CUASET201
Develop basic skills in set construction


Application

This unit describes the performance outcomes, skills and knowledge required to use basic carpentry skills to assist with the construction of set elements for productions in the screen, media, entertainment and events industries.

At this level, individuals are under broad supervision and are expected to act autonomously within established parameters as they use hand and power tools, and a range of materials and techniques, to create simple set elements, such as flats and treads.

No licensing, legislative or certification requirements apply to this unit at the time of publication.


Elements and Performance Criteria

Elements

Elements describe the essential outcomes.

Performance Criteria

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

1. Prepare for set construction

1.1 Liaise with supervisor to determine set construction requirements

1.2 Select materials for set construction according to supervisor’s instructions

1.3 Calculate quantities of required materials, avoiding waste where possible

1.4 Select equipment and tools according to materials being used and type of set construction required

2. Assist with the construction of set elements

2.1 Assist with the construction of set elements using a range of basic techniques

2.2 Complete set construction tasks in a logical sequence

2.3 Follow safety procedures throughout the set construction process according to organisational requirements

2.4 Work cooperatively with other team members to ensure efficiency and quality of set elements

3. Review outcomes of work

3.1 Seek feedback on work in progress and adjust as required

3.2 Identify problems with work in progress promptly, and take action within scope of responsibility

3.3 Contribute to evaluations of set construction processes and note ways to improve own work performance

Evidence of Performance

Evidence of the ability to:

construct simple set elements for at least one production

meet work deadlines

follow safety procedures

work cooperatively with others.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.


Evidence of Knowledge

To complete the unit requirements the individual must describe:

the types of materials used for set construction and the reasons for selecting different materials

common types of joint and assembly techniques used in set construction and the contexts in which they are used

the set construction context in which the following issues apply; explaining what needs to be done from a work health and safety perspective:

fireproofing

safe manual-handling techniques

using hand and power tools

working with hazardous substances.


Assessment Conditions

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 basic set construction materials.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.


Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill

Performance Criteria

Description

Oral communication

1.1, 1.2, 2.4, 3.2

Obtains information by listening and questioning

Numeracy

1.3

Performs simple mathematical calculations to measure materials and calculate quantities

Navigate the world of work

2.3, 3.2

Understands and completes main tasks and responsibilities, within the boundaries of own role

Follows health and safety procedures in relation to safe use of equipment and materials

Interact with others

1.1, 1.2, 2.4, 3.2

Works cooperatively with a range of personnel to construct basic set elements

Get the work done

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.2

Plans routine tasks, taking some limited responsibility for decisions regarding sequencing and timing

Recognises and responds to predictable routine problems

Seeks assistance when problems are beyond immediate responsibilities or experience


Sectors

Visual communication - sets