- SIRRMER009A - Produce perspective drawings, plans andelevations
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
SIRRMER009A Mapping and Delivery Guide
Produce perspective drawings, plans andelevations
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | SIRRMER009A - Produce perspective drawings, plans andelevations |
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Description | This unit describes the performance outcomes, skills and knowledge required to produce perspective drawings, plans and elevations in retail or exhibition environments in response to client briefs. | ||
Employability Skills | The required outcomes described in this unit contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements. | ||
Learning Outcomes and Application | This unit requires the team member to demonstrate knowledge of manual or software-based drafting techniques to develop and present a folio of perspective drawings, plans and elevations in response to a client brief. Frontline visual merchandisers and visual merchandiser supervisors and managers are responsible for this role. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Nil | ||
Competency Field | Merchandising |
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: Produce one-point perspective visuals from a given plan and elevation. |
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Element: Produce two-point perspective visuals from a given plan and elevation. |
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Element: Produce multi-point perspective from given industry briefs. |
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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, the range statement and the Assessment Guidelines for this Training Package. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: utilises relevant research on visual merchandising and architectural design trends negotiates and confirms client requirements for a range of visual merchandising design briefs consistently selects and applies appropriate drafting and drawing tools compiles portfolios, including alternative solutions offered via written reports and finished visuals makes verbal presentations to support the presentation of concept visuals plans, coordinates and implements activities associated with the brief in order to meet client timelines evaluates client feedback and makes modifications as required documentary evidence of consultative and liaison processes with business partners. |
Context of and specific resources for assessment | Assessment must ensure access to: real or simulated retail outlets or exhibition environments drafting equipment and facilities relevant documentation, such as: real or simulated client briefs texts and visual merchandising and architectural periodicals. |
Methods 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 performance in the workplace review of a portfolio of perspective drawings plans and elevations developed in response to a brief third-party reports from a supervisor client feedback answers to questions about specific skills and knowledge review of portfolios of evidence and third-party workplace reports of on-the-job performance. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. |
Assessing employability skills | Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically in the context of the job role and with other relevant units that make up the skill set or qualification. |
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.
This section describes the essential skills and knowledge and their level, required for this unit. |
The following skills must be assessed as part of this unit: interpersonal communication skills to: present verbally to client through clear and direct communication share information use language and concepts appropriate to cultural differences use and interpret non-verbal communication use and maintenance of retail drafting tools and equipment manual drafting and drawing the application of computer software as an aid in the production of finished visuals developing written reports compiling a portfolio. |
The following knowledge must be assessed as part of this unit: elements and principles of design and trends in retail visual merchandising design perspective in visual merchandising design applications relevant organisation or industry standards organisation merchandising policy. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. | |
Manual drafting tools and equipment may include: | T-square scale rule set squares blades HB and harder pencils coloured pencils dry pastels Copic markers fine-line pens. |
Computer software may include: | Illustrator DesignCAD products. |
Clients may include: | Customers may include retail managers within the organisation or external businesses. |
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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Interpret plan and elevation and determine suitable scale. | |||
Construct one-point grid of interior space delineating scale representations of floor, walls and ceiling using appropriate manual drafting tools and equipment or computer software. | |||
Position objects correctly in given space according to the given plan. | |||
Determine correct heights of objects within the space from provided elevations. | |||
Construct two-point grid of interior space, indicating scale representations of floor, walls and ceiling. | |||
Produce visuals of walls and ceiling to specified proportions according to given plans and elevations. | |||
Draw accurate scale heights of objects and architectural details according to specifications in elevations. | |||
Position objects to match plans. | |||
Render interiors produced in a colour finish scheme suitable for the presentation of the organisation and product. | |||
Determine suitable view of plan and elevation for client presentation and to best represent requirements of the brief. | |||
Draft perspective and rendered interior views according to given plans and elevations. | |||
Produce alternative design solutions to meet client needs. | |||
Present progress solutions to client for feedback. | |||
Draft design modifications and present portfolio of finished visuals for client sign-off. |
Forms
Assessment Cover Sheet
SIRRMER009A - Produce perspective drawings, plans andelevations
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
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Assessment Record Sheet
SIRRMER009A - Produce perspective drawings, plans andelevations
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
Assessor name:
Signature:
Date:
Student signature:
Date: