- CUESET09B - Construct soft scenery
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUESET09B Mapping and Delivery Guide
Construct soft scenery
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUESET09B - Construct soft scenery |
|---|---|---|---|
| Description | This unit describes the skills and knowledge required to construct soft scenery for theatrical productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | People assisting with the construction of sets in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. In this role they construct soft scenery which refers to set items where the main materials used are cloth, e.g. legs, borders, floor cloths, cut cloths and sky cloths. As such, this unit focuses on the materials and techniques particular to these set elements. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | This unit has linkages with a range of other general technical and set construction units. It is strongly recommended that this unit be assessed with or after the following units: LMTCL2001B Use a sewing machine MEM18001C Use hand tools | ||
| Competency Field | Visual communication - sets | ||
| 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 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Select equipment and materials for soft scenery construction |
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| Element: Use techniques to create soft scenery |
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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 | The following evidence is critical to the judgement of competence in this unit: understanding of the properties, applications and durability of different types of materials that can be used to make soft scenery correct and safe use of techniques to construct soft scenery elements. |
Context of and specific resources for assessment | The assessment context must provide for: practical demonstration of skills through construction of soft scenery on more than one occasion completion of soft scenery construction tasks within realistic workplace timeframes. |
Method of assessment | Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using techniques to construct soft scenery evaluation of soft scenery items constructed by the candidate in terms of quality finishing and appropriate structural soundness oral or written questioning to assess knowledge of soft scenery construction techniques and stage geography terminology portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands 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 | Assessment of this unit requires access to: materials, tools and equipment required to construct soft scenery a work space in which construction can take place. |
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.
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Required skills |
literacy skills sufficient to interpret set plans numeracy skills sufficient to calculate quantities and take measurements |
Required knowledge |
terminology used in relation to soft scenery, including types of soft scenery and associated parts stage geography terminology particular types of materials used for soft scenery construction, rationale for selection of these materials and their properties, applications and durability particular techniques used to construct different soft scenery items and rationale format and meaning of technical drawings used to inform set constructions organisational and legislative occupational health and safety requirements, in particular with regard to safe manual handling techniques and working with hazardous substances |
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. | |
Soft scenery refers to any item where the main materials used are cloth, canvas or other pliable material. It must include: | borders cut cloths floor cloths legs sky cloths |
Materials may include: | canvas gauze nessle silk synthetic fabric velour wool |
Techniques for constructing soft scenery may include: | fastening fixing of ties and fasteners gluing joining reinforcing sewing |
Occupational and public health and safety legislative requirements may include: | Commonwealth, State and Territory occupational health and safety regulations relevant local government legislation and regulation relevant National and International standards, guidelines and Codes of Practice, e.g. the Building Code of Australia |
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 |
|---|---|---|---|
| Correctly interpret set plans to determine soft scenery requirements | |||
| Identify and select appropriate materials for soft scenery in accordance with production requirements | |||
| Calculate correct quantities of materials required and minimise waste where possible | |||
| Select appropriate equipment and tools in accordance with materials being used and the type of soft scenery required | |||
| Correctly use techniques to construct soft scenery elements | |||
| Complete the construction process in a logical manner | |||
| Follow appropriate safety procedures throughout the set construction process in accordance with organisational and legislative requirements | |||
| Work cooperatively with other team members to ensure work efficiency and quality of soft scenery | |||
| Identify any problems with the soft scenery construction process promptly and take appropriate action within the scope of individual responsibility |
Forms
Assessment Cover Sheet
CUESET09B - Construct soft scenery
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
CUESET09B - Construct soft scenery
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: