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

CUVTEX301A Mapping and Delivery Guide
Produce textile work

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUVTEX301A - Produce textile work
Description This unit describes the performance outcomes, skills and knowledge required to produce textile work through the exploration and application of a range of techniques, tools, equipment and materials.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application People still developing their textile expertise apply the skills and knowledge in this unit. They produce finished items building on and combining a range of techniques to support the ideas of the work.At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.
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: Plan textile work through exploration
  • Explore ideas and techniques for textile work in consultation with key people as required
  • Review historical and contemporary textile work practice as potential sources of ideas
  • Clarify ideas for textile work based on exploration and discussion
  • Assess the capabilities of textile work techniques through practice and adaptation
  • Select techniques that best support the ideas for the work
       
Element: Prepare, maintain and store textile work resources
  • Select and organise textile work tools, equipment and materials suited to the chosen work
  • Prepare and maintain resources based on the needs of the work
  • Take responsibility for the safe and sustainable use of resources
  • Store resources according to the needs of different items
       
Element: Create finished textile work
  • Safely use and adapt textile work techniques to create desired effects
  • Review work in progress and make adjustments as required to produce final work
  • Add value to the current work process and future work by documenting the work progress
  • Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas
       


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:

produce multiple textile works or a single major work that shows some technical proficiency in chosen techniques

work with ideas and techniques and bring them together in finished work

adapt the capabilities of textile work techniques and resources.

Context of and specific resources for assessment

Assessment must ensure access to:

equipment, materials and tools used to produce textile work.

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:

evaluation of technical execution of work pieces produced by the candidate

direct observation of textile work in progress

questioning and discussion of the candidate’s intentions and work outcome

review of portfolios of evidence

review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands (e.g. literacy) 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, for example:

CUVPRP301A Produce creative work.

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 discuss ideas for textile work with others

learning skills to:

improve techniques to produce textile work through practice and some experimentation

respond constructively to feedback

literacy skills to interpret information about historical and contemporary textile practice

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce textile work

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in textile work

physical properties and capabilities of a range of materials, tools and equipment used in textile work

work space requirements for textile work, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for textile work tools, materials and equipment

historical and theoretical contexts for textile work

elements and principles of design and their particular application to textile work

intellectual property considerations for any person making creative work

sustainability considerations associated with the use of textile work tools, materials and equipment

OHS procedures that apply to textile work.

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.

Ideas may be influenced by:

current capability with techniques

historical and theoretical contexts

subject matter or theme for the work, such as:

built environment

land and place

natural world

political, cultural and social issues

the body

spiritual concerns.

Techniques may include:

hand painting

hand-paper making:

casting

embossing

pulp painting

knitting and knotting techniques

printing:

block

mono printing

screen

stamp

stencil

resist dying techniques:

batik

shibori

tie dying

stitching:

appliqué

embroidery

patchwork

tapestry

weaving:

backstrap

basket

loom weave

off loom.

Textile work may include:

cast paper

decorated or embellished objects or fabric lengths:

appliqué

embroidery

patchwork

printing

stitching

tapestry

dyed fabric lengths or objects

felt cloth or objects

handmade paper

objects:

baskets

containers

mats

printed fabric lengths

printed objects:

fashion

for home-wear

two-dimensional and three-dimensional works

interior markets

sheets of paper.

Key people may include:

mentors

other artists

peers

supervisors

teachers.

Strategies used to assess the capabilities of techniques may involve:

experimenting directly with work in progress

producing test pieces or samples

systematically testing a range of processes.

Tools may include:

brushes

cutting tools

equipment for tie dyeing

scrapers

spatulas

spoons

tjantings

weaving shuttles

needles:

weaving

knitting

embroidery.

Equipment may include:

blenders/electric beater

hotplate/stove for heating wax

light box for exposing photo emulsion for screen printing

looms:

backstrap

table loom

moulds and deckles

press

saucepans

screens and carousel for printing

sewing machine

squeegees

vacuum table

vats for dyeing fabric and casting paper.

Materials may include:

cellulose fibres

recycled acid free mount board

plant fibres:

pampas grass

banana leaf

flax

kozo

cold and hot water dyes and necessary chemicals for dyeing fabric

drawing materials for colouring

fabrics:

cotton

linen

silk

synthetic fabrics

tapa cloth

materials for embedding in paper:

other fibres

magazine images

methyl cellulose

natural fibres:

vines

willow branches

flexible twigs

pandanus

palm fronds

reeds

bark

wool

cotton

fibre spun or twisted into string

painting materials

photo emulsion and stencils for screen printing

pigment dyes for paper

printing inks

sizing agents for paper

synthetic fibres

various waxes for resist dyeing

water-based paints.

Needs of the work may relate to:

availability of different resources

budget

creative goals

preparation time

process-specific requirements

recycling

safety

sustainability.

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
Explore ideas and techniques for textile work in consultation with key people as required 
Review historical and contemporary textile work practice as potential sources of ideas 
Clarify ideas for textile work based on exploration and discussion 
Assess the capabilities of textile work techniques through practice and adaptation 
Select techniques that best support the ideas for the work 
Select and organise textile work tools, equipment and materials suited to the chosen work 
Prepare and maintain resources based on the needs of the work 
Take responsibility for the safe and sustainable use of resources 
Store resources according to the needs of different items 
Safely use and adapt textile work techniques to create desired effects 
Review work in progress and make adjustments as required to produce final work 
Add value to the current work process and future work by documenting the work progress 
Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas 

Forms

Assessment Cover Sheet

CUVTEX301A - Produce textile work
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

CUVTEX301A - Produce textile work

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: