This unit requires the individual to set up and restore a book.
This unit describes the performance outcomes, skills and knowledge required to restore books.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
This unit contains employability skills.
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 following is essential: correctly restore a book according to job specifications and within the production timeframe demonstrate an ability to find and use information relevant to the task from a variety of information sources assess the physical condition of TWO books to be restored/rebound (ONE requiring rebacking and ONE requiring rebinding) and carry out restoration according to manufacturer's and job specifications, enterprise procedures and the listed Performance Criteria. |
Context of and specific resources for assessment | Assessment must ensure: assessment may take place on the job, off the job or a combination of these. Off the job assessment must be undertaken in a closely simulated workplace environment. |
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 questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended |
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)
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.
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Required skills |
OHS when ensuring that the work area is safe and ready for production according to safety requirements communication skills when discussing treatment options with the owner planning and organising when assembling all the necessary materials based on the job specifications teamwork when maintaining the production process in association with others applying mathematical ideas and techniques when evaluating ethical/rarity/value cost alternatives using technology when re-covering a book problem solving when identifying and selecting treatment options |
Required knowledge |
physical condition of a book to be rebound/restored factors that would render a book unsuitable for restoration/rebinding suggested options for a book unsuitable for restoration/rebinding areas of a book that are most commonly in need of attention areas of weakness and damage that are identified and recorded identifying and selecting treatment options paper and cover cleaning options that are available methods of repairing a tear in paper replacement of a missing corner on a book page need to reback a book steps that should be taken when repairing a coverboard corner methods of treating aged leather assembling materials for binding OHS factors that need to be considered when restoring books tools used when gold finishing books adhesives used in book restoration and repair and describe under what circumstances each would be used covering materials and indicate where each would be used styles of book edge decoration methods of tanning leather covering material selection for a given job monitoring during the paring leather sharpening knives for leather paring types of leather commonly used in bookbinding term "skiver" different page securing methods method of removing endpapers with minimal damage method of cleaning sections without damage terms "dog-ears" and "joints" special care that should be taken when removing wire stitches/sewing thread methods of removing the adhesive from the book spine types of adhesive that would you expect to find on book spines methods of removing each particular adhesive methods of hand sewing important considerations to be addressed when setting up for sewing use of a sewing frame Choosing the thickness of thread to use Checks to be made when the sewing thread is joined during the sewing operation Checks to be made when the sewing operation is finished off? result if the sewing is too loose/too tight hand-worked headband styles important result that must be achieved when gluing the spine of the book result if the spine glue was too thick/too thin recognition of a correct spine shape problems that may occur if too much round is applied to the spine problems that may occur if insufficient round is applied to the spine different spine linings and the styles on which they are used reasons for spine linings special techniques that are applied to 2-on 2-off spine linings important considerations to be given to spine linings recognition of a good corner recommended turn-in steps to ensure a clean job trimming-out correct board calliper on a book micron board that is recommended on a book 5 mm thick monitoring when casing-in a book methods of hand finishing a book cover criteria that are used to ensure an appropriate typeface is selected criteria that are used to ensure the design chosen corresponds with the era of the book result of uneven impressions method that could be used to correct an error in finishing the title quality aspects that would be found in a competently restored book steps that should be taken to ensure the cost effectiveness of book restoration maintaining the rarity component of a book machine manuals and safety documentation that are relevant to this task, where they are kept and information that is included in these documents |
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 equipment may include: | range of tools, equipment and machines. |
Degree of autonomy may include: | working to defined procedures and in consultation with other relevant persons to ensure production requirements have been met. |
Enterprise procedures may include: | range of enterprise procedures within defined work area. |
Quality standards may include: | should meet client requirements and enterprise and industry standards. |
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.
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Physical construction and binding style of the book are identified | |||
| Areas of damage and weakness are identified and recorded | |||
| Paper and cover cleaning options are assessed | |||
| Paper and cover repair options are assessed | |||
| Ethical/rarity/value cost alternatives are evaluated | |||
| Treatment options are discussed with owner | |||
| Materials and equipment are assembled according to job specifications | |||
| Binding equipment set up according to job specifications | |||
| Original page securing method and section structure are determined | |||
| Cover/endpapers, threads and stitches are removed with minimal damage to sections and text | |||
| Sheets and sections are cleaned with minimal damage | |||
| Dog-ears are straightened with old joints flattened | |||
| Book is pressed | |||
| Paper is cleaned using dry or wet methods as appropriate | |||
| Paper is de-acidified if necessary by most appropriate method | |||
| Paper is repaired and/or reinforced using appropriate methods | |||
| Paper is resized if required | |||
| New paper is tinted to resemble original if requested | |||
| Wire stitches or sewing threads are removed | |||
| Original adhesive is removed without damaging the book | |||
| Appropriate sewing supports are selected and spaced according to job specifications | |||
| Consistent thread tension is maintained during sewing | |||
| Sections are aligned at the head | |||
| Swelling is monitored and controlled | |||
| Headbands are re-sewn if necessary | |||
| Old spine and sides and turn-ins are lifted and reattached if rebacking is necessary | |||
| Edges are knocked up into original alignment | |||
| Round and back spine are glued | |||
| Spine lining is attached | |||
| Appropriate corner repairs on coverboards are carried out | |||
| Boards are reattached | |||
| New covering material is tinted to resemble original if requested | |||
| Text blocks are covered or rebacked | |||
| Endpapers are pasted down or hinge realigned | |||
| Book is opened after pressing | |||
| Hand finish book according to job specifications | |||
| Typeface size and type are appropriate | |||
| Design is in keeping with the period of publication | |||
| An even impression is applied |
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:
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: