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Elements and Performance Criteria

Required Skills

Required skills

communication skills to

present ideas for creative work including information and ideas used

talk to others about creative work

learning skills to respond to feedback about own skills

numeracy skills to interpret simple technical data relevant to use of equipment materials and tools

planning and organising skills to prepare and set up resources and work space

technical skills to practice and apply creative techniques to simple work in the chosen creative form

selfmanagement skills to set goals for own creative practice

Required knowledge

sources of information to assist in the development of ideas for own work

suitable communication methods to present ideas for work

work of other artists in the chosen creative area

intellectual property considerations for any person making creative work

OHS procedures relevant to work in the chosen area of creative practice

Evidence Required

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

develop ideas for creative work through the process of collecting organising and reviewing information

apply techniques using tools and materials safely to make simple creative work

discuss and communicate ideas with others

Context of and specific resources for assessment

Assessment must ensure access to

appropriate resources to apply techniques for creative work such as

tools equipment and materials

studio andor workshop facilities

Method of assessment

A range of assessment methods may be used to assess practical skills and knowledge The following examples are appropriate for this unit

evaluation of creative work made by the candidate

evaluation of a presentation

evaluation of work documentation

questioning and discussion about the candidates intention and work outcome

review of portfolios of evidence

review of thirdparty reports from experienced practitioners

Assessment methods should closely reflect workplace demands eg literacy and the needs of particular groups eg 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

specialisation units for any creative form

Range Statement

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.

Information may include:	books and magazines family stories film internet man-made environment music, film and video myths and legends, including religious natural environment oral history personal interests photographs and other artworks theatre.
Ideas may relate to:	ideas for current work ideas or aspirations for future work historical or contemporary context personal relationship with the work relationship of the work to a theoretical and historical context subject matter or theme for the work, such as: land and place political and cultural issues the body spiritual concerns techniques to be used in the work.
Ways to organise may involve:	filing, which may be digital scrapbooking images writing and organising a visual diary.
Ways to review may involve:	comparing information discussing with others making notes.
Ways of communicating may be:	oral visual and oral written written and visual.
Key people may include:	mentors peers supervisors teachers.
Resources may include:	equipment materials tools.