Assessor Resource

Handle and store rough and cut opal

Assessment tool

Version 1.0
Issue Date: August 2019

This unit requires the application of analytical and manual skills needed in handling rough and cut opal, documenting all details of the opal and putting in place appropriate procedures to control stock and prevent accidental loss, theft or damage to the gems. It may be applied in a range of environments from cutting and polishing to retailing, wholesaling, selling on the internet or mining.

Where appropriate the outcomes of this unit could be contextualised to apply to other gemstones.

This unit describes the performance outcomes, skills and knowledge required to handle and store rough and cut opal in a manner that minimises damage and loss.

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


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:

identify, explain and apply safe and appropriate procedures for the handling and storage of rough or cut and polished opal

evaluate the areas where there is risk of loss and theft and follow risk minimising procedures.

Context of and specific resources for assessment

Assessment must ensure access to:

various samples of rough and cut opal


recording materials


storage locations.

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:

observation of processes and procedures

oral and/or written questioning of underpinning knowledge and skills

evaluation of the final product

review of portfolios of evidence

review of third-party workplace reports of on-the-job performance by candidate.

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.

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 document key information

critical thinking and analytical skills to assess areas of risk

literacy skills to document operational information

planning and organising skills to organise storage and stock control

problem-solving skills to monitor situations and adjust actions accordingly

numeracy skills to use stock control systems and make basic calculations

technical skills to use appropriate handling and storage.

Required knowledge

origin of the types and forms of opal

types of cutting styles

procedures for handling and storing opal

areas of risk of theft.

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.

Types of rough opal may include:

composite natural opal – doublets, triplets, mosaic and chip opals

natural opal type 1 – opal in one piece in its natural state apart from cutting and polishing

natural opal type 2 – opal naturally attached to the host rock – boulder opal

natural opal type 3 – opal intimately diffused as infilling in pores or between the grains of the host rock; matrix opal

varieties of opal:
(N1 to N9 represents gradation form black to white in approximately 10% intervals)

black – opal which shows a play of colour within or on a black or very dark body tone (N1, N2, N3, N4)

dark – opal which shows a play of colour within or on a dark body tone (N5, N6)

light – opal which shows a play of colour within or on a light body tone (N7, N8, N9).

Appropriate storage conditions and locations may include:

depending on the value: in safe or in designated locked cupboard

display boxes and pockets

display cases

individually bagged

humidified atmosphere

safes and deposit boxes.

Ways in which damage might occur may include:


exposure to halogen lights

extremes of temperature

general wear and tear

immersion in water

rough handling

surface damage and scratching.

Preventative measures may include:

humidifying atmosphere

keeping in bags.

Areas of risk may include:

lack of documentation



Strategies for minimising risk and safeguarding opal may include:

alarm systems

banks (deposit boxes)

display cases






security locks

systematic approach to storage and handling

thorough recording and documenting

use of standard procedures for handling, storage and documentation.

Stock control system may be:

manual or electronic

very simple in the case of small businesses.

Stock may be:

cutting and polishing consumables

equipment for production cutting

rough or cut opal.

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
Document source, origin and types of rough opal 
Identify appropriate storage conditions and locations for various types and classes of opal 
Identifyways in which damage might occur to rough and cut opal and take preventative measures 
Grade opals if required 
Weigh and bag opals and store appropriately 
Identify areas of risk and evaluate process employed for handling and processing gems 
Determine strategies for minimising risk and safeguarding opals 
Implement risk minimisation strategy 
Document all facts about the opals and all procedures thoroughly 
Identify an appropriate stock control system 
Follow stock control procedures to monitor and manage stock 
Maintain records of stock 


Assessment Cover Sheet

CUVOPA202A - Handle and store rough and cut opal
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:



Assessment Record Sheet

CUVOPA202A - Handle and store rough and cut opal

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:



Student signature: