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 wood items with others
learning skills to:
improve techniques to produce wood objects through practice and some experimentation
respond constructively to feedback
literacy skills to interpret information about historical and contemporary wood practice
numeracy skills to calculate quantities of materials
planning and organising skills to organise resources required to produce wood objects
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 woodworking
physical properties and capabilities of a range of materials, tools and equipment used in woodworking
work space requirements for woodworking, including ways of organising and maintaining space
cleaning, maintenance and storage procedures for woodworking tools, materials and equipment
historical and theoretical contexts for woodworking
elements and principles of design and their particular application to woodwork
intellectual property considerations for any person making creative work
sustainability considerations associated with the use of woodworking tools, materials and equipment
OHS procedures that apply to woodworking.
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: | assemblage carving combining with other materials – synthetic and natural jig making laminating timber and timber products making mock-ups and prototyping model making steam bending timber preparation wood finishing wood turning wooden tool modification and/or making. |
Wood objects may include: | carved panels: carved vessels low or high relief furniture, such as: chairs lamps tables implements, such as: cutlery letter openers jewellery other functional items, such as: boxes clocks trays walking sticks sculpture simple musical instruments turned tableware. |
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 and equipment may include: | fastening and fitting tools fixed equipment hand tools marking-out devices measuring devices portable equipment power tools protective equipment specialised items for: branding carving engraving shaping trimming wood turning. |
Materials may include: | found objects and materials other materials that support work: leather metals stone oxidising agents and other patina agents finishing materials: lacquers paints sandpapers stains assembling, joining or binding materials: other fibres rope string thread wire wood wood products. |
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