Elements and Performance Criteria

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:
artistic aspirations
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.
Research may involve:
approaching individuals with relevant expertise
attending lectures and talks
conducting material and technical experiments and tests
searching the internet
seeking out information in books, journals, newspapers and catalogues
visiting exhibitions and museums.
Intellectual property requirements may relate to:
copyright
extent to which the work may be used
form of acknowledgement or credit
moral rights
procedures for seeking permission to use the work of others
protocols for the adaptation of work by others.
Professional potentialmay relate to:
cost of production
existence of an established market
how to promote or sell the work
market trends
professional development.
Criteria may relate to:
access to materials, tools and equipment for the techniques
consistency with the conceptual vision for the proposed wheel-formed ceramic work
ease of application of the techniques
personal affinity with the techniques.
Thrown ceramic work may include:
architectural ceramics
jewellery
platters
sculptural work
tableware
vessels.
Techniques may include:
applied surface treatments:
inlay with other clays
oxides and glazes
centring
collaring
distortion/exaggeration in thrown forms
forming rims and lips
making clay appendages, e.g. handles, spouts, knobs, lugs and spouts
opening up forms
pulling up walls
structural and joining works using combined techniques of handbuilding and thrown forms and different media
subtractive surface treatments, such as:
incising
impressing
stamping
piercing
turning of leather hard forms.
Tools and equipment may include:
brushes and toothbrushes
carving tools
knives and blades
rolling pins or other rollers
spatulas
tape measures
turning tools
banding wheel
kilns: electric, gas, wood or raku
kiln furniture and equipment
protective clothing
wheels.
Materials may include:
glazes
other media, such as metal, wire, glass, fabric, timber, board, and other natural or synthetic materials
oxides
range of clays.
Safety and sustainability considerations may include:
federal, state and territory legislation, regulations and standards
personal protection
recycling
safe disposal of waste.

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:
develop ideas and techniques through a process of research and experimentation
produce multiple finished thrown ceramic objects that demonstrate a command of techniques
apply knowledge of throwing techniques, equipment and materials.
Context of and specific resources for assessment
Assessment must ensure access to:
materials, tools and equipment needed for throwing 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 throwing in progress, including exploration of, and experimentation with, techniques
questioning and discussion about candidate’s intentions and the 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.