- CUESET11B - Develop set construction plans to meet design requirements
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUESET11B Mapping and Delivery Guide
Develop set construction plans to meet design requirements
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUESET11B - Develop set construction plans to meet design requirements |
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| Description | This unit describes the skills and knowledge required to interpret the set design and develop practical construction plans and specifications to meet design requirements for a complete set. 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 | Senior or experienced set builders apply the skills and knowledge outlined in this unit. In this role they are responsible for liaising with workshop managers and designers and could be supervising others. This unit also has linkages to other set construction units and combined assessment and/or training in conjunction with those units may be appropriate. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | It is strongly recommended that this unit be assessed with or after the following unit: CUESET302A Make sets | ||
| Competency Field | Visual communication - sets | ||
| 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 the set design from a construction perspective |
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| Element: Develop set construction plans and drawings |
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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 | The following evidence is critical to the judgement of competence in this unit: effective communication skills to liaise with designers/directors ability to translate design concepts into creative and workable set construction plans ability to develop accurate construction specifications and drawings on which construction tasks can be based. |
Context of and specific resources for assessment | The assessment context must provide for: practical demonstration of skills through the creation of construction plans for more than one production involvement of and interaction with a team to reflect the collaborative nature of the set construction process. |
Method of assessment | Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of sets for which the candidate has made the construction plans case studies to assess ability to develop construction plans for a range of different designs/production needs discussion with those involved in the set construction process regarding the quality and accuracy of specifications, drawings and plans evaluation of specifications and drawings produced by the candidate oral and written questioning to assess knowledge of set construction techniques and safety issues portfolios of evidence and third party workplace reports of on-the-job 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 such as speakers of languages other than English, remote communities and those with interrupted schooling). |
Guidance information for assessment | Assessment of this unit requires access to: set designs from which the candidate can develop construction plans. |
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 |
analytical skills for the evaluation of information that impacts on set construction planning communication and negotiation skills in relation to working with creative personnel to realise design concepts |
Required knowledge |
techniques for creating technical plans from designs or other sources, e.g. painting, photograph, drawing, description construction methods used to achieve a range of commonly required set effects features, formats and contents of construction specifications and how to develop these costs of materials typically used in set construction typical stage dimensions, constructions and their impact on set construction planning organisational and legislative occupational health and safety procedures in relation to planning and completion of set construction 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. | |
Production documentation may include: | costume plots drawings lighting design paintings photographs scripts set design sound design venue specifications |
Set elements and devices may be required for interior or exterior conditions and may include: | backdrops borders cycloramas drops large props, eg furniture flats flooring and floor cladding, eg tarkett flown pieces lifts pulleys rakes revolves rostra scaffolding set building accessories, eg castors slides soft drapes, eg legs stairs tracks traps treads trucks wires |
Appropriate techniques may include: | fastening gluing joining metalworking, eg welding cutting timber construction techniques, e.g. cutting |
Practical construction problems and limitations may relate to: | building regulations construction risks durability safety considerations technical and performance personnel size of performance space timelines |
Relevant personnel may include: | carpenters designers external suppliers other technical specialists production manager stage manager |
Occupational and public health and safety legislative requirements may include: | Commonwealth, State and Territory occupational health and safety regulations fire proofing of all set and scenic elements relevant local government legislation and regulation. relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia |
Set materials may include: | adhesives canvas and other fabrics craftwood fabric fasteners fibreglass Masonite metal products, e.g. bars, tubes, sheets, moulded or cast metal paper particle board plastics, e.g. moulded sheet timber timber products, e.g. plywood |
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 |
|---|---|---|---|
| Read and interpret the set design and other production documentation to determine the scope and nature of set elements and devices that need to be constructed | |||
| Contemplate and consider set construction methods and techniques which will lead to the best visual realisation of the design concept while meeting production budgets | |||
| Identify potential practical construction problems and limitations with proposed designs and communicate these to relevant personnel | |||
| Assess potential solutions and develop creative approaches to minimise problems and limitations | |||
| Liaise with design and other relevant personnel to discuss and confirm construction requirements | |||
| Translate the set design into a practical plan for set construction in accordance with production requirements and relevant codes and regulations | |||
| Ensure that set construction meets aesthetic requirements and provides the correct visual interpretation of the production requirements | |||
| Identify and consider any specific production or performance issues that will impact on the nature of set construction | |||
| Identify and consider any safety issues that will need to be integrated into the construction process | |||
| Complete accurate specifications and drawings to a level of detail sufficient to guide the construction process | |||
| Correctly identify the materials, tools and equipment required for set construction, including budgetary estimates to meet production requirements | |||
| Communicate practical details for set construction to appropriate personnel at the appropriate time to ensure deadlines can be met and workflow efficiency is maximised |
Forms
Assessment Cover Sheet
CUESET11B - Develop set construction plans to meet design requirements
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
Assessor name:
Signature:
Date:
Assessment Record Sheet
CUESET11B - Develop set construction plans to meet design requirements
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: