Unit of competency Outline

Date retreived
22/07/2026 8:02 PM AWST

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Make scale models

Make scale models

Unit of competency
National Code
CUVACD304A
State Code
S7602
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
27/09/2011
View on TGA
State Implementation and Classification
Approved Date
29/08/2014
Field of Education
100399 - Visual Arts And Crafts, N.e.c.
Original Release Date
29/08/2014
Nominal Hours
70
Description
This unit describes the performance outcomes, skills and knowledge required to make three-dimensional (3-D) physical scale models in response to specifications. It does not cover the use of 3-D digital software which can be found in ‘CUFANM303A Create 3D digital models’, a unit in CUF07 Screen and Media Training Package.
Notes
Elements and Performance Criteria
1. Prepare to make scale models
  • 1.1 Clarify scale model requirements based on relevant documentation, verbal briefs and consultation with relevant people
  • 1.2 Identify potential challenges and plan work to minimise risk in consultation with relevant personnel
  • 1.3 Select techniques for model making consistent with project objectives and parameters
  • 1.4 Confirm requirements for presenting final scale models
  • 1.5 Confirm equipment, materials and work space requirements
  • 1.6 Set up work space and equipment according to safety considerations and organisational procedures
2. Complete model construction
  • 2.1 Safely make preliminary models representing core dimensions in line with specifications
  • 2.2 Review preliminary models against objectives and specifications in consultation with others as required
  • 2.3 Make adjustments to models as required
  • 2.4 Complete models consistent with objectives and other parameters
  • 2.5 Present models to relevant colleagues in line with project and organisational requirements
  • 2.6 Follow organisational storage and inventory procedures
  • 2.7 Seek and use feedback from others to improve own skills
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.
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.
Replaces
State Code National Code Title Type
D1693 CUVCRS06B Make scale models Unit of competency
Replaced By
State Code National Code Title Type
AWK32 CUAACD304 Make scale models Unit of competency