Make scale models Evidence Guide

NTISthis.com

Evidence Guide: CUVACD304A - Make scale models

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

CUVACD304A - Make scale models

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare to make scale models

Clarify scale model requirements based on relevant documentation, verbal briefs and consultation with relevant people
Identify potential challenges and plan work to minimise risk in consultation with relevant personnel
Select techniques for model making consistent with project objectives and parameters
Confirm requirements for presenting final scale models
Confirm equipment, materials and work space requirements
Set up work space and equipment according to safety considerations and organisational procedures

Clarify scale model requirements based on relevant documentation, verbal briefs and consultation with relevant people

Completed
Date:

Teacher:

Evidence:

Identify potential challenges and plan work to minimise risk in consultation with relevant personnel

Completed
Date:

Teacher:

Evidence:

Select techniques for model making consistent with project objectives and parameters

Completed
Date:

Teacher:

Evidence:

Confirm requirements for presenting final scale models

Completed
Date:

Teacher:

Evidence:

Confirm equipment, materials and work space requirements

Completed
Date:

Teacher:

Evidence:

Set up work space and equipment according to safety considerations and organisational procedures

Completed
Date:

Teacher:

Evidence:

Complete model construction

Safely make preliminary models representing core dimensions in line with specifications
Review preliminary models against objectives and specifications in consultation with others as required
Make adjustments to models as required
Complete models consistent with objectives and other parameters
Present models to relevant colleagues in line with project and organisational requirements
Follow organisational storage and inventory procedures
Seek and use feedback from others to improve own skills

Safely make preliminary models representing core dimensions in line with specifications

Completed
Date:

Teacher:

Evidence:

Review preliminary models against objectives and specifications in consultation with others as required

Completed
Date:

Teacher:

Evidence:

Make adjustments to models as required

Completed
Date:

Teacher:

Evidence:

Complete models consistent with objectives and other parameters

Completed
Date:

Teacher:

Evidence:

Present models to relevant colleagues in line with project and organisational requirements

Completed
Date:

Teacher:

Evidence:

Follow organisational storage and inventory procedures

Completed
Date:

Teacher:

Evidence:

Seek and use feedback from others to improve own skills

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide

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: apply selected techniques to make models consistent with project objectives and parameters demonstrate knowledge of the processes and techniques used for making scale models present finished scale models in an appropriate way.
Context of and specific resources for assessment	Assessment must ensure access to: tools and equipment required to construct scale models.
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: direct observation of the candidate constructing 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 review of third-party reports from experienced practitioners. 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, 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: BSBDES303A Explore and apply the creative design process to 3D forms.

Required Skills and Knowledge

Required skills

communication skills to work with others in the model making process

initiative and enterprise skills to construct scale models that respond to specifications

learning skills to improve own skills in constructing scale models

literacy skills to interpret specifications and briefs for scale models

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

planning and organising skills to:

plan work tasks in a logical sequence

organise resources

problem-solving skills to identify and resolve common problems in model making

self-management skills to complete work within agreed timeframes.

Required knowledge

ways in which model making is used in specific industry contexts

basic principles of model making, including the physical properties and capabilities of the range of equipment, tools and materials used for model making

ways in which to present finished scale models

work space requirements for the production of models, including set-up of work space for particular types of work

issues and challenges that arise in making scale models

intellectual property issues and legislation associated with making scale models

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

OHS procedures for scale model making.

Range Statement

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.

Documentation may include briefs or specifications with information, such as:	background information about clients budget clients’ needs considerations, such as: contractual copyright ethical legal creative objectives diagrams indicating, for example: colours measurements scale style materials personnel involved in the project purpose relevant statutory requirements, e.g. health and safety considerations requirements for development or building consent scope for making adjustments sponsorship technical objectives technology timeframe visual representation of scale model.
Relevant people may include:	art department client creative director designer director head of department manager mentor other technical or specialist personnel producer production manager project manager representative of organisation commissioning the work supervisor technical director.
Techniques may relate to:	carpentry ceramics glasswork lighting, such as: ambient laser spot modelling with flexible materials painting and other surface decoration projection manufacture of form by: bending folding hinging sculpture twisting working with textiles.
Scale models may be required for a wide range of work situations, such as:	event design foyer design lighting plots object or product design open space environment room, site and stage layouts set design, such as for: theatre screen and media productions visual artworks and projects, such as: ceramic pieces community installations performance public art sculpture.
Equipment may include:	brushes buckets clamps and pliers containers hand and power tools, such as: compressor drills saws sanders lighting protective clothing scrapers shaping tools, such as: carving tools planers surform blades spatulas specialised equipment for ceramic work specialised equipment for sculpture work spray gun.
Materials may include:	bolts cardboard charcoal clays coloured pencils crayons extenders and binders fibreglass foamcore found objects and materials glass hooks inks laminates latex materials to represent a particular surfaces, such as: earth rock water metals, such as: sheet wire nails natural and synthetic fibres paper paper pulp pastels perspex polystyrene recycled materials resins rubber screws solvents and cleaning materials specialised metal and wood primers string tape turps water and oil-based paints waterproof lacquers wood and timber products, such as: balsa wood MDF board wooden skewers.
Work space requirements may include:	drying space dust extraction lighting and power requirements location-specific requirements process-specific space needs ventilation wet and dry areas.
Safety considerations may include:	federal, state and territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Inventory procedures may involve:	files, including digital notes on future use of scale models product safety labels spreadsheet documentation written and visual documentation of manufacturers’ instructions.

NTISthis.com

Evidence Guide: CUVACD304A - Make scale models

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUVACD304A - Make scale models

Prepare to make scale models

Complete model construction

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _