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.
communication skills to discuss ideas for ceramic making with others
learning skills to:
improve techniques to produce ceramics through practice and some experimentation
respond constructively to feedback
literacy skills to interpret information about historical and contemporary ceramics practice
numeracy skills to calculate quantities of materials
planning and organising skills to organise resources required to produce ceramics
self-management skills to take responsibility for the process of creating work.
ways of exploring techniques and materials to achieve different effects in ceramic making
physical properties and capabilities of a range of materials, tools and equipment used in ceramic making
work space requirements for ceramic making, including ways of organising and maintaining space
cleaning, maintenance and storage procedures for ceramic-making tools, materials and equipment
historical and theoretical contexts for ceramics and how they may be used to inform individual practice
elements and principles of design and their particular application to ceramic work
intellectual property considerations for any person making creative work
sustainability considerations associated with the use of ceramic-making tools, materials and equipment
OHS procedures that apply to ceramic making.
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.
Ideas may be influenced by:
current capability with techniques
historical and theoretical contexts
subject matter or theme for the work, such as:
land and place
political, cultural and social issues
Techniques may include:
applied subtractive surface treatments:
inlay with other clays
subtractive surface treatments, such as:
Key peoplemay include:
Strategies used to assess the capabilities of techniques may involve:
experimenting directly with work in progress
producing test pieces or samples
systematically testing a range of processes.
Tools and equipment may include:
kilns: electric, gas, wood or raku
kiln furniture and equipment
knives and blades
rolling pins or other rollers
Materials may include:
range of clays.
Needs of the work may relate to:
availability of different resources
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.