- CUVCRS06B - Make scale models
Assessor Resource
CUVCRS06B
Make scale models
Assessment tool
Version 1.0
Issue Date: May 2024
Not Applicable
This unit describes the skills and knowledge required to make 3-dimensional (3D) scale models in response to specifications, which may be part of a brief. The focus of this unit is on the technical skills required to make accurate scale models to designed specifications. Design skills are found in other units within the Visual Arts Craft and Design Training Package. People working in many industries require the skills and knowledge in this unit, and the unit is written to allow for contextualisation to a particular industry context. Within the cultural industries this unit is relevant for people working across multiple sectors.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
This unit has linkages to a wide range of other units in various Training Packages and combined assessment and/or training with those units would be appropriate.
Employability Skills
This unit contains employability skills.
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. | |
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: application of selected techniques to make models consistent with project objectives and parameters knowledge of the processes and techniques used for scale model making presentation techniques for models in a specific workplace context. |
Context of and specific resources for assessment | The assessment context must provide for: practical demonstration of skills using required materials, tools and equipment to make scale models for a specific workplace purpose. |
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 production of 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 third party workplace reports of 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 e.g. speakers of languages other than English, remote communities and those with interrupted schooling). |
Assessment of this unit requires access to the materials resources and equipment needed to make and present scale models. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, 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.
Required skills: literacy skills sufficient to interpret information including instructions/specifications/ the brief numeracy skills sufficient to interpret and correctly apply calculations and measurements required for the production of scale models. |
Required knowledge: the ways in which scale model making is used with a specific industry context general knowledge/basic principles of model making detailed knowledge of physical properties and capabilities of the range of equipment, tools and materials used for scale model making work space requirements for the production of models, including set up of work space for particular types of scale model making work environmental issues associated with the equipment, tools and materials used in scale model making organisational and legislative occupational health and safety procedures in relation to scale model making awareness of copyright, moral rights and intellectual property issues and legislation associated with scale model making work. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and 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 would be articulated in the brief and may refer to: | client needs dimensions purpose style. |
In addition to measurements/ specifications, other information required for the project may include: | client's organisational background creative objectives including style considerations legal, contractual, ethical and copyright considerations relevant statutory requirements, e.g. health and safety considerations scope for making adjustments technical objectives. |
The brief: | describes and specifies the work to be completed is usually prepared by a commissioning body or organisation, e.g. supervisor, client, community organisation is written diagrammatic, visual, verbal. |
Techniques would depend on the project's objectives and parameters and may involve specialised techniques used for: | carpentry ceramics glass work lighting (laser, spot, ambient) modelling with flexible materials painting and other surface decoration projection the manufacture of form by: folding twisting hinging bending sculpture working with fibres/textiles. |
Parameters may refer to: | cost, budgeting legal; contractual, ethical and copyright considerations materials requirements and availability requirements for development or building consent sponsorship technology timeframe |
Work space needs may include: | drying space dust extraction lighting and power requirements location-specific requirements process-specific space needs ventilation wet and dry areas. |
Tools and equipment may include: | brushes, spatulas, scrapers buckets, containers clamps hand and power tools (saws, drills, sanders, compressor) lighting (to test shadows, spotlights etc) pliers protective clothing shaping tools (surform blades, planers, carving tools) specialised equipment for ceramic work specialised equipment for sculpture work spray gun. |
Materials may include: | clays coloured pencils, crayons, pastels, inks charcoal fibreglass foamcore, polystyrene found objects and/or materials glass laminates materials to represent a particular surfaces, e.g. rock, earth, water metals, e.g. sheet, wire |
nails, screws, hooks, bolts natural and/or synthetic fibres, tape, string paper, cardboard, paper pulp perspex recycled materials resins, latex, rubber turps, other solvents and cleaning materials water and oil based paints, specialised metal and wood primers, extenders and binders waterproof lacquers wood and timber products, e.g. balsa wood, MDF board, wooden skewers. | |
Safety issues may include: | Federal, State and Territory legislation, regulations and standards personal protection recycling safe disposal of waste. |
Inventory procedures may involve: | files (including digital) product safety labels spreadsheet documentation written and visual documentation of manufacturers instructions. |
Scale models may be required for a large range of work situations and may include: | event design foyer design lighting plots object or product design open space environment room/site/stage layouts stage and set design visual art works and/or projects, e.g. community installations, public art, performance. |
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 |
---|---|---|---|
Review relevant specifications and/or concept information or brief to determine requirements. | |||
Liaise with relevant colleagues to confirm and clarify requirements. | |||
Select techniques for model making consistent with project objectives and parameters. | |||
Correctly identify work space, equipment, tools and materials for the specific project. | |||
Set up work space and select equipment, tools and materials in accordance with operating instructions and organisational procedures. | |||
Prepare and care for resources in accordance with safety and organisational requirements. | |||
Follow storage and inventory procedures in accordance with organisational requirements. | |||
Establish core dimensions consistent with the specifications. | |||
Safely make preliminary models representing core dimensions. | |||
Review preliminary models against project objectives and specifications and in consultation with relevant colleagues. | |||
Identify and make required adjustments to models based on review and consultation with relevant colleagues. | |||
Make models consistent with project objectives and parameters. | |||
Identify appropriate means of presentation. | |||
Identify relevant colleagues for presentation. | |||
Present and store models, taking account of the need for professional presentation and organisational requirements, including future needs for the models. |
Forms
Assessment Cover Sheet
CUVCRS06B - Make scale models
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
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Assessment Record Sheet
CUVCRS06B - Make scale models
Student name:
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Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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