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.
Required skills
communication skills to liaise with others about creative and technical aspects of carving
critical thinking and analytical skills to:
evaluate ways of achieving required effects and results
assess different materials
literacy skills to interpret technical data and instructions about use of carving equipment, materials and tools
planning and organising skills to select and organise materials and equipment
problem-solving skills to identify and resolve technical and design challenges in carving work
numeracy skills to use numerical features of equipment and tools
self-management skills to evaluate the quality of own work and identify opportunities for improvement
technical skills to safely use materials, tools and equipment for carving processes.
Required knowledge
detailed characteristics of stone, wood or other carvable material in terms of:
availability
cost
ease of carving
natural features
suitability for different purposes
range of carving tools available, and their particular features and applications
reasons for the use of particular carving techniques to achieve particular effects
finishing techniques for particular materials
common technical problems that arise in the carving process and how they are resolved
safety considerations for the execution of both small and large scale carving projects
sustainability considerations for carving work, including selection of materials, minimisation and use of waste, and use of equipment and tools.
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.
Technical specifications may relate to: | cost of production durability and strength how and where the item is to be viewed, placed or used need for models or maquettes number and size of items to be produced type of material to be used. |
Creative parameters may relate to: | extent to which the design may be adjusted during production ideas and messages to be communicated flexibility around use of materials location for the work. |
Relevant people may include: | artists designers mentors peers stone or wood experts teachers tradespeople. |
Characteristics may relate to: | colour ease of carving direction of the bed grain durability natural patterns within the material shape suitability of location for the work. |
Carving tools may include: | angle grinders chisels: flat pointed round ended tooth splitting drills hammers rasps rifflers veiners. |
Equipment may include: | bankers or benches fixed machinery lifting equipment. |
Materials may include: | stone: metamorphic igneous sedimentary wood: hardwood softwood. |
Safety requirements may relate to: | personal protective equipment (PPE), such as: dust masks ear plugs safety glasses use of chemicals use of gas use of tools work space set-up. |
Carving techniques may include: | chip flat plane (for wood) relief. |
Technical and design challenges may relate to: | aesthetic appeal elements and principles of design holes and cracks joining challenges strength and durability time for production unwanted marks or blemishes and how to remove them ways to turn faults into creative opportunities. |
Finishing techniques may include use of: | oxides polishing resins sanding varnishes wax. |
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