People still developing their ceramics expertise apply the skills and knowledge in this unit. They produce finished ceramic 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.
Not applicable.
1. Plan ceramic work through exploration | 1.1 Explore ideas and techniques for ceramic work in consultation with key people as required 1.2 Review historical and contemporary ceramics practice as a potential source of ideas 1.3 Clarify ideas for ceramics based on exploration and discussion 1.4 Assess the capabilities of ceramics techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work |
2. Prepare, maintain and store ceramic-making resources | 2.1 Select and organise ceramics tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources and disposal of waste 2.4 Store resources according to the needs of different items |
3. Create finished ceramic works | 3.1 Safely use and adapt ceramic techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas |
Required skills
communication skills to discuss ideas for ceramic making with others
learning skills to:
improve techniques to produce ceramics through practice and some experimentation
respond constructively to feedback
literacy skills to interpret information about historical and contemporary ceramics practice
numeracy skills to calculate quantities of materials
planning and organising skills to organise resources required to produce ceramics
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 ceramic making
physical properties and capabilities of a range of materials, tools and equipment used in ceramic making
work space requirements for ceramic making, including ways of organising and maintaining space
cleaning, maintenance and storage procedures for ceramic-making tools, materials and equipment
historical and theoretical contexts for ceramics and how they may be used to inform individual practice
elements and principles of design and their particular application to ceramic work
intellectual property considerations for any person making creative work
sustainability considerations associated with the use of ceramic-making tools, materials and equipment
OHS procedures that apply to ceramic making.
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 ceramic pieces that show some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt the capabilities of ceramic-making techniques and resources. |
Context of and specific resources for assessment | Assessment must ensure access to: tools, equipment and materials used in ceramic 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 ceramic 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. |
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: | applied subtractive surface treatments: glazes inlay with other clays oxides firing techniques handbuilding: coiling pinching slab-roll methods moulding slipcasting subtractive surface treatments, such as: impressing incising piercing stamping. |
Key people | 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: | banding wheel brushes carving tools kilns: electric, gas, wood or raku kiln furniture and equipment knives and blades protective clothing rolling pins or other rollers spatulas tape measures toothbrushes. |
Materials may include: | glazes oxides range of clays. |
Needs of the work may relate to: | availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability. |
Visual communication – ceramics
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.