms and destinations digital audio source and output formats equalisation techniques techniques for saving and preparing digital audio output to optimise file size OHS standards as they relate to working for periods of time on computers OHS principles of safe listening (including safeguards against hearing loss)

Evidence Guide

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: preparation of a range of audio sequences to be included in interactive media products that meet appropriate technical specifications proficient use of audio encoding software.
Context of and specific resources for assessment	Assessment must ensure: access to industry-current audio encoding software 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 audio assets prepared by the candidate on a number of occasions written or verbal questioning to test knowledge of codecs for various platforms and understanding of file compression.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG301A Prepare video assets.

Range Statement

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.
Source file formats may include:	WAV AIFF AU MP3 WMA AAC (Apple lossless) OGG.
Purposes may include:	audio sequences, e.g.: SFX (sound effects) music foley atmospherics dialogue additional dialogue, e.g. rerecorded and narration audio sequences incorporated into a: website podcast game learning object interactive application animation.
Destinations may include:	computer-based playback software, e.g. iTunes downloading server internet audio players, e.g.: Quicktime Windows Media Player RealPlayer progressive downloading (buffering) server streaming server.
Platforms may include:	CD digital audio players (e.g. iPod, MP3) DVD games console internet kiosk mobile phone PDA (personal digital assistant).
Relevant personnel may include:	audio engineer clients producer programmers and technical support people supervisor other specialist creative and administrative personnel as appropriate.
Output file formats include:	AAC (advanced audio coding) AMR-NB Apple lossless MP3 RAM WMA.
Audio codecs may include:	bit depth bit sampling rates mono or stereo standardised and preset codecs.
Audio encoding software may include:	audio editing tools, e.g.: Audacity Adobe Audition Pro Tools specialised audio compression tools.
Metadata tags may include:	album artist defaults description episode resolution track version.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUFWRT301A Write content for a range of media

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write content for a range of media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The person applying the skills and knowledge outlined in this unit could be expected to write both original and re-purposed non-narrative content for a range of media. The content could include such things as information for websites; community, news and promotional announcements for radio stations; organisation newsletters and audio or visual presentations. In larger organisations or in the development of e-learning resources, the person would usually be re-purposing material written by other writers or content experts. This work is usually undertaken with some supervision and guidance. The writing of narrative content is covered in: CUFWRT302A Write simple stories. More complex skills associated with writing can be found in: CUFWRT401A Edit texts CUFWRT403A Write narration and current affairs material.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Prepare to write content	1. Identify production requirements for content with relevant personnel and according to organisational procedures 2. Identify purpose of content and other factors that have implications for the way content will be written 3. Identify text-based content that may be incorporated and referenced, and organise copyright clearances as required 4. Use a range of additional sources to find information where there are perceived gaps in text-based content 5. Identify needs and perspectives of target users and audience with reference to a range of user data 6. Generate a range of ideas relevant to purpose of the content to be written 7. In consultation with relevant personnel, evaluate and select most appropriate content ideas and writing styles
Draft content	8. Classify, structure and sequence content so that it is easy to read or navigate 9. Draft content using writing and communication principles 10. Draft content using writing techniques appropriate to purpose of the content 11. Provide captions or descriptions for media assets as required 12. Apply presentation techniques to enhance readability 13. Refine and redraft content until it meets creative requirements 14. Proofread content and conduct readability tests if appropriate 15. Submit final draft to relevant personnel for consideration and review
Finalise content	16. Incorporate feedback from relevant personnel into final content 17. Submit content by agreed deadline according to organisational procedures 18. Note areas for improvement in own area of responsibility and take action accordingly

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions write content in a style appropriate to target users and audience communicate information to specific audiences structure text-based content effectively for target audiences and delivery format work collaboratively in a team environment - both independently on assignment and under direction respond positively to constructive feedback conceptual skills sufficient to generate a range of text-based content ideas in response to a brief technical skills sufficient to: proficiently use word processing tools check and proofread written content using manual and automated systems self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when writing content understanding the way readers scan and read written material writing and communication principles for the relevant medium writing and presentation techniques for the relevant medium sound knowledge of grammar and punctuation media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action copyright clearance procedures OHS as it relates to working for periods of time on computers

Evidence Guide

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: application of the principles of writing and communication to content written for a range of purposes content written in a way that engages the target audience sound knowledge of grammar and punctuation collaborative approach to work ability to work under pressure and meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills by writing a range of content within timeframes typical in an industry context access to: word processing software variety of information sources 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 content written by the candidate in response to a range of briefs written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM301A Plan and prepare programs CUFRES201A Collect and organise content for broadcast or publication CUFWRT302A Write simple stories.

Range Statement

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.
Production requirements may include:	availability of staff budget confidentiality contractual copyright deadlines duration of items for on-air presentation editing process intellectual property location number of content items schedule specified number of words station procedures.
Content may include:	community service announcements copy for interactive media products copy for newsletters or other print media intros, outros and back announcements items for wikis news and current affairs items for community broadcasting on-air presentation material sponsorship announcements surveys: online print telephone polling.
Relevant personnel may include:	asset creators authors broadcasters clients content experts directors editors graphic designers information architects other writers producers program managers programmers volunteers' coordinators other technical/specialist staff.
Purposes may include:	audio and visual presentations educational informational marketing networking: social corporate promotional.
Factors may include:	delivery platform for interactive media content, including: internet CD DVD games console kiosk mobile telephone personal digital assistant (PDA) target audience characteristics type of program or product: lifestyle chat and interview talkback news current affairs music interactive game website.
Text-based content may include:	actual events articles documents dramatic material education and training texts interviews manuals news sources press releases publications.
Sources may include:	actual events colleagues commercial enterprises federal, state and local government departments fiction imagination industry associations and organisations industry practitioners and technical experts internet life experience media outlets organisational policies and procedures personal observations and experience publications: reference books newsletters and magazines specialist technical journals bulletins, press releases and letters manufacturer handbooks, manuals and promotional material.
User data may include:	audience research compiled by external bodies, such as the Australian Bureau of Statistics focus groups personas profiles site feedback site metrics surveys.
Writing styles may include:	conversational dialogue dramatic formal humorous journalistic plain English whimsical.
Writing principles may include:	clear and meaningful concise consistent style correct grammar, punctuation and spelling factually accurate logical order.
Communication principles may include:	communicates the message conveys meaning encourages feedback and interaction meets audience requirements promotes two-way conversation.
Writing techniques may include:	applying the inverted pyramid avoiding clichÃ©s, jargon and slang choosing appropriate words crafting paragraphs crafting sentences creating relevant hyperlinks by using accessible wording to link internal and external content cutting verbiage employing active voice using plain English using the 5 Ws: who, what, when, where and why writing visually for an auditory medium.
Media assets may include:	2D animations 3D animations audio graphics photos video.
Presentation techniques may include:	abstracts blurbs bullet and numbered lists captions formatting headings and subheadings hyperlinks typography.
Readability tests include:	Flesch-Kinnaid index Gunning Fog index W3C Accessibility standards as they apply to text-based content for interactive media.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUFWRT302A Write simple stories

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write simple stories. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People with the skills outlined in this unit are able to use both linear and non-linear structures to write simple stories. They could be writing stories for a wide range of products, e.g. interactive media, animations, e-learning resources and the print media. They would typically be writing stories in response to a clearly-defined brief under the supervision of a senior writer or editor. Stories would be short, e.g. a story for one or two animated objects, a dialogue between characters in a learning resource, or a creative piece for a magazine. Skills associated with writing more complex stories are covered in: CUFWRT402A Write extended stories.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Clarify storytelling requirements	1. Discuss with relevant personnel storytelling briefs, including target audience, format, timelines and delivery platforms 2. Identify purpose of dialogue, characters, point of view and setting to help structure storylines 3. Discuss with relevant personnel possible visual and aural storytelling structures that would meet the requirements of briefs
Prepare to write stories	4. Research stories from a range of creative works that may inspire story ideas that meet requirements of briefs 5. Use information sources to research subject areas 6. Experiment with linear and non-linear storyline structures 7. Use imagination to develop ideas for characters, plots and settings 8. Develop ideas for scenarios, contexts and situations in which characters act, react and resolve 9. Select story structure and content that best meet requirements of briefs 10. Seek feedback from relevant personnel on proposed story and refine approach as required
Draft stories	11. Use a creative writing style appropriate to specified stories 12. Use tools to draft stories 13. Use correct grammar, appropriate punctuation and accurate spelling 14. Proofread copy to check for spelling, grammatical, typographic and other errors 15. Submit draft stories to relevant personnel for feedback and amend as required
Refine stories	16. Participate in the testing of stories in line with agreed criteria 17. Discuss and confirm with relevant personnel additional requirements or modifications to stories 18. Complete necessary amendments within agreed timelines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify written or verbal instructions write simple stories that engage specific audiences use correct grammar, spelling and punctuation when writing ability to work as a member of a team - both independently on assignment and under direction initiative and creativity sufficient to generate simple story ideas in response to a brief proficient use of word processing and other software tools self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when writing simple stories purpose of basic elements of a simple story, including: dialogue characters point of view setting media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action copyright clearance procedures OHS standards as they relate to working for periods of time on computers

Evidence Guide

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: original linear and non-linear stories written for at least two of the delivery platforms listed in the range statement ability to write simple stories that engage the target audience and meet the requirements of a storytelling brief.
Context of and specific resources for assessment	Assessment must ensure: access to word processing software access to a range of information sources as listed in the range statement 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: evaluation of simple stories written by the candidate in line with relevant criteria as listed in the range statement case studies and problem-solving exercises to determine ability to write simple stories that engage the target audience and meet the requirements of a storytelling brief written or oral questioning to test knowledge of basic elements of a simple story written or oral questioning to test knowledge of information sources review of portfolios of evidence and third-party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT301A Develop and extend critical and creative thinking skills CUFANM301A Create 2D digital animations.

Range Statement

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:	directors producers clients information architects navigation designers user interface designers content experts other writers producers authors programmers asset creators graphic designers other specialist staff.
Formats may include:	decision trees script templates short fiction short segments for: plays musicals theatre dance television or radio programs newspapers journals magazine storyboards.
Delivery platforms may include:	CD DVD film games console internet kiosk mobile telephone personal digital assistant (PDA) print media television.
Elements of visual and aural storytelling structures may include:	logical progression of visual ideas music scene setting and establishment sound effects strong link between aural and visual narrative line visual perspective: close-ups wide shots.
Creative works may include:	animations comics dance fiction films music lyrics musicals newspapers, journals and magazines non-fiction plays radio programs television programs theatre.
Information sources may include:	colleagues commercial enterprises federal, state and local government departments industry associations and organisations industry practitioners and technical experts internet media outlets organisational policies and procedures personal observations and experience publications: reference books newsletters and magazines specialist technical journals bulletins, press releases and letters manufacturer handbooks, manuals and promotional material.
Tools may include:	Script Smart software, such as: Inspiration Story Space word processing software.
Criteria may include:	appropriateness of dialogue level of engagement with target audience relevance of story content soundness of story's structure: linear non-linear.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUFWRT601A Write scripts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write scripts for a wide range of creative productions or projects. Scriptwriters take material from concept proposal, treatment or outline format to final draft ready for production. The script-writing process involves negotiation and mediation, as well as an understanding of working collaboratively with other members of a production or project team. This unit has strong links with: CUFWRT501A Develop storylines and treatments. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Scriptwriters apply the skills and knowledge described in this unit. They work on a wide range of film and media productions, for example, children's television, series and serials, situation comedies, animation, adaptations, miniseries, documentaries, and experimental or feature films. Script-writing is also required for commercials, live performances, computer games, e-learning resources and performances for radio or other media.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Prepare to write scripts	1. Evaluate existing narrative form in preparation for developing scripts for specified productions 2. Identify audience and purpose, and requirements for genre, structure and format 3. Evaluate script concepts and ideas, narrative and structural framework in relation to stipulated source material, as required 4. Review, discuss and obtain feedback about narratives from relevant personnel, as required 5. Establish criteria to provide an effective measure of the success of scripts in their context
Write draft scripts	6. Develop scripts using a range of appropriate script-writing tools and techniques 7. Use collaborative techniques to refine and redraft scripts until they meet creative and artistic requirements 8. Ensure factual information is accurate and relates to the results of research and agreed existing narrative, as required 9. Ensure final drafts of scripts meet stipulated production and performance requirements
Produce final scripts	10. Document and incorporate feedback from relevant personnel 11. Evaluate draft scripts against criteria established at the outset to determine whether they successfully meet production requirements 12. Make final adjustments to scripts and submit to relevant personnel by agreed deadlines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify briefs, production documentation and feedback present draft scripts to team members and respond positively to constructive feedback apply correct grammar, spelling and punctuation analyse genre, audience and purpose apply redrafting skills negotiate outcomes through use of appropriate assertive strategies ability to work as a member of a team in writing scripts to time and budget technical skills sufficient to use standard word processing applications with appropriate industry-specific formatting self-management and planning skills sufficient to: prioritise work tasks meet deadlines develop clear goals, outlines and outcomes seek out and participate in professional development activities learning skills sufficient to improve performance and product through self-reflection and redrafting after feedback initiative and enterprise sufficient to: develop original, innovative and creative approaches in the script-writing process experiment with narrative styles and elements to develop a creative long-term vision extend creative boundaries for self and audience find creative solutions to problems identified during the process of obtaining feedback locate and use resources to broaden own creative experience
Required knowledge
industry knowledge, including: roles and responsibilities of production or project team members issues and challenges that arise when writing scripts well-developed understanding of storytelling techniques and writing conventions appropriate to stipulated screen, media, performance and text contexts in-depth knowledge of script-writing narrative, structure and formats appropriate to genre and production methods communication and interpersonal techniques appropriate to working with high-level teams organisational and legislative OHS standards as they relate to working for periods of time on computers copyright and intellectual property requirements as they relate to developing scripts for productions or cultural industry projects

Evidence Guide

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: scripts written for a range of creative productions or projects understanding of copyright and intellectual property issues in relation to script-writing ability to apply effective interpersonal communication techniques ability to write scripts by agreed deadlines collaborative approach to work, including a positive attitude towards incorporating feedback on draft scripts into final scripts.
Context of and specific resources for assessment	Assessment must ensure: access to a computer and the internet access to print and media resources access to a range of sources as listed in the range statement for the analysis and review of ideas and concepts 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 scripts written by the candidate and their quality in terms of addressing production requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT501A Originate and develop concepts CUFWRT501A Develop storylines and treatments CUFWRT602A Edit scripts.

Range Statement

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.
Productions may include:	advertisements/commercials animation children's television or films corporate and training films and videos documentaries experimental films feature films and videos film and television adaptations interactive digital media live events and performances: sketch comedy short plays extended performance pieces corporate launches or presentations radio dramas and performance pieces short films and videos television comedies, such as situation or sketch comedy television series, serials and miniseries.
Genre may include:	film: thriller horror road movie romance science fiction action western comedy film-noir crime historical cinÃ©ma vÃ©ritÃ© documentary television: police series prison series comedy historical series family series documentary.
Structure may include:	major and minor character emphasis and development opening plans point of view subplots transitions turning points.
Format may include:	corporate production script film script interactive digital media script, including: games e-learning resource live performance script radio performance script television episode script.
Source material may include:	a range of ideas for the design of stories that have been generated and explored using techniques, such as: role-playing making analogies looking at the subject from different viewpoints innovation inspiration imagination life experience actual events and facts existing narrative material other media travel observation client brief comics feature articles or other non-fiction material games interviews literary, film, television or digital stories novellas novels plays researched archival material short stories.
Relevant personnel may include:	broadcasters clients directors funding bodies interactive digital media technical staff performers producers script editors storyliners writers other technical/specialist staff.
Script-writing tools and techniques may include:	condensing character, time, location and plot within requirements of production consistency of: character portrayal plot style and attitude structure impact language experimental techniques: abstraction ellipses symbol metaphor tone myth archetype atmosphere generating material consistent with selected genres linear and non-linear storytelling point of view sustaining audience attention sustaining essential narrative, performative and promotional elements sustaining themes use of sound use of subtext and resonance use of visual motifs, symbols and metaphors.
Collaborative techniques may include:	incorporating and documenting creative input and feedback within production teams or projects negotiation and mediation with other members of the creative team, including: storyliners script editors concept developers technical and production team members team scheduling and planning using effective interpersonal communication techniques, including: questioning and listening non-verbal communication conflict resolution.
Production and performance requirements may include:	audience requirements budget requirements content legal issues: copyright intellectual property confidentiality contracts OHS issues purpose scheduling sign-offs and approval processes style technical requirements timing or duration venue requirements.
Feedback may include:	collaborative team conferencing creative and production team meetings mapping scene breakdown script conferencing workshop feedback.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CULLB001B Develop and apply knowledge of the library_information services industry

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and apply a basic knowledge of the library/information services industry. As such, the unit underpins performance across all areas of work. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in any type of information services organisation who need to source, develop and apply current and emerging information about the industry. The unit is most relevant to individuals working in support roles as more specialised and advanced library practice and management skills are covered in other units.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability Skills	The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary for the qualification in which this unit of competency is packaged, will assist in identifying Employability Skills requirements.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1	Source and apply industry information	1.1	Identify and use relevant sources to acquire basic information about the library/information servicesindustry
1.2	Use industry knowledge appropriately to enhance the quality of work outcomes
2	Source and apply information on industry employment obligations and opportunities	2.1	Identify and use relevant sources to acquire information about employment obligationsand opportunities in the library/information services industry
2.2	Use knowledge of industry employment obligations and opportunities appropriately within day-to-day work activities
3	Seek opportunities to update industry knowledge	3.1	Identify and use a range of information sources and opportunities to update knowledge of the library/information services industry
3.2	Monitor current key issues affecting the industry, using appropriate industry channels
3.3	Share updated knowledge with customers and colleagues as appropriate, and incorporate into day-to-day work activities

Required Skills and Knowledge