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
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.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and 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 peoplemay 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. |
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