Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and 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 requirements
are to be in accordance with Commonwealth, State or Territory legislation and regulations, organisational safety policies and procedures. Requirements may include but not be limited to the use of personal protective equipment and clothing, fire fighting equipment, first aid equipment, hazard and risk control and elimination of hazardous materials and substances, manual handling including lifting and carrying
Legislative requirements
are to be in accordance with applicable legislation from all levels of government that affect organisational operation. Requirements may include but not be limited to award and enterprise agreements, industrial relations, Australian Standards, confidentiality and privacy, OHS, the environment, equal opportunity, anti-discrimination, relevant industry codes of practice, duty of care and heritage
Organisational requirements
may include but not be limited to legal, organisational and site guidelines, policies and procedures relating to own role and responsibility, quality assurance, procedural manuals, quality and continuous improvement processes and standards, OHS, emergency and evacuation, ethical standards, recording and reporting, access and equity principles and practices, equipment use, maintenance and storage, environmental management (waste disposal, recycling and re-use guidelines)
Research sources
may include but not be limited to scientific texts, historical texts and journals, oral histories, journals, periodicals, images, objects, films, videos, micro fish, internet, technical information, stories, libraries, museums, universities and collection catalogues
Information
may include but not be limited to philosophy, Australian histories, cultural issues, spiritual issues, religious issues, histories of Australian and imported architectural trends, linguistics, aesthetics, politics, gender and identity issues, land and place, signs and symbols, criticism, new technologies and light
Architectural styles
may include but not be limited to Colonial, Georgian, Colonial Regency, Greek Revival, Gothic Revival, Early Victorian, Mid Victorian, Late Victorian, Italianate, Boom Style, Queen Anne, Edwardian, Federation, Californian Bungalow, Old English, Spanish Mission, Early Modern, Waterfall (including Art Deco), L-shape, Triple Front (Cream Brick), 1970s, 1980s (Eclectic), Federation Revival, Environmental and New Modern
may also include but not be limited to Bauhaus, Art Nouveau, de Stijl, Art Nouveau Scandinavian, organic deconstructivism, postmodern, hi-tech, minimalism and a range of pre-20th Century styles
Research techniques
may include but not be limited to internet searches, interview, discussions, books, journal reviews, films, documentary reviews and on-site visits
Geographical research
may include but not be limited to international, national, regional and local influences
Facilities
may include but not be limited to files, computer files, indices, databases, charts and diagrams
Documented
may include but not be limited to freehand drawings, sketches, ideation drawings, working drawings, computer generated documentation, pictures, illustrations, photos, multimedia presentations, materials or theme boards, specifications and measurements
Communication
may include but not be limited to verbal and non-verbal language, constructive feedback, active listening, questioning to clarify and confirm understanding, use of positive, confident and cooperative language, use of language and concepts appropriate to individual social and cultural differences, control of tone of voice and body language
Analysis
may include but not be limited to comparing, contrasting, reflecting, critiquing, considering merit, discussion and debate

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Effectively research a range of architectural styles and movements to assist with informing current design practices
Effectively analyse design elements and principles in architecture
Use research techniques
Comply with legislation, regulations, standards, codes of practice and established safe practices and procedures for researching architectural styles
Communicate effectively and work safely with others in the work area

Context of and specific resources for assessment
The application of competency is to be assessed in the workplace or realistically simulated workplace
Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints
Assessment of essential underpinning knowledge, other than confirmatory questions, will usually be conducted in an off-site context
Assessment is to comply with relevant regulatory or Australian Standards requirements
The following resources should be made available:
workplace location or simulated workplace
materials and equipment relevant to researching architectural styles used in Australia
specifications and work instructions

Method of assessment
Assessment must satisfy the endorsed assessment guidelines of the Furnishing Industry Training Package
Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of underpinning knowledge
Assessment methods must be by direct observation of tasks and include questioning on underpinning knowledge to ensure its correct interpretation and application
Assessment may be applied under project related conditions (real or simulated) and require evidence of process
Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances
Assessment may be in conjunction with assessment of other units of competency

Guidance information for assessment