Unit of competency details

CUVTEX201A - Develop skills in textile work (Release 1)


Usage recommendation:
Is superseded by and equivalent to CUATEX201 - Develop skills in textile workUpdated to meet Standards for Training Packages and clarify intent. 14/Jan/2016
Supersedes and is equivalent to CUVVSP54B - Apply techniques to produce textile/fibre workThis unit replaces CUVVSP54B Apply techniques to produce textile/fibre work. 11/Oct/2011

ReleaseRelease date
1 1 (this release) 12/Oct/2011


SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 100305 Crafts 

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 100305 Crafts 12/Apr/2012 
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Modification History




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 use basic textile techniques to produce creative work.

Application of the Unit

People with little or no textile experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design, drawing or textile skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce textile or fibre items from simple design concepts. Supervision and guidance would usually be provided.

Licensing/Regulatory Information

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


Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content


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 textile resources

1.1 Identify and obtain textile tools, equipment  and materials  

1.2 Prepare tools, equipment and materials according to workplace procedures  and safety requirements

1.3 Set up a safe work space with guidance from key people 

2. Use and test textile techniques

2.1 View a range of textile work  in different styles and discuss with others how effects are achieved

2.2 Match potential techniques to the ideas  for the work with the assistance of key people

2.3 Test  nominated techniques  to determine the effects they achieve

2.4 Safely use selected techniques to produce textile works

2.5 Calculate correct quantities of materials required and minimise waste where possible

2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items

3. Make plans to develop skills

3.1 Seek feedback on textile work from key people

3.2 Respond positively to feedback and identify key areas for improvement

3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

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

Required skills 

  • communication skills to:
  • discuss the process for producing textile work with others
  • understand and follow instructions
  • learning skills to:
  • improve techniques for producing textile work through practice
  • respond appropriately to feedback
  • literacy skills to read product and equipment safety labels
  • numeracy skills to calculate quantities of materials
  • planning and organising skills to prepare and set up resources and work space.

Required knowledge 

  • materials, tools and equipment commonly used for textile work
  • major styles of textile work and the work of key practitioners relevant to individual area of interest
  • typical work space and equipment requirements for the production of different types of textile work
  • cleaning and maintenance techniques for tools and equipment used in textile work
  • elements and principles of design – what they are and what they mean
  • intellectual property considerations for any person making creative work
  • ways of minimising waste in the use of textile work tools, materials and equipment
  • OHS procedures that apply to textile work.

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:

  • produce multiple pieces of textile work where the techniques and materials support the ideas for the work
  • apply knowledge of textile work tools, equipment and materials.

Context of and specific resources for assessment 

Assessment must ensure access to:

  • equipment and materials used to produce textile fibre work.

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 textile work in progress
  • questioning and discussion of the candidate’s intentions and work outcome
  • review of portfolios of evidence
  • review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands (e.g. literacy) 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:

  • CUVPRP201A Make simple creative work.

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.

Tools and equipment  may include:

  • blenders
  • bobbins
  • brushes
  • dyeing and casting vats
  • hotplates
  • looms
  • measuring containers
  • moulds and deckles
  • needles
  • printing blocks and screens
  • saucepans
  • scales
  • scrapers
  • sewing machines
  • spatulas
  • spoons
  • squeegees
  • steamer
  • tjantings.

Materials  may include:

  • cellulose fibres
  • chemical powders and solutions
  • cold and hot water dyes
  • dye powders
  • fabric lengths or pieces
  • fabricated fibres
  • found fabrics and fibres
  • natural fibres
  • paints and fabric inks
  • printing block and screen materials
  • recycling paper
  • resist dyes.

Workplace procedures  may relate to:

  • cost control
  • process-specific procedures
  • recycling
  • reporting
  • safety
  • use of materials.

Key people  may include:

  • artists
  • mentors
  • peers
  • supervisors
  • teachers.

Textile work  may include:

  • decorated or embellished fabric using:
  • dyeing
  • embroidery techniques
  • printing
  • stitching
  • resist dyeing
  • felt
  • knitted objects or garments
  • paper
  • simple objects, such as:
  • baskets
  • mats
  • woven fabric.

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.

Testing  may include:

  • experimenting directly with work in progress
  • exploring techniques by making practice pieces
  • making samples using nominated techniques.

Techniques  would generally be quite limited in nature and may include:

  • dyeing
  • felt making techniques
  • hand painting techniques
  • hand paper making techniques
  • knitting and knotting techniques
  • printing:
  • block
  • silk screen
  • stamps
  • stitching:
  • appliqué
  • embroidery
  • patchwork
  • tapestry
  • weaving:
  • basket
  • on and off loom.

Unit Sector(s)

Visual communication – textile work