This unit has linkages to a wide range of other units in various Training Packages and combined assessment and/or training with those units would be appropriate.

ELEMENT

PERFORMANCE CRITERIA

1 Determine scale model requirements.

1.1 Review relevant specifications and/or concept information or brief to determine requirements.

1.2 Liaise with relevant colleagues to confirm and clarify requirements.

2 Organise resources for scale model making.

2.1 Select techniques for model making consistent with project objectives and parameters.

2.2 Correctly identify work space, equipment, tools and materials for the specific project.

2.3 Set up work space and select equipment, tools and materials in accordance with operating instructions and organisational procedures.

2.4 Prepare and care for resources in accordance with safety and organisational requirements.

2.5 Follow storage and inventory procedures in accordance with organisational requirements.

3 Make scale models.

3.1 Establish core dimensions consistent with the specifications.

3.2 Safely make preliminary models representing core dimensions.

3.3 Review preliminary models against project objectives and specifications and in consultation with relevant colleagues.

3.4 Identify and make required adjustments to models based on review and consultation with relevant colleagues.

3.5 Make models consistent with project objectives and parameters.

4 Present scale models.

4.1 Identify appropriate means of presentation.

4.2 Identify relevant colleagues for presentation.

4.3 Present and store models, taking account of the need for professional presentation and organisational requirements, including future needs for the models.

Required skills:

literacy skills sufficient to interpret information including instructions/specifications/ the brief

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

Required knowledge:

the ways in which scale model making is used with a specific industry context

general knowledge/basic principles of model making

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

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

environmental issues associated with the equipment, tools and materials used in scale model making

organisational and legislative occupational health and safety procedures in relation to scale model making

awareness of copyright, moral rights and intellectual property issues and legislation associated with scale model making work.

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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The following evidence is critical to the judgement of competence in this unit:

application of selected techniques to make models consistent with project objectives and parameters

knowledge of the processes and techniques used for scale model making

presentation techniques for models in a specific workplace context.

Context of and specific resources for assessment

The assessment context must provide for:

practical demonstration of skills using required materials, tools and equipment to make scale models for a specific workplace purpose.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

direct observation of the production of models

evaluation of scale models made by the candidate

oral or written questioning to assess knowledge of scale model-making techniques

review of portfolios of evidence

third party workplace reports of performance by the candidate.

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 e.g. speakers of languages other than English, remote communities and those with interrupted schooling).

Assessment of this unit requires access to the materials resources and equipment needed to make and present scale models.

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.

Specifications would be articulated in the brief and may refer to:

client needs

dimensions

purpose

style.

In addition to measurements/ specifications, other information required for the project may include:

client's organisational background

creative objectives including style considerations

legal, contractual, ethical and copyright considerations

relevant statutory requirements, e.g. health and safety considerations

scope for making adjustments

technical objectives.

The brief:

describes and specifies the work to be completed

is usually prepared by a commissioning body or organisation, e.g. supervisor, client, community organisation

is written diagrammatic, visual, verbal.

Techniques would depend on the project's objectives and parameters and may involve specialised techniques used for:

carpentry

ceramics

glass work

lighting (laser, spot, ambient)

modelling with flexible materials

painting and other surface decoration

projection

the manufacture of form by:

folding

twisting

hinging

bending

sculpture

working with fibres/textiles.

Parameters may refer to:

cost, budgeting

legal; contractual, ethical and copyright considerations

materials requirements and availability

requirements for development or building consent

sponsorship

technology

timeframe

Work space needs may include:

drying space

dust extraction

lighting and power requirements

location-specific requirements

process-specific space needs

ventilation

wet and dry areas.

Tools and equipment may include:

brushes, spatulas, scrapers

buckets, containers

clamps

hand and power tools (saws, drills, sanders, compressor)

lighting (to test shadows, spotlights etc)

pliers

protective clothing

shaping tools (surform blades, planers, carving tools)

specialised equipment for ceramic work

specialised equipment for sculpture work

spray gun.

Materials may include:

clays

coloured pencils, crayons, pastels, inks charcoal

fibreglass

foamcore, polystyrene

found objects and/or materials

glass

laminates

materials to represent a particular surfaces, e.g. rock, earth, water

metals, e.g. sheet, wire

nails, screws, hooks, bolts

natural and/or synthetic fibres, tape, string

paper, cardboard, paper pulp

perspex

recycled materials

resins, latex, rubber

turps, other solvents and cleaning materials

water and oil based paints, specialised metal and wood primers, extenders and binders

waterproof lacquers

wood and timber products, e.g. balsa wood, MDF board, wooden skewers.

Safety issues may include:

Federal, State and Territory legislation, regulations and standards

personal protection

recycling

safe disposal of waste.

Inventory procedures may involve:

files (including digital)

product safety labels

spreadsheet documentation

written and visual documentation of manufacturers instructions.

Scale models may be required for a large range of work situations and may include:

event design

foyer design

lighting plots

object or product design

open space environment

room/site/stage layouts

stage and set design

visual art works and/or projects, e.g. community installations, public art, performance.

This unit contains employability skills.