Unit of competency Outline

Date retreived
22/07/2026 8:36 PM AWST

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Make scale models

Make scale models

Unit of competency
National Code
CUVCRS06B
State Code
D1693
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
18/04/2008
View on TGA
State Implementation and Classification
Approved Date
20/08/2012
Field of Education
100399 - Visual Arts And Crafts, N.e.c.
Original Release Date
20/08/2012
Nominal Hours
70
Description
This unit describes the skills and knowledge required to make 3-dimensional (3D) scale models in response to specifications, which may be part of a brief. The focus of this unit is on the technical skills required to make accurate scale models to designed specifications. Design skills are found in other units within the Visual Arts Craft and Design Training Package. People working in many industries require the skills and knowledge in this unit, and the unit is written to allow for contextualisation to a particular industry context. Within the cultural industries this unit is relevant for people working across multiple sectors.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and 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.
client needs
dimensions
purpose
style.

In addition to measurements/
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
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.

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.

cost, budgeting
legal; contractual, ethical and copyright considerations
materials requirements and availability
requirements for development or building consent
sponsorship
technology
timeframe

drying space
dust extraction
lighting and power requirements
location-specific requirements
process-specific space needs
ventilation
wet and dry areas.

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.

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.

Federal, State and Territory legislation, regulations and standards
personal protection
recycling
safe disposal of waste.

files (including digital)
product safety labels
spreadsheet documentation
written and visual documentation of manufacturers instructions.

Scale
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.

Overview of assessment
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).

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

Replaces
State Code National Code Title Type
C6483 CUVCRS06A Make scale models Unit of competency
Replaced By
State Code National Code Title Type
S7602 CUVACD304A Make scale models Unit of competency