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.

Physical properties and capabilities may include:
properties of clay bodies, such as:
fine or coarse
fired strength: robust or fragile
green strength or fragility
high fire or low fire
opaque or translucent
plastic or short
vitrified, sintered or raw
white or dark
properties of:
glaze materials
colouring oxides and commercial stains
various model and mould-making materials.
Ceramic materials may include:
cardboard and paper
commercial ceramic colours
decorating slips and engobes
glazes
latex
oxides
pottery plaster
range of casting slips
range of plastic clay bodies
resins
shellac
silicones
wax.
Safety issues may relate to:
dust and airborne particles
electrical safety
equipment used
fire
fumes
kilns
manual handling requirements
noise
sharp objects
use and labelling of chemicals
use of equipment with moving parts
wet surfaces
work posture.
Data may include:
firing logs
material safety data sheets (MSDS)
quantity calculations
recipes for bodies, slips, glazes and decorating materials
records of experimentation
technical data sheets (TDS)
throwing logs.
Ceramic processes may include:
firing processes, including:
raku, earthenware, midfire and stoneware firings in a fuel fired kiln
raku, earthenware, midfire and stoneware firings in an electric kiln
forming techniques including:
deformation, alteration and assembly techniques
extruding
handbuilding (model, pinch and coil)
mould making, slipcasting and press moulding
ram pressing
throwing and turning
glazing techniques, including:
brushing
dipping
layering
pouring
spraying
surface decorating techniques, including:
additive processes: applied slip, sprigs and other added components
subtractive processes: carving, incising, impressing and eroding
use of colour
use of pattern and texture.
Cost and supply parameters may include:
budgetary restrictions
capacity to share costs with others
continuity of supply
delivery issues
location of suppliers
potential for use of found objects
terms of payment
use of freely available natural materials
use of recycled materials.
Creative and professional opportunities may relate to:
creative potential:
communication of ideas
personal affinity with particular materials and processes
potential for combining materials and processes
potential for interactions of different materials and processes
themes in work
professional potential:
collaboration
emerging market trends
professional development
saleability.
Limitations and constraints may include:
availability of supplies
access to skilled and experienced personnel
financial expenditure
location and geography
safety aspects of materials and processes
skill level required for use of selected materials and processes
storage facilities
studio space
timeframe
transportation.
Different ways of working with materials and processes may involve:
combining materials and processes in new ways
making samples, prototypes and maquettes
varying established approaches to achieve new effects
working collaboratively with a particular material or process.
Own ways of working may include:
approaches that reflect and support individual voice
particular nuances and subtleties unique to the individual artist.
Safe work practices may include:
completing MSDS
correct disposal of waste materials
dust and fume extraction
ergonomic safety
managing risk
procedures for using kilns and other specialist equipment
reporting accidents and incidents
use of tools and equipment
using clearly designated wet and dry areas
using personal protective equipment (PPE).
Sustainable supply is:
available when needed
environmentally friendly
of appropriate quality
safe
within budgetary requirements.
Appropriate handling and storage may include:
alternative casting materials: silicone, resins and waxes
appropriate racks, shelving and cupboards for:
biscuit fired work
damp work in progress
decorating materials
dry work in progress
glazed work
plaster moulds
smaller quantities of dry materials
tools and equipment
appropriate storage containers and rooms for storing:
bulk dry materials
casting slips
plastic clay
pottery plaster
liquid materials, including:
commercial colours
solvent-based liquids
water-based liquids.

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 knowledge of ceramic materials and processes and how they may be adapted and extended at a professional level
evolve and refine ways of working with materials and processes through a demonstrated process of experimentation
integrate materials and processes into own work in a way that supports coherence of the creative work
demonstrate technical proficiency in the independent use of selected materials and processes
use safe and sustainable work practices.
Context of and specific resources for assessment
Assessment must ensure access to:
a safe ceramics work space
equipment, materials and tools used to produce ceramics 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 the use of materials and processes in terms of the coherence of the body of work
evaluation of processes used by the candidate to develop new ways of working with ceramic materials and processes
evaluation of the work documentation
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, for example:
CUVPRP501A Realise a body of creative work.