Modification History
Not Applicable
Unit Descriptor
Unit descriptor |
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. |
Application of the Unit
Not Applicable
Licensing/Regulatory Information
Refer to Unit Descriptor
Pre-Requisites
Prerequisite units |
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 Information
Employability skills |
This unit contains employability skills. |
Elements and Performance Criteria Pre-Content
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
ELEMENT |
PERFORMANCE CRITERIA |
1 Determine scale model requirements . |
1.1 Review relevant specifications and/or concept information or brief to determine requirements. 1.2 Liaise with relevant colleagues to confirm and clarify requirements. |
2 Organise resources for scale model making . |
2.1 Select techniques for model making consistent with project objectives and parameters . 2.2 Correctly identify work space , equipment , tools and materials for the specific project. 2.3 Set up work space and select equipment, tools and materials in accordance with operating instructions and organisational procedures. 2.4 Prepare and care for resources in accordance with safety and organisational requirements. 2.5 Follow storage and inventory procedures in accordance with organisational requirements. |
3 Make scale models . |
3.1 Establish core dimensions consistent with the specifications. 3.2 Safely make preliminary models representing core dimensions. 3.3 Review preliminary models against project objectives and specifications and in consultation with relevant colleagues. 3.4 Identify and make required adjustments to models based on review and consultation with relevant colleagues. 3.5 Make models consistent with project objectives and parameters. |
4 Present scale models . |
4.1 Identify appropriate means of presentation. 4.2 Identify relevant colleagues for presentation. 4.3 Present and store models, taking account of the need for professional presentation and organisational requirements, including future needs for the models. |
Required Skills and Knowledge
Required Skills and knowledge |
This section describes the skills and knowledge required for this unit. |
Required skills :
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Required knowledge :
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Evidence Guide
EVIDENCE GUIDE |
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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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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:
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Context of and specific resources for assessment |
The assessment context must provide for:
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Method of assessment |
Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:
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. |
Range Statement
RANGE STATEMENT |
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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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Specifications would be articulated in the brief and may refer to: |
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In addition to measurements/ specifications , other information required for the project may include: |
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The brief : |
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Techniques would depend on the project's objectives and parameters and may involve specialised techniques used for: |
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Parameters may refer to: |
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Work space needs may include: |
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Tools and equipment may include: |
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Materials may include: |
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Safety issues may include: |
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Inventory procedures may involve: |
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Scale models may be required for a large range of work situations and may include: |
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Unit Sector(s)
Not Applicable