Modification History
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Version |
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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
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Element |
Performance Criteria |
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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
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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 |
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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.
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure access to:
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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:
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. |
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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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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.
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Documentation may include briefs or specifications with information, such as: |
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Relevant people may include: |
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Techniques may relate to: |
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Scale models may be required for a wide range of work situations, such as: |
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Equipment may include: |
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Materials may include: |
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Work space requirements may include: |
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Safety considerations may include: |
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Inventory procedures may involve: |
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Unit Sector(s)
Visual communication – art, craft and design
