Assessor Resource

CUVGLA201A
Develop glassworking skills

Assessment tool

Version 1.0
Issue Date: April 2024


People with little or no experience in producing glassworking 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 craft skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce glass objects from simple design concepts. Supervision and guidance would usually be provided.

This unit describes the performance outcomes, skills and knowledge required to use basic glassworking techniques to produce creative work.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 glass pieces where the techniques and materials support the ideas for the work

apply knowledge of glassworking tools, equipment and materials.

Context of and specific resources for assessment

Assessment must ensure access to:

equipment and materials used in glassworking.

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 glassworking 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.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

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:

discuss the process for producing glassworking with others

understand and follow instructions

learning skills to:

improve techniques for producing glassworking 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 glassworking

major styles of glassworking 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 glassworking

cleaning and maintenance techniques for tools and equipment used in glasswork

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 glassworking tools, equipment and materials

OHS procedures that apply to glassworking.

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 may include:

glass cutters

modelling and carving tools

piping tools

rulers.

Equipment may include:

compressor

electric kilns

engravers

glass cutting table

grinding and polishing equipment

kiln furniture

personal protective equipment (PPE), including:

dust masks

gloves

respirators

safety glasses

programmable kiln controllers

sandblaster

slumping moulds.

Materials may include:

clay

float glass

glass colours, including:

enamels

paints

stains

materials for embedding

plaster

refractory fillers:

sand

silica

refractory release agents:

alumina

bead release

graphite

kaolin

tested compatible glass rods (for lampwork)

tested compatible sheet glass

texturing materials:

batwash

fabric

formed and fired clay

metals

natural objects

plant material

whiting.

Workplace procedures may relate to such things as:

cost control

process-specific procedures

recycling

reporting

safety

use of materials.

Key peoplemay include:

arts practitioners

mentors

supervisors

teachers.

Glassworking may include:

bowls and other containers

jewellery items

mural pieces

plaques

platters

sculptural work

tiles.

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.

Process used to test techniques 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:

copperfoil

cutting sheet glass:

straight lines

curved lines

circles

fusing and slumping sheet glass

lampworked glass

leadlighting

painting

sandblasting

slumping fused glass.

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

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify and obtain glassworking tools, equipment and materials 
Prepare tools, equipment and materials according to workplace procedures and safety requirements 
Set up a safe work space with guidance from key people 
View a range of glassworking in different styles and discuss with others how effects are achieved 
Match potential techniques to the ideas for the work with the assistance of key people 
Test nominated techniques to determine the effects they achieve 
Safely use selected techniques to produce glassworks 
Calculate correct quantities of materials required and minimise waste where possible 
Clean and store tools, equipment and materials according to safety requirements and specific needs of different items 
Seek feedback on glassworking from key people 
Respond positively to feedback and identify key areas for improvement 
Review different opportunities to build own skills and select suitable options 

Forms

Assessment Cover Sheet

CUVGLA201A - Develop glassworking skills
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUVGLA201A - Develop glassworking skills

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: