Assessor Resource

CUVOPA206A
Cut and polish opal doublets and triplets

Assessment tool

Version 1.0
Issue Date: March 2024


The skills and knowledge covered in this unit apply to a workshop environment and include all phases of the process required to make a finished doublet or triplet from pre-formed materials using various types of opal and trade-accepted backing mediums as well the safe use of the equipment.

This unit describes the performance outcomes, skills and knowledge required to cut and polish both opal doublets and triplets.

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:

cut and polish doublets and triplets from a range of types of opal using appropriate consumables and equipment and using commercial and non-commercial triplet tops to accepted industry standards

safely complete the cutting, polishing and cleaning processes, using equipment and consumables safely.

Context of and specific resources for assessment

Assessment must ensure access to an opal-cutting workshop.

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 on underpinning knowledge and skills

evaluation of the final product and other methods as required

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

planning and organising skills to prepare materials for cutting and polishing

problem-solving skills to identify and address common cutting and polishing problems

numeracy skills to use numerical features of machinery

technical skills to:

cut and polish opals using correct technique

work safely with opal-cutting equipment and materials.

Required knowledge

characteristics of opal that make it suitable for use as a doublet or triplet

general principles of OHS for working in an opal-cutting workshop, including:

complying with the safe operating procedures for each machine and materials

good housekeeping

using personal protective equipment (PPE) where required

materials used in doublets and triplets

processes to be used in making a doublet or triplet.

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.

Consumables may include:

cerium or tin oxide

cleaning spirit

diamond or silicon carbide wheels #220 or #360

diamond polishing compound #2400 to #100000

diamond polishing wheels #3000 to #50000

diamond sanding wheels #280 to #1200

felt or leather buffs

silicon carbide sanding paper #180 to #600.

Equipment may include:

grinding machinery

PPE

polishing machinery

sanding machinery

saw.

Jewellers’ cutting angle requirements may include:

10º to 12º side angle

all sharp edges or acute angles be slightly rounded

flat or domed back

high overall polish and free of defects

sanded or polished back

setting edge to be straight and parallel to back

tolerance for standard millimetre sizes, 0.2mil. + or −.

Wax or adhesives for dopping may include:

any 5 minute adhesive, using aluminium dop sticks

wood glue

hot wax sticks (hot glue gun)

super glues

vacuum dopping

wax (medium to low melting).

Shape may include:

a variety of other shapes

cabochon

dome – high, medium and low

free form

rectangles.

Triplet top materials may include:

clear quartz

commercial standards size triplet tops

glass, plain or plate

lead crystal glass

material of the triplet top should be disclosed

synthetic spinel, corundum and topaz.

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 consumables required for cutting and polishing an opal doublet or triplet 
Select tools and equipment to be used 
Determine jewellers’ cutting angle requirements 
Dop pre-form on appropriate dop stick using wax or adhesive 
Grind to relevant shape using colour pattern and play as a guide 
Grind to shape incorporating jewellers’ side angles, including backing into shape 
Dome the top of doublet, leaving a minimum of 1mm above join at side angle 
Sand and polish top and sides of opal doublet 
Turn stone over and re-dop 
Grind, sand and polish backing at jewellers’ angles 
Remove stone from dop and clean 
Dop stone on top of triplet top 
Grind backing thickness down to approximately 1mm 
Grind edge of backing at approximately 30º until the edge of the triplet top is met 
Sand and polish backing 
Remove stone from dop and clean 
Dop pre-form with glass/quartz on top 
Shape stone like high domed doublet on grinder 
Transform opal colour optically into whole of dome 
Sand and polish top and sides of stone 
Turn stone over and re-dop on top surface 
Grind backing thickness to 1mm 
Grind setting edge angle at 30º, until 1mm into top, under- cutting backing 
Sand and polish bottom and setting edge and remove any chipping that may occur around edge of top 
Remove stone from dop and clean 

Forms

Assessment Cover Sheet

CUVOPA206A - Cut and polish opal doublets and triplets
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

CUVOPA206A - Cut and polish opal doublets and triplets

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: