- BSBDES402A - Interpret and respond to a design brief
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBDES402A Mapping and Delivery Guide
Interpret and respond to a design brief
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | BSBDES402A - Interpret and respond to a design brief |
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Description | 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. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | 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. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field | Design - Design Process |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Interpret design brief |
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Element: Explore and develop design concept |
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Element: Liaise with client |
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Element: Plan production of work |
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Element: Complete production of work |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment 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. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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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. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and 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 |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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Correctly interpret the specifications of the design brief | |||
Establish and clarify user or client for the proposed product/service to inform design decisions | |||
Identify and clarify specifications, parameters or constraints of the design brief in consultation with relevant colleagues | |||
Source and evaluate information pertinent to design brief | |||
Generate ideas for design concept through research, exploration and experimentation | |||
Develop initial design concept consistent with design brief parameters | |||
Evaluate and explore options for refining the concept to best meet design brief parameters | |||
Refine options and select the approach which best meets design brief requirements | |||
Agree on communication process and frequency of communication with the client | |||
Present concepts for work at appropriate stages during design process as required | |||
Present and explore different options and creative ideas with client when appropriate | |||
Pro-actively seek and act on client feedback | |||
Reach agreement on concept for work which complies with design brief | |||
Assess specific design production risks | |||
Identify all components required to produce a prototype | |||
Assess technical requirements for production against specified guidelines | |||
Identify and consult with support services required for production | |||
Produce a prototype and evaluate against design brief requirements | |||
Analyse prototype and determine any further adjustments to production requirements | |||
Finalise production specifications supported by accurate and complete documentation | |||
Collect and/or organise required components for the work | |||
Produce or monitor the production of work ensuring all parameters of design brief are met | |||
Accurately document work progress in a format appropriate to the nature of the design and requirements of design brief | |||
Seek client approval for work where appropriate |
Forms
Assessment Cover Sheet
BSBDES402A - Interpret and respond to a design brief
Assessment task 1: [title]
Student name:
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I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
Feedback to student
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Assessment Record Sheet
BSBDES402A - Interpret and respond to a design brief
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
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