CUVACD508A - Refine model making skills Competency Mapping Template

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

CUVACD508A Mapping and Delivery Guide
Refine model making skills

Version 1.0
Issue Date: April 2024

Qualification	-	Unit of Competency	CUVACD508A - Refine model making skills
Description	This unit describes the performance outcomes, skills and knowledge required to refine techniques for the development of three-dimensional (3-D) physical models.
Employability Skills	This unit contains employability skills.
Learning Outcomes and Application	Designers and artists working across a range of media and industry contexts use well-developed technical and creative skills to build 3-D models. At this level, the artist or designer may also be the person who conceives the idea for the model and develops its specifications, either 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.Work may be collaborative or independent, with mentoring or guidance available as required.
Duration and Setting	X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites	Not applicable.
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	Apply a professional work ethic to activities Keep informed of 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 and play 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 design language 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 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 Articulate the design process and the final solution through effective documentation of work 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.

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: create models that meet professional specifications integrate new techniques, resources and materials into model making apply professional practice to model making work.
Context of and specific resources for assessment	Assessment must ensure access to: projects that require the construction of models tools, equipment and other resources required for constructing models.
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 observation of the construction of models by the candidate evaluation of models made by the candidate oral or written questioning to assess knowledge of model making techniques review of portfolios of evidence review of third-party reports from experienced practitioners. 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	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, 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.

Required skills

communication skills to complete design documentation

initiative and problem-solving skills to:

generate a range of ideas and options for visually representing a concept, idea or brief

construct models that best respond to specifications

develop creative solutions to a brief or project

learning skills to:

research new model making techniques, materials and equipment

improve own skills in constructing scale models through ongoing practice

respond to feedback from others on own work

literacy skills to interpret specifications and briefs for models

numeracy skills to interpret and correctly apply calculations and measurements required for the production of scale models

planning and organising skills to:

plan work tasks in a logical sequence

organise resources

self-management skills to:

manage own work and priorities

adopt a professional work ethic

technical skills to apply a range of techniques to construct scale models using a range of materials and equipment appropriate to the model being constructed.

Required knowledge

ways in which model making is used in specific industry contexts

principles of model making

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

ways in which to present finished models

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

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

design registration, intellectual property issues and legislation associated with making models

sustainability issues associated with materials, tools and equipment used in model making

organisational and legislative OHS procedures in relation to model making.

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.

Professional work ethic may include:	attentive behaviour in creative practice following organisational and legislative OHS procedures following organisational storage and inventory procedures punctuality and reliability recognition of intellectual property issues responding appropriately to feedback working creatively with individual differences.
Techniques may relate to:	carpentry ceramics fabricating metal and wood glasswork jewellery lighting: laser spot ambient carving casting folding, twisting, hinging and bending modelling sculpture shaping working with fibres and textiles mould making and casting painting and other surface treatments projection sketching wood design cabinet making treen working with flexible materials.
Materials may include:	clays drawing and illustration materials, such as pencils, crayons, pastels, inks, charcoal and paints fasteners, such as nails, screws, hooks and bolts found objects and materials glass laminates latex metals, such as: metal wire sheet metal materials for cleaning, priming and finishing: extenders and binders lacquers specialised primers turps manufactured plastics polyurethane and polyester resins sheet plastics silicones thermoset and thermoplastic elastomers natural and synthetic fibres paper pulp plaster products, such as: dental plaster gypsum cement pottery plaster recycled materials sheet materials, such as: cardboard foamcore paper perspex and other plastic sheet materials polystyrene sheet metal string tape waxes, such as: jewellery wax microcrystalline wax water and oil-based paints materials to represent particular surfaces, such as rock, earth and water wood and timber products: balsa wood MDF board wooden skewers.
Equipment may include:	buckets clamps and pliers containers digital cameras digital technology, such as design software and photo imaging software hand and power tools: compressors drills sanders saws lighting, such as spot lights measuring tools and equipment for volume, mass and length painting tools and equipment, such as brushes personal protective equipment (PPE) rapid prototyping equipment scrapers shaping tools carving tools modelling tools, such as planers spatulas specialised equipment for ceramic work specialised equipment for sculpture work spray gun.
Industries may include:	architecture automotive construction fashion design food industry, including confectionary and baking furniture design interior design and decorating landscape design live entertainment manufacturing metals and engineering screen and media ship building visual arts.
Scale models may be required for a wide range of work situations, such as:	event design foyer design lighting plots object or product design open space environment room, site and stage layouts set design for: theatre screen and media productions visual artworks and projects, such as: community installations public art performance art sculpture architectural elements, such as windows one-off public and private commissions domestic ware corporate awards architectural fittings.
Design language refers to:	overarching scheme or style that guides the design of a complement of products or settings.
Specifications may include:	background information about clients budget clients’ needs considerations, such as: contractual copyright design registration ethical legal creative objectives drawings and maquettes indicating, for example: colours measurements scale style materials personnel involved in the project purpose relevant statutory requirements, e.g. health and safety considerations requirements for development or building consent scope for making adjustments sponsorship technical objectives technology timeframe visual representation of scale model.
Key people may include:	art department audience client creative director designer director head of department manager mentor other technical and specialist personnel producer production manager project manager representative of organisation commissioning the work supervisor teacher technical director.

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
Apply a professional work ethic to activities
Keep informed of 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 and play 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 design language that reflects own style and approach
Interpret ideas, problem-solving tasks or briefs with creativity, accuracy and efficiency
Develop 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
Articulate the design process and the final solution through effective documentation of work
Present maquettes and models that meet project requirements to key people

Forms

Assessment Cover Sheet

CUVACD508A - 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

CUVACD508A - 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:

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

CUVACD508A Mapping and Delivery Guide Refine model making skills

Version 1.0 Issue Date: April 2024

Evidence Required

Submission Requirements

Assessment Tasks

Observation Checklist

Forms

Assessment Cover Sheet

CUVACD508A - Refine model making skills

Assessment task 1: [title]

Assessment Record Sheet

CUVACD508A - Refine model making skills

CUVACD508A Mapping and Delivery Guide
Refine model making skills

Version 1.0
Issue Date: April 2024