Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUAACD508 Mapping and Delivery Guide
Refine model making skills

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUAACD508 - Refine model making skills
Description
Employability Skills
Learning Outcomes and Application This unit describes the, skills and knowledge required to refine techniques for the development of three-dimensional (3-D) physical models.It applies to individuals working across a range of media and industry contexts who use well developed technical and creative skills to build 3-D models independently or as part of a team. The model could be used as a way of testing or presenting ideas. In some cases the model may be a finished work or artistic piece.No licensing, legislative or certification requirements apply to this unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

projects that require construction of models

tools, equipment and other resources required for constructing models.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Maintain professional practice
  • Comply with workplace expectations, and ethical and legal obligations in professional activities
  • Update information about creative approaches, techniques, materials and equipment relevant to model making
  • Identify techniques from other industries that could be applied to the development of scale models and make connections in own work
  • Source new ideas and trends through regular review of the work of others
  • Use feedback from others to improve own skills in design
  • Seek opportunities to develop technical and conceptual skills
       
Element: Refine and consolidate own technique
  • Experiment with new techniques, materials and equipment when developing model making ideas
  • Identify strengths and weaknesses of various approaches through practice and play
  • Identify and select approaches best suited to own practice
  • Develop and document a designprocess that reflects own style and approach
       
Element: Make models to professional standard
  • Interpret ideas, problem-solving tasks or briefs with creativity, accuracy and efficiency
  • Develop a clear plan and schedule for model making work
  • Select and assemble appropriate model making materials, tools, techniques and equipment consistent with specifications
  • Develop precise and accurate scale models as required
  • Identify opportunities for refinement and re-thinking and make adjustments as required
  • Communicate the design process and the final solution using detailed work documentation
  • Present maquettes and models that meet project requirements to key people
       


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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Maintain professional practice

1.1 Comply with workplace expectations, and ethical and legal obligations in professional activities

1.2 Update information about creative approaches, techniques, materials and equipment relevant to model making

1.3 Identify techniques from other industries that could be applied to the development of scale models and make connections in own work

1.4 Source new ideas and trends through regular review of the work of others

1.5 Use feedback from others to improve own skills in design

1.6 Seek opportunities to develop technical and conceptual skills

2. Refine and consolidate own technique

2.1 Experiment with new techniques, materials and equipment when developing model making ideas

2.2 Identify strengths and weaknesses of various approaches through practice and play

2.3 Identify and select approaches best suited to own practice

2.4 Develop and document a designprocess that reflects own style and approach

3. Make models to professional standard

3.1 Interpret ideas, problem-solving tasks or briefs with creativity, accuracy and efficiency

3.2 Develop a clear plan and schedule for model making work

3.3 Select and assemble appropriate model making materials, tools, techniques and equipment consistent with specifications

3.4 Develop precise and accurate scale models as required

3.5 Identify opportunities for refinement and re-thinking and make adjustments as required

3.6 Communicate the design process and the final solution using detailed work documentation

3.7 Present maquettes and models that meet project requirements to key people

Evidence of the ability to:

identify and explore new techniques, resources and materials and integrate into model making

develop and refine models that meet project specifications and professional standards

document the design process.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

identify ways in which model making is used in a range of industry contexts

describe the basic principles and techniques for model making

outline physical properties and capabilities of the range of materials, tools and equipment used for model making

describe presentation methods for finished models

describe work space requirements for the production of models, including work space set-up for particular types of model making work

describe typical issues and challenges that arise in the context of making scale models

outline the ethical, organisational and legislative requirements associated with model making.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Maintain professional practice

1.1 Comply with workplace expectations, and ethical and legal obligations in professional activities

1.2 Update information about creative approaches, techniques, materials and equipment relevant to model making

1.3 Identify techniques from other industries that could be applied to the development of scale models and make connections in own work

1.4 Source new ideas and trends through regular review of the work of others

1.5 Use feedback from others to improve own skills in design

1.6 Seek opportunities to develop technical and conceptual skills

2. Refine and consolidate own technique

2.1 Experiment with new techniques, materials and equipment when developing model making ideas

2.2 Identify strengths and weaknesses of various approaches through practice and play

2.3 Identify and select approaches best suited to own practice

2.4 Develop and document a designprocess that reflects own style and approach

3. Make models to professional standard

3.1 Interpret ideas, problem-solving tasks or briefs with creativity, accuracy and efficiency

3.2 Develop a clear plan and schedule for model making work

3.3 Select and assemble appropriate model making materials, tools, techniques and equipment consistent with specifications

3.4 Develop precise and accurate scale models as required

3.5 Identify opportunities for refinement and re-thinking and make adjustments as required

3.6 Communicate the design process and the final solution using detailed work documentation

3.7 Present maquettes and models that meet project requirements to key people

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
Comply with workplace expectations, and ethical and legal obligations in professional activities 
Update information about creative approaches, techniques, materials and equipment relevant to model making 
Identify techniques from other industries that could be applied to the development of scale models and make connections in own work 
Source new ideas and trends through regular review of the work of others 
Use feedback from others to improve own skills in design 
Seek opportunities to develop technical and conceptual skills 
Experiment with new techniques, materials and equipment when developing model making ideas 
Identify strengths and weaknesses of various approaches through practice and play 
Identify and select approaches best suited to own practice 
Develop and document a designprocess that reflects own style and approach 
Interpret ideas, problem-solving tasks or briefs with creativity, accuracy and efficiency 
Develop a clear plan and schedule for model making work 
Select and assemble appropriate model making materials, tools, techniques and equipment consistent with specifications 
Develop precise and accurate scale models as required 
Identify opportunities for refinement and re-thinking and make adjustments as required 
Communicate the design process and the final solution using detailed work documentation 
Present maquettes and models that meet project requirements to key people 

Forms

Assessment Cover Sheet

CUAACD508 - Refine model making 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

CUAACD508 - Refine model making 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: