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Unit of competency details

CUVACD304A - Make scale models (Release 1)

Summary

Usage recommendation:
Superseded
Mapping:
MappingNotesDate
Is superseded by and equivalent to CUAACD304 - Make scale modelsUpdated to meet Standards for Training Packages and clarify intent. Minor edits to performance criteria. 14/Jan/2016
Supersedes and is equivalent to CUVCRS06B - Make scale modelsThis unit replaces CUVCRS06B Make scale models 26/Sep/2011

Release Status:
Current
Releases:
ReleaseRelease date
1 1 (this release) 27/Sep/2011

Accredited courses that have this unit in the completion mapping

Training packages that include this unit

CodeTitleSort Table listing Training packages that include this unit by the Title columnRelease
MEM05 - Metal and Engineering Training PackageMetal and Engineering Training Package 5.0-11.1 
CUV11 - Visual Arts, Crafts and Design Training PackageVisual Arts, Crafts and Design Training Package 1.0 
CUA - Creative Arts and Culture Training PackageCreative Arts and Culture Training Package 1.0 

Qualifications that include this unit

CodeTitleSort Table listing Qualifications that include this unit by the Title columnRelease
MEM60211 - Advanced Diploma of Jewellery and Object DesignAdvanced Diploma of Jewellery and Object Design 1-4 
MEM50311 - Diploma of Jewellery and Object DesignDiploma of Jewellery and Object Design 1-5 
CUV40311 - Certificate IV in DesignCertificate IV in Design 
CUV40211 - Certificate IV in Aboriginal or Torres Strait Islander Cultural ArtsCertificate IV in Aboriginal or Torres Strait Islander Cultural Arts 
CUV40111 - Certificate IV in Visual ArtsCertificate IV in Visual Arts 
CUV30311 - Certificate III in Design FundamentalsCertificate III in Design Fundamentals 
CUV30211 - Certificate III in Aboriginal or Torres Strait Islander Cultural ArtsCertificate III in Aboriginal or Torres Strait Islander Cultural Arts 
CUV30111 - Certificate III in Visual ArtsCertificate III in Visual Arts 
CUA40413 - Certificate IV in Live Production and Technical ServicesCertificate IV in Live Production and Technical Services 
CUA30413 - Certificate III in Live Production and ServicesCertificate III in Live Production and Services 
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Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 100399 Visual Arts And Crafts, N.e.c. 

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 100399 Visual Arts And Crafts, N.e.c. 12/Apr/2012 
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Modification History

Version 

Comments 

CUVACD304A

This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to make three-dimensional (3-D) physical scale models in response to specifications. It does not cover the use of 3-D digital software which can be found in ‘CUFANM303A Create 3D digital models’, a unit in CUF07 Screen and Media Training Package.

Application of the Unit

People working in many industries use scale models as part of the design process. Models are required for production design for live theatre and events, as well as film and television productions. More broadly, individuals working with any 3-D form use and make scale models to inform their work.

At this level, models would be relatively straightforward in nature, and be built based on supplied specifications and requirements. Work would be undertaken with some guidance from others.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Element 

Performance Criteria 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

1. Prepare to make scale models

1.1 Clarify scale model requirements based on relevant documentation , verbal briefs  and consultation with relevant people 

1.2 Identify potential challenges and plan work to minimise risk in consultation with relevant personnel

1.3 Select techniques  for model making consistent with project objectives and parameters 

1.4 Confirm requirements for presenting final scale models 

1.5 Confirm equipment, materials  and work space requirements 

1.6 Set up work space and equipment according to safety considerations  and organisational procedures

2. Complete model construction

2.1 Safely make preliminary models representing core dimensions in line with specifications

2.2 Review preliminary models against objectives and specifications in consultation with others as required

2.3 Make adjustments to models as required

2.4 Complete models consistent with objectives and other parameters

2.5 Present models to relevant colleagues in line with project and organisational requirements

2.6 Follow organisational storage and inventory procedures  

2.7 Seek and use feedback from others to improve own skills

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills 

  • communication skills to work with others in the model making process
  • initiative and enterprise skills to construct scale models that respond to specifications
  • learning skills to improve own skills in constructing scale models
  • literacy skills to interpret specifications and briefs for scale models
  • numeracy skills to interpret and correctly apply calculations and measurements required for the production of scale models
  • planning and organising skills to:
  • plan work tasks in a logical sequence
  • organise resources
  • problem-solving skills to identify and resolve common problems in model making
  • self-management skills to complete work within agreed timeframes.

Required knowledge 

  • ways in which model making is used in specific industry contexts
  • basic principles of model making, including the physical properties and capabilities of the range of equipment, tools and materials used for model making
  • ways in which to present finished scale models
  • work space requirements for the production of models, including set-up of work space for particular types of work
  • issues and challenges that arise in making scale models
  • intellectual property issues and legislation associated with making scale models
  • sustainability issues associated with equipment, tools and materials used in scale model making
  • OHS procedures for scale model making.

Evidence Guide

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 ability to:

  • apply selected techniques to make models consistent with project objectives and parameters
  • demonstrate knowledge of the processes and techniques used for making scale models
  • present finished scale models in an appropriate way.

Context of and specific resources for assessment 

Assessment must ensure access to:

  • tools and equipment required to construct scale models.

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 observation of the candidate constructing 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
  • review of third-party reports from experienced practitioners.

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 

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

  • BSBDES303A Explore and apply the creative design process to 3D forms.

Range Statement

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.

Documentation  may include briefs or specifications with information, such as:

  • background information about clients
  • budget
  • clients’ needs
  • considerations, such as:
  • contractual
  • copyright
  • ethical
  • legal
  • creative objectives
  • diagrams indicating, for example:
  • colours
  • measurements
  • scale
  • style
  • materials
  • personnel involved in the project
  • purpose
  • relevant statutory requirements, e.g. health and safety considerations
  • requirements for development or building consent
  • scope for making adjustments
  • sponsorship
  • technical objectives
  • technology
  • timeframe
  • visual representation of scale model.

Relevant people  may include:

  • art department
  • client
  • creative director
  • designer
  • director
  • head of department
  • manager
  • mentor
  • other technical or specialist personnel
  • producer
  • production manager
  • project manager
  • representative of organisation commissioning the work
  • supervisor
  • technical director.

Techniques  may relate to:

  • carpentry
  • ceramics
  • glasswork
  • lighting, such as:
  • ambient
  • laser
  • spot
  • modelling with flexible materials
  • painting and other surface decoration
  • projection
  • manufacture of form by:
  • bending
  • folding
  • hinging
  • sculpture
  • twisting
  • working with textiles.

Scale models  may be required for a wide range of work situations, such as:

  • event design
  • foyer design
  • lighting plots
  • object or product design
  • open space environment
  • room, site and stage layouts
  • set design, such as for:
  • theatre
  • screen and media productions
  • visual artworks and projects, such as:
  • ceramic pieces
  • community installations
  • performance
  • public art
  • sculpture.

Equipment  may include:

  • brushes
  • buckets
  • clamps and pliers
  • containers
  • hand and power tools, such as:
  • compressor
  • drills
  • saws
  • sanders
  • lighting
  • protective clothing
  • scrapers
  • shaping tools, such as:
  • carving tools
  • planers
  • surform blades
  • spatulas
  • specialised equipment for ceramic work
  • specialised equipment for sculpture work
  • spray gun.

Materials  may include:

  • bolts
  • cardboard
  • charcoal
  • clays
  • coloured pencils
  • crayons
  • extenders and binders
  • fibreglass
  • foamcore
  • found objects and materials
  • glass
  • hooks
  • inks
  • laminates
  • latex
  • materials to represent a particular surfaces, such as:
  • earth
  • rock
  • water
  • metals, such as:
  • sheet
  • wire
  • nails
  • natural and synthetic fibres
  • paper
  • paper pulp
  • pastels
  • perspex
  • polystyrene
  • recycled materials
  • resins
  • rubber
  • screws
  • solvents and cleaning materials
  • specialised metal and wood primers
  • string
  • tape
  • turps
  • water and oil-based paints
  • waterproof lacquers
  • wood and timber products, such as:
  • balsa wood
  • MDF board
  • wooden skewers.

Work space  requirements may include:

  • drying space
  • dust extraction
  • lighting and power requirements
  • location-specific requirements
  • process-specific space needs
  • ventilation
  • wet and dry areas.

Safety considerations  may include:

  • federal, state and territory legislation, regulations and standards
  • personal protection
  • recycling
  • safe disposal of waste.

Inventory procedures  may involve:

  • files, including digital
  • notes on future use of scale models
  • product safety labels
  • spreadsheet documentation
  • written and visual documentation of manufacturers’ instructions.

Unit Sector(s)

Visual communication – art, craft and design