CUV03 Visual Arts, Craft and Design Training Package

Release: 3.0

Contents

Modification History	3

Preliminary information	4

Overview	40

Historical and general information	45

Qualifications Framework	48

Qualifications pathways	56

Employability skills	59

Training Package notes	62

Assessment Guidelines	64

Competency Standards	75

Appendices	78

List of all units in this Training Package	136

Modification History

Version modification history

The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.

Version	Release date	Comments
3.0	January 2008	Addition of 17 new units: CUVPHI501A Research role and use of the photoimage in visual communication CUVPHI502A Research and exploit photoimaging trends CUVPHI503A Explore the descriptive and emotive nature of photo lighting CUVPHI504A Investigate and exploit innovative imaging options CUVPHI505A Produce an innovative presentation of professional work CUVPHI506A Produce commercial photoimages CUVPHI507A Provide domestic portrait services CUVPHI508A Produce media photoimages CUVPHI509A Make wedding photoimaging products CUVPHI510A Plan, capture and exploit art photoimages CUVPHI511A Produce technical photoimages CUVPHI512A Make illustrative images for publication and display CUVPHI513A Plan, capture and exploit stock photoimages CUVPHI514A Employ colour management in a digital imaging workplace CUVPHI515A Prepare digital images for pre-press printing CUVDES601A Design innovative products CUVIND501A Maintain and apply creative arts industry knowledge Addition of two new qualifications: CUV50407 Diploma of Photoimaging CUV60307 Advanced Diploma of Creative Product Development Addition of one Skill Sets: Technical/Scientific Field-Based Photoimaging Incorporation of Employability Skills in units and within qualifications Unit codes changed to reflect mandatory ES changes Imported units updated (where amendments have been made through parent Training Package reviews) CUV40403 Certificate IV in Photoimaging updated to include more appropriate unit examples for retail assistants
2.0	January 2004	Addition of Certificates II and IV in Opal Cutting and Polishing
1.0	August 2003	Primary release

Preliminary information

Preliminary information

Important note to users

Training Packages are not static documents; they are amended periodically to reflect the latest industry practices and are version controlled. It is essential that the latest version is always used.

Check the version number before commencing training or assessment

This Training Package is Version 3.0 – check whether this is the latest version by going to the National Training Information Service (www.ntis.gov.au) and locating information about the Training Package. Alternatively, contact Innovation and Business Skills Australia at www.ibsa.org.au to confirm the latest version number.

Explanation of version number conventions

The primary release Training Package is Version 1. When changes are made to a Training Package, sometimes the version number is changed and sometimes it is not, depending on the extent of the change. A significant change would mean assigning the version identifier ‘Version 2’ to the Training Package.

When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control (i.e. a new year identifier in the code is added, for example TDT02 becomes TDT07), then it is called Version 1.

Do not confuse the version number with the Training Package’s national code (which remains the same during its period of endorsement).

Version modification history

The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.

Version	Release date	Comments
3.0	January 2008	Addition of 17 new units: CUVPHI501A Research role and use of the photoimage in visual communication CUVPHI502A Research and exploit photoimaging trends CUVPHI503A Explore the descriptive and emotive nature of photo lighting CUVPHI504A Investigate and exploit innovative imaging options CUVPHI505A Produce an innovative presentation of professional work CUVPHI506A Produce commercial photoimages CUVPHI507A Provide domestic portrait services CUVPHI508A Produce media photoimages CUVPHI509A Make wedding photoimaging products CUVPHI510A Plan, capture and exploit art photoimages CUVPHI511A Produce technical photoimages CUVPHI512A Make illustrative images for publication and display CUVPHI513A Plan, capture and exploit stock photoimages CUVPHI514A Employ colour management in a digital imaging workplace CUVPHI515A Prepare digital images for pre-press printing CUVDES601A Design innovative products CUVIND501A Maintain and apply creative arts industry knowledge Addition of two new qualifications: CUV50407 Diploma of Photoimaging CUV60307 Advanced Diploma of Creative Product Development Addition of one Skill Sets: Technical/Scientific Field-Based Photoimaging Incorporation of Employability Skills in units and within qualifications Unit codes changed to reflect mandatory ES changes Imported units updated (where amendments have been made through parent Training Package reviews) CUV40403 Certificate IV in Photoimaging updated to include more appropriate unit examples for retail assistants
2.0	January 2004	Addition of Certificates II and IV in Opal Cutting and Polishing
1.0	August 2003	Primary release

History
This is the third edition of the Visual Arts, Craft and Design Training Package providing improved national qualifications for vocational education and training in the industry. The Training Package covers diverse entry-level occupations in the visual arts, craft and design industries across a wide range of specialisations and media. These include, amongst others, photoimaging, painting, sculpture, digital art, ceramics and design fundamentals and media such as wood, glass and opal cutting and polishing. The Training Package also offers much needed qualifications in Arts Administration. The Training Package addresses the specific needs and the significant contribution of Indigenous artists to the visual arts, craft and design culture of Australia through the inclusion of four specialist qualifications in Aboriginal or Torres Strait Islander Cultural Arts. In addition, for the first time, national commercial photography qualifications are available for photographers and photographer’s assistants. The Training Package comes at a time when creativity and innovation have been identified as integral skills not only for cultural practitioners but importantly for all other employees as well. The inclusion of specific standards on the articulation of the creative process enable creativity and innovation to be identified, taught and assessed by workplace enterprises and industry bodies. Individual artists are now able to gain formal recognition for their skills and knowledge, regardless of where they acquired those skills – whether in education institutions, through practical experience or through a combination of both. IBSA’s priority is to ensure that the Training Package, originally developed by the former CREATE Australia, is implemented effectively. IBSA and its State and Territory ITABs will work in partnership with the visual arts, craft and design industries and registered training organisations to develop innovative and practical training arrangements. We are committed to ensuring the package’s use across Australia. Many people helped make this Training Package a reality. Thank you to the tireless members of the National Project Reference Group, Photoimaging Working Group, photoimaging industry, peak bodies in arts, craft and design and State and Territory industry training advisory bodies. Special thanks also go to the IBSA Board and its dedicated staff and talented consultants. And thank you to the many individuals and organisations across the visual arts, craft and design industries who donated their valuable time so generously to help us develop this Training Package.

New Approaches to Units and Qualifications in IBSA Training Packages

The IBSA Perspective

IBSA industries directly employ 20% of the Australian workforce and contribute over one third of Australia’s Gross Domestic Product.

Specialists from within IBSA sectors are employed everywhere – human resource managers, accountants, IT specialists, administrative personnel, trainers and assessors are employed in all industries. Blended occupations combine business and management skills with other industry specialisations. Individuals working in the IBSA cultural industry fuel our creative economy.

Sole traders	Continual creation of new industries	Technological convergence	Existing workers needing higher level skills	Global contexts
Diverse workers	Rapid change	Compliance	Outsourcing	Remote working
Blended occupations	Individual responsibility for developing and maintaining skills	Continually shifting business partnerships and alliances	Virtual enterprises	Knowledge workers
Mature workers have different skilling and recognition needs	Needs of entry level workers for full qualification

These are the emerging features and trends within IBSA industries; what holds true for IBSA within its own industries is also true beyond its industry portfolio.

Part of IBSA’s response to the need for a skills development strategy that can meet these changing needs is the creation of an accessible and flexible framework of units, skill sets and qualifications which applies across all IBSA industries – developed around a set of common principles and design guidelines.

While consistent with all the key principles of Training Package development, a new framework approach would ultimately seek to move away from Training Package silos to a much more integrated model.

During 2005, the IBSA Board endorsed four guiding principles for the development of such a framework, highlighting the need for the framework to support nationally portable qualifications, industry integrity, quality delivery, and innovation and creativity in competency development and organisational development more broadly.

A detailed set of design principles has also been created to facilitate a more cohesive development approach across IBSA’s different sectors.

These are divided as follows:

conceptual clarity

rationalisation and what it really means

qualification design

skill set design

unit design.

Conceptual Clarity

Issue	Guiding Principles
Nature of competence – fit between performance and outcomes as opposed to skills and knowledge	content will be developed on the understanding that competence (and therefore units of competency) comprises a specification of knowledge and skill and the application of that knowledge and skill to the standard of performance required in the workplace IBSA Training Packages acknowledge the importance of essential and prevocational skills and may therefore incorporate units that have no direct workplace outcome e.g. creative thinking units, financial literacy units each component of a unit of competency will be considered as an integral part of the unit and of equal importance each unit will be developed and checked to ensure it reflects the four components of competency: task skills, task management skills, contingency management skills, job/role environment skills
Nature of competence – transferability and context	IBSA will pro-actively engage with the system to explore issues around transferable skills and transfer of learning, and how this might be encouraged and fostered in different industry sectors and delivery contexts units will begin to articulate expectations in relation to transferability under the unit section ‘Application of this unit’
Recognition	content development will acknowledge the importance of respecting an individual’s right to recognition with a separate unit of competency where the combination of skills, knowledge, performance and outcomes can be considered unique with no realistic expectation of skills transfer to different context content development will acknowledge the need to provide separate recognition of performance, skills and knowledge which hold a unique place in a given industry context due to factors such as: licensing or other regulation, accreditation, professional organisation membership, cultural considerations

Rationalisation

Rationalisation and the reduction of unnecessary duplication is a national priority, though there is currently no agreed national definition of rationalisation. To provide clarity around this issue, IBSA has defined rationalisation as:

the re-structuring and streamlining of existing Training Package content to:

reduce duplication within and between training products

provide a cohesive and flexible set of national training products to meet the skill development needs of industry, the community and individuals.

Issue	Guiding Principles
Rationalisation purpose	Rationalisation initiatives will be based on clear evidence of benefits for users. Benefits of rationalisation will be articulated and documented in the context of specific review and development work. Where the benefits for one user group have negative impacts on another user group/s, the overarching objectives of the Integrated Skills and Qualification Framework (ISQF) will guide decision making.
Overall rationalisation approach	Content of current IBSA Training Packages will be re-organised into a framework of crossindustry and specialist/technical units. Primary focus of IBSA’s rationalisation initiatives will be to identify commonalities across sectors, achieve better integration and reduce duplication so that the new framework better reflects the changing nature of work.
Rationalisation priorities	Focus of IBSA’s shortterm rationalisation efforts will be in key areas: existing units and qualifications units and qualifications which are the most widely used (based on NCVER and other data) Training Packages due for review new development units and qualifications that have the most potential for wide use to meet emerging needs (e.g. innovation, creativity, design).
Rationalisation across contexts	Focus of IBSA rationalisation across workplace contexts will be placed on units and qualifications where the following criteria apply: units, skill sets and qualifications covering priority skills areas where convergence is occurring and there is evidencebased demand for better integration (e.g. digital content) established or emerging pattern of career path movement across contexts use of broadly similar technologies in the application of skills use of underpinning literacies which are broadly similar in nature, scope and level of importance to a given task wellargued case around transferability of skills and knowledge between contexts reasonable expectation of system in terms of capacity to deliver on transferable skills.
Rationalisation across qualification levels	Starting point for review/development of units will be the identification of different skills, knowledge and outcomes with no assumption of a unit to fit every AQF level. Development of units for packaging at different qualification levels will therefore depend on the identification of different skills, knowledge and outcomes. Differentiation between units at packaged at different qualification levels in the same skill area and the relationship between such units, will be clearly articulated in all unit components. Individual units of competency have different degrees in terms of scope and complexity; IBSA development supports the position that it is qualifications which have AQF levels and not individual units of competency. Qualification packaging rules will allow some units to be packaged across a range of AQF levels to provide appropriate flexibility.

Qualification Design

Issue	Guiding Principles
Starting points for developing qualifications	IBSA will construct brief but meaningful profiles from the Industry Skills Report (ISR) about emerging patterns of work, with these profiles forming the basis for qualification review and development. In the shortterm absence of reliable ISR data, the research and analysis phase of unit and qualification review or development will place a much stronger emphasis on emerging industry trends and demand. Developers will consider emerging patterns of work and provide clear justification and evidence of need for proposed qualification structures. Developers will consider the benefits of developing qualifications based around function rather than specific industry context to better reflect emerging patterns of work. IBSA Training Packages support and confirm the place of qualifications that may reach beyond existing notions of ‘occupational outcomes’ to reflect broad and varied individual, community and industry needs.
Overall approach to qualification structure	Flexibility and options will be a key feature of all qualifications to allow for ongoing change – restrictive ‘rules’ will be kept to a minimum. All qualifications will allow for multi-skilling and specialisation, unless particular legislative, licensing or certification restrictions apply. Qualifications will provide improved guidance on appropriate packaging of units to meet particular vocational and broader outcomes, and industry contexts through addition of example packaging to meet different outcomes.
Qualification titling and specialisation	Qualifications will be developed around a broad understanding that national policy on qualification titling will become more flexible to allow the nomination of specialisations in brackets after the main qualification title. Specialisations and requirements to achieve those specialisations, will be nominated within each qualification. Nominated specialisations will be based on consultation around the following criteria: evidence-based established and emerging occupational outcomes, within and outside, traditional industry boundaries relevant links to accreditation or licensing industry development objectives and skills shortages process and guidelines for the creation of new specialisations will be nominated as part of the supporting information for qualifications.
Nesting/ embedding of qualifications	IBSA will adopt a flexible approach to nesting of qualifications that allows for: stand-alone qualifications partial nesting based on clear evidence of need optional nesting through flexible elective choice based on clear evidence of need where specific licensing or accreditation requirements apply, those requirements will guide the structure of the qualification IBSA will add additional flexibility to any fully nested/embedded qualifications IBSA will progress work with other ISCs and stakeholders to work towards common understandings around the concepts of nesting and embedding.
Parity of qualifications	An overarching principle is that the content of qualifications will be determined by the relevant outcomes and by the way skills and knowledge are developed in different contexts. Development of qualifications in various IBSA sectors will be used to inform a set of guidelines around qualification parity to address issues raised by vastly divergent development philosophies.
Licensing	IBSA will scope areas under its coverage impacted by licensing and determine priorities for action. IBSA will identify and participate in current licensing projects which impact its industry sectors. Relevant qualifications will be developed in the context of current and emerging links between licensing and the training system.

Skill Sets Design

Issue	Guiding Principles
Skill sets as part of IBSA Training Packages	Skill sets are a design methodology that can be applied to provide more flexible training and skill development options within the national training system and will therefore be considered a priority development area across IBSA sectors. NQC has supported the skill sets concept (30 June 2006), defined as follows: those single units or combinations of units which link to a licence or regulatory requirement, or defined industry need. other skill sets may be identified and an RTO would still be able to identify a relevant combination of units to meet local, enterprise or individual needs. Training Package Development Handbook guides the identification of skill sets. IBSA views skill sets as a cluster of one or more units where achievement of competency in the units links to one or more of the following: industry or community recognition, meeting an identified area of skill need/skill shortage industry certification/accreditation regulatory compliance a licence to operate in a given context vendor certification. All future IBSA development and review projects will include consideration of the need for skill set development and involve consultation with industry, the training system and individuals on priority areas.
Composition and naming of skill sets	Each skill set will be named using terminology meaningful to the primary target audience. Skill sets may comprise any combination of units which meets the identified need and may include combinations of units which: vary in scope and complexity originate in different Training Packages.

Unit Design

Issue	Guiding Principles
Scope of each Unit of Competency	Each IBSA unit will represent a discrete function and will not embed the content of other units. IBSA Training Packages support the place of units that may reach beyond existing notions of ‘workplace functions’ to reflect broad and varied individual, community and industry needs i.e. essential skills. Where skills and knowledge are identified in the Required Skills and Knowledge section, clear specification of the scope of skills and knowledge required within that particular unit will be a key focus. Each unit will clearly articulate relationships with other units and pre-requisites will be kept to an absolute minimum. Any referencing to other units will go beyond internal IBSA referencing to allow for broad application across all other relevant industry sectors. Clear and explicit differentiation between units in the same skill area at different levels will be a key focus, with this differentiation to be evident within every unit component.
Language	All IBSA units will use plain English. IBSA crossindustry units will use contextneutral terminology to ensure they can be applied across varying contexts. Generic parenthood statements will not appear in IBSA units, unless required by national policy decisions beyond the control of IBSA.
Specialist versus generalist units	Units covering similar content areas will be developed at the same time and by the same people under a continuous improvement process to facilitate a more cohesive overall unit structure. Units will provide clear information about the way different units are applied and by whom. IBSA will consider the development of support materials (e.g. unit maps) to assist users in navigating the range of available units in a given skill area and the most appropriate units for particular purposes.
Unit codes	Unit codes will include a number denoting the advised earliest appropriate packaging level for a unit within a qualification – but this does not indicate the unit itself has an AQF level.
Knowledge and research	IBSA confirms and supports the value and importance of knowledge for all individuals in the workplace. Application of knowledge will remain paramount and this application will be reflected in all units. Specific units which focus on applied knowledge to meet licensing, regulatory or other welldefined industry needs will be supported. For units within lower level qualifications approaches will be kept broad to allow for a focus on transferable research skills. Existing units packaged at higher qualification levels will be reviewed, with a view to better articulation of specialised combinations of knowledge, skill and performance.
Learning and development	IBSA confirms and supports the value and importance of ongoing learning and development for all individuals. All units will explicitly embed learning as reflected in the current IBSA Generic Employability Skills Framework. IBSA Training Package content will also include units dedicated to ongoing learning and development across all levels.
Creativity, innovation and design	All units will explicitly embed innovation and creativity as reflected in the current Employability Skills Framework. All IBSA Training Packages will include a suite of dedicated crossindustry units addressing creativity, innovation and design.

List of AQF Qualifications

Code	Title	Volume
Visual Arts and Contemporary Craft
CUV10103	Certificate I in Visual Arts and Contemporary Craft	1
CUV20103	Certificate II in Visual Arts and Contemporary Craft	1
CUV30103	Certificate III in Visual Arts and Contemporary Craft	1
CUV40103	Certificate IV in Visual Arts and Contemporary Craft	1
Aboriginal or Torres Strait Islander Cultural Arts
CUV10203	Certificate I in Aboriginal or Torres Strait Islander Cultural Arts	1
CUV20203	Certificate II in Aboriginal or Torres Strait Islander Cultural Arts	1
CUV30203	Certificate III in Aboriginal or Torres Strait Islander Cultural Arts	1
CUV40203	Certificate IV in Aboriginal or Torres Strait Islander Cultural Arts	1
Opal Cutting and Polishing
CUV20303	Certificate II in Opal Cutting and Polishing	1
CUV40603	Certificate IV in Opal Cutting and Polishing	1
Arts Administration and Management
CUV30403	Certificate III in Arts Administration	1
CUV40503	Certificate IV in Arts Administration	1
CUV60103	Advanced Diploma of Arts Management	1
Design
CUV30303	Certificate III in Design Fundamentals	1
CUV40303	Certificate IV in Design	1
Photoimaging
CUV40403	Certificate IV in Photoimaging	1
CUV50107	Diploma of Photoimaging	1
Technical/Scientific Field-Based Photoimaging Skill Set	1
Creative Product Development
CUV60307	Advanced Diploma of Creative Product Development	1

List of units of competency with prerequisites
Code	Title	Prerequisite units
CUVOPA13B	Apply advanced pre-cutting processes to complex opals	CUVOPA03B Complete pre-cutting processes for solid opals
CUVPHI501A	Research role and use of the photoimage in visual communication	CUVDES04A Integrate colour theory and design processes in response to a brief CUVPHI03A Research and apply information on the traditions which inform photoimaging practice.
CUVPHI502A	Research and exploit photoimaging trends	CUVPHI01A Source and apply photoimaging industry knowledge CUVPHI03A Research and apply information on the traditions which inform photoimaging practice CUVPHI07A Process photoimages to work print/file stage.
CUVPHI503A	Explore the descriptive and emotive nature of photo lighting	CUVPHI04A Apply photoimaging lighting techniques CUVPHI05A Use a 35mm SLR camera or digital equivalent CUVPHI06A Plan and carry out image capture in response to a brief.
CUVPHI504A	Investigate and exploit innovative imaging options	CUVPHI01A Source and apply photoimaging industry knowledge CUVPHI03A Research and apply information on the traditions which inform photoimaging practice CUVPHI05A Use a 35mm SLR camera or digital equivalent.
CUVPHI505A	Produce an innovative presentation of professional work	CUVCRS14A Prepare, store and maintain finished work CUVPHI03A Research and apply information on the traditions which inform photoimaging practice CUVPHI05A Use a 35mm SLR camera or digital equivalent.
CUVPHI506A	Produce commercial photoimages	CUVDES04A Integrate colour theory and design processes in response to a brief CUVPHI04A Apply photoimaging lighting techniques CUVPHI05A Use a 35mm SLR camera or digital equivalent CUVPHI06A Plan and carry out image capture in response to a brief CUVPHI07A Process photoimages to work print/file stage CUVPHI08A Enhance, manipulate and output photoimages.
CUVPHI507A	Provide domestic portrait services	CUVPHI04A Apply photoimaging lighting techniques CUVPHI05A Use a 35mm SLR camera or digital equivalent CUVPHI06A Plan and carry out image capture in response to a brief CUVPHI08A Enhance, manipulate and output photoimages.
CUVPHI508A	Produce media photoimages	CUVPHI05A Use a 35mm SLR camera or digital equivalent CUVPHI06A Plan and carry out image capture in response to a brief CUVPHI07A Process photoimages to work print/file stage CUVPHI08A Enhance, manipulate and output photoimages.
CUVPHI509A	Produce wedding photoimaging products	CUVPHI04A Apply photoimaging lighting techniques CUVPHI05A Use a 35mm SLR camera or digital equivalent CUVPHI06A Plan and carry out image capture in response to a brief CUVPHI07A Process photoimages to work print/file stage.
CUVPHI510A	Plan, capture and exploit visual art photoimages	CUVCRS14A Prepare, store and maintain finished work CUVDES04A Integrate colour theory and design processes in response to a brief CUVPHI04A Apply photoimaging lighting techniques CUVPHI05A Use a 35mm SLR camera or digital equivalent CUVPHI06A Plan and carry out image capture in response to a brief CUVPHI07A Process photoimages to work print/file stage CUVPHI08A Enhance, manipulate and output photoimages.
CUVPHI511A	Produce technical photoimages	CUVPHI04A Apply photoimaging lighting techniques CUVPHI06A Plan and carry out image capture in response to a brief.
CUVPHI512A	Make illustrative images for publication and display	CUVDES04A Integrate colour theory and design processes in response to a brief CUVPHI04A Apply photoimaging lighting techniques CUVPHI05A Use a 35mm SLR camera or digital equivalent CUVPHI06A Plan and carry out image capture in response to a brief CUVPHI07A Process photoimages to work print/file stage.
CUVPHI513A	Plan, capture and exploit stock photoimages	CUVPHI04A Apply photoimaging lighting techniques CUVPHI05A Use a 35mm SLR camera or digital equivalent CUVPHI06A Plan and carry out image capture in response to a brief CUVPHI07A Process photoimages to work print/file stage.
CUVPHI514A	Employ colour management in a digital imaging workplace	CUFDIG303A Produce and prepare photo images CUFDIG304A Create visual design components.
CUVPHI515A	Prepare digital images for pre-press printing	CUFDIG303A Produce and prepare photo images CUVPHI07A Process photoimages to work print/file stage CUVPHI514A Employ colour management in a digital imaging workplace

Mapping units of competency
Related units in previous Training Package CUV03 Version 2	Unit code and title in CUV03 Version 3	Relationship to previous versions
BSBADM304A Design and develop text documents	BSBITU307A Develop keyboarding speed and accuracy BSBITU309A Produce desk top published documents	Deleted and incorporated into new units BSBITU307A and BSBITU309A; these units are not equivalent to BSBADM304A
BSBADM305A Create and use databases	BSBITU301A Create and use databases	Updated and equivalent
BSBADM306A Create electronic presentations	BSBITU302A Create electronic presentations	Updated and equivalent
BSBADM403A Develop and use complex databases	BSBITA401A Design databases	Delete and incorporated into new unit BSBITA401A; not equivalent
BSBADM404A Develop and use complex spreadsheets	BSBITU402A Develop and use complex spreadsheets	Updated and equivalent
BSBADM405A Organise meetings	BSBADM405B Organise meetings	Updated and equivalent
BSBADM502A Manage meetings	BSBADM502B Manage meetings	Updated and equivalent
BSBCMN103A Apply basic communication skills	BSBCMM101A Apply basic communication skills	Updated and equivalent
BSBCMN108A Develop keyboard skills	BSBITU102A Develop keyboard skills	Updated and equivalent
BSBCMN203A Communicate in the workplace	BSBCMM201A Communicate in the workplace	Updated and equivalent with minor change
BSBCMN205A Use business technology	BSBWOR204A Use business technology	Updated and equivalent
BSBCMN207A Prepare and process financial/business documents	FNSICGEN305A Maintain daily financial/business records	Deleted and replaced; not equivalent
BSBCMN213A Produce simple word processed documents	BSBITU201A Produce simple word processed documents	Updated and equivalent
BSBCMN214A Create and use simple spreadsheets	BSBITU202A Create and use spreadsheets	Updated and equivalent
BSBCMN305A Organise workplace information	BSBINM301A Organise workplace information	Updated and equivalent
BSBCMN306A Produce business documents	BSBITU306A Design and produce business documents	Updated and equivalent
BSBCMN311A Maintain workplace safety	BSBOHS201A Participate in OHS processes	Deleted and merged into BSBOHS201A; not equivalent
BSBEBUS404A Trade online	BSBITU305A Conduct online transactions	Deleted and merged with BSBITU305A; not equivalent
BSBFLM404A Lead work teams	BSBWOR402A Promote team effectiveness	BSBFLM404A was replaced by BSBFLM412A, which has been replaced by BSBWOR402A. Updated and equivalent to BSBFLM412A with minor change
BSBFLM502A Provide leadership in the workplace	BSBWOR502A Ensure team effectiveness	BSBFLM502A was replaced by BSBFLM512A Ensure team effectiveness; which in turn has been replaced by BSBWOR502A. Updated and equivalent to BSBFLM512A
BSBFLM503A Establish effective workplace relationships	BSBMGT502B Manage people performance	Deleted and covered by BSBMGT502B; not equivalent
BSBFLM507A Manage quality customer service	BSBCUS501A Manage quality customer service	Updated and equivalent
BSBFLM509A Promote continuous improvement	BSBMGT516A Facilitate continuous improvement	Updated and equivalent with minor change
BSBFLM510A Facilitate and capitalise on change and innovation	BSBINN502A Build and sustain an innovative work environment	Deleted and covered by new unit BSBINN502A; not equivalent
BSBHR402A Recruit and select personnel	BSBHRM402A Recruit, select and induct staff	Updated and equivalent with minor change
BSBSBM301A Research business opportunities	BSBSMB301A Investigate micro business opportunities	New unit based on but not equivalent to BSBSBM301A
BSBSBM401A Establish business and legal requirements	BSBSMB401A Establish legal and risk management requirements of small business	Updated and equivalent
BSBSBM402A Undertake financial planning	BSBSMB402A Plan small business finances	Updated and equivalent
BSBSBM403A Promote the business	BSBSMB403A Market the small business	Updated and equivalent
BSBSBM404A Undertake business planning	BSBSMB404A Undertake small business planning	Updated and equivalent
BSBSBM405A Monitor and manage business operations	BSBSMB405A Monitor and manage small business operations	Updated and equivalent
BSBSBM406A Manage finances	BSBSMB406A Manage small business finances	Updated and equivalent
BSBSBM407A Manage a small team	BSBSMB407A Manage a small team	Updated and equivalent
BSZ401A Plan assessment	TAAASS401B Plan and organise assessment	Replaced and equivalent
BSZ402A Conduct assessment	TAAASS301B Contribute to assessment TAAASS402B Assess competence	BSZ402A is equivalent to completing one of TAAASS301A or TAAASS402A
BSZ403A Review assessment	TAAASS404B Participate in assessment validation	Replaced with partial equivalence
BSZ404A Train small groups	TAADEL301B Provide training through instruction and demonstration of work skills	Replaced and equivalent
CUFGEN02A Identify industry laws and regulations and apply them to workplace activities	Nil	Deleted and incorporated into range of industry context and program planning/production units, including: CUFAIR401A Conduct interviews CUFIND201A Develop and apply creative arts industry knowledge CUFIND301A Work effectively in the screen and media industries CUFPPM301A Plan and prepare programs
CUFMEM07A Apply principles of visual design and communication to the development of a multimedia product	Nil	Deleted and aspects (relevant to AQF level functions) covered in CUFDIG304A Higher level design functions covered in a range of design units, including: CUFANM503A Design animation and digital visual effects CUFDIG402A Design user interfaces CUFDIG504A Design games
CUFSAF01B Follow health, safety and security procedures	BSBOHS201A Participate in OHS processes	Deleted and replaced; not equivalent
CUSADM03A Manage a project	BSBPMG510A Manage projects	Deleted and replaced; not equivalent
CUSADM04A Manage a major project	BSBPMG601A Direct the integration of projects	Deleted and replaced; not equivalent
CUSADM05A Develop and implement a business/strategic plan	BSBMGT616A Develop and implement strategic plans BSBMGT617A Develop and implement a business plan	Deleted and replaced; not equivalent
CUSADM06A Develop and implement an operational plan	BSBMGT515A Manage operational plan	Deleted and replaced; not equivalent
CUSADM07A Establish and maintain work and contractual relationships	BSBREL401A Establish networks BSBREL402A Build client relationships and business networks CUVIND501A Maintain and apply creative arts industry knowledge	Deleted with partial equivalence to BSBREL401A, BSBREL402A and CUVIND501A
CUSADM08A Address copyright requirements	CUFCMP501A Manage and exploit copyright arrangements	Updated and equivalent
CUSADM09A Address legal and administrative requirements	BSBSMB401A Establish legal and risk management requirements of small business	Deleted and replaced; not equivalent
CUSGEN02B Work in a culturally diverse environment	BSBDIV301A Work effectively with diversity	Deleted and replaced; unit equivalent
CUSGEN04B Participate in negotiations	FNSICGEN402B Participate in negotiations	Deleted and replaced; unit equivalent
CUSGEN05B Make presentations	BSBCMM401A Make a presentation	Deleted and replaced; unit equivalent
CUSRAD01A Collect and organise information	CUFRES201A Collect and organise content for broadcast or publication	Replaced and equivalent
CUSRAD02A Conduct research	CUFRES401A Conduct research	Replaced and equivalent
CUVADM01A Develop and implement arts administration systems and procedures	CUVADM01B Develop and implement arts administration systems and procedures	Updated and equivalent
CUVADM02A Plan work space	CUVADM02B Plan work space	Updated and equivalent
CUVADM05A Plan and develop information management systems	CUVADM05B Plan and develop information management systems	Updated and equivalent
CUVADM08A Develop and manage public relations strategies	CUVADM08B Develop and manage public relations strategies	Updated and equivalent
CUVADM10A Research and utilise revenue and funding opportunities	CUVADM10B Research and utilise revenue and funding opportunities	Updated and equivalent
CUVADM11A Work within an arts organisation context	CUVADM11B Work within an arts organisation context	Updated and equivalent
CUVADM12A Work with arts professionals in an arts organisation	CUVADM12B Work with arts professionals in an arts organisation	Updated and equivalent
CUVADM13A Research and critique cultural work(s)	CUVADM13B Research and critique cultural work(s)	Updated and equivalent
CUVCON06A Develop concepts for arts organisations or projects	CUVCON06B Develop concepts for arts organisations or projects	Updated and equivalent
CUVCOR01A Source concept for own work	CUVCOR01B Source concept for own work	Updated and equivalent
CUVCOR02A Develop and articulate concept for own work	CUVCOR02B Develop and articulate concept for own work	Updated and equivalent
CUVCOR03A Develop, refine and communicate concept for own work	CUVCOR03B Develop, refine and communicate concept for own work	Updated and equivalent
CUVCOR04A Originate concept for own work and conduct critical discourse	CUVCOR04B Originate concept for own work and conduct critical discourse	Updated and equivalent
CUVCOR07A Use drawing techniques to represent the object or idea	CUVCOR07B Use drawing techniques to represent the object or idea	Updated and equivalent
CUVCOR08A Produce drawings to represent and communicate the concept	CUVCOR08B Produce drawings to represent and communicate the concept	Updated and equivalent
CUVCOR09A Select and apply drawing techniques and media to represent and communicate the concept	CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept	Updated and equivalent
CUVCOR11A Source information on history and theory and apply to own area of work	CUVCOR11B Source information on history and theory and apply to own area of work	Updated and equivalent
CUVCOR12A Review history and theory for application to artistic practice	CUVCOR12B Review history and theory for application to artistic practice	Updated and equivalent
CUVCOR13A Research and critically analyse history and theory to inform artistic practice	CUVCOR13B Research and critically analyse history and theory to inform artistic practice	Updated and equivalent
CUVCRS01A Plan work for a nominated site	CUVCRS01B Plan work for a nominated site	Updated and equivalent
CUVCRS02A Select sites and plan work	CUVCRS02B Select sites and plan work	Updated and equivalent
CUVCRS03A Produce computer-aided drawings	CUVCRS03B Produce computer-aided drawings	Updated and equivalent
CUVCRS04A Produce technical drawings	CUVCRS04B Produce technical drawings	Updated and equivalent
CUVCRS05A Use typography techniques for design work	CUVCRS05B Use typography techniques for design work	Updated and equivalent
CUVCRS06A Make scale models	CUVCRS06B Make scale models	Updated and equivalent
CUVCRS08A Document the work progress	CUVCRS08B Document the work progress	Updated and equivalent
CUVCRS11A Select and prepare work for exhibition	CUVCRS11B Select and prepare work for exhibition	Updated and equivalent
CUVCRS13A Store finished work	CUVCRS13B Store finished work	Updated and equivalent
CUVCRS14A Prepare, store and maintain finished work	CUVCRS14B Prepare, store and maintain finished work	Updated and equivalent
CUVCRS16A Prepare text and graphic files for print processing	CUVCRS16B Prepare text and graphic files for print processing	Updated and equivalent
CUVDES01B Apply colour theory in response to a brief	BSBDES301A Explore the use of colour	Replaced and equivalent
CUVDES02B Apply the design process to 2-dimensional work in response to a brief	BSBDES302A Explore and apply the creative design process to 2D forms	Replaced and equivalent
CUVDES03B Apply the design process to 3-dimensional work in response to a brief	BSBDES303A Explore and apply the creative design process to 3D forms	Replaced and equivalent
CUVDES04A Integrate colour theory and design processes in response to a brief	CUVDES04B Integrate colour theory and design processes in response to a brief	Updated and equivalent
CUVDES05B Interpret and respond to a brief	BSBDES402A Interpret and respond to a design brief	Updated and equivalent
CUVDSP01B Source and apply design industry knowledge	BSBDES304A Source and apply design industry knowledge	Updated and equivalent
CUVDSP02B Develop self as designer	BSBDES403A Develop and extend design skills and practice	Updated and equivalent
CUVDSP04B Research and apply the history and theory of design to design practice	BSBDES305A Source and apply information on the history and theory of design	Updated and equivalent
CUVDSP07A Research and apply techniques for graphic design	CUVDSP07B Research and apply techniques for graphic design	Updated and equivalent
CUVDSP11A Research and apply techniques for illustrative work	CUVDSP11B Research and apply techniques for illustrative work	Updated and equivalent
CUVDSP13A Research and apply techniques for the design of wearable objects	CUVDSP13B Research and apply techniques for the design of wearable objects	Updated and equivalent
CUVDSP14A Research and apply techniques for the design of products	CUVDSP14B Research and apply techniques for the design of products	Updated and equivalent
CUVDSP15A Research and apply techniques for application to spatial design	CUVDSP15B Research and apply techniques for application to spatial design	Updated and equivalent
CUVICS01A Contribute to workplace improvements	CUVICS01B Contribute to workplace improvements	Updated and equivalent
CUVICS02A Share ideas in the workplace	CUVICS02B Share ideas in the workplace	Updated and equivalent
CUVICS03A Develop innovative ideas at work	CUVICS03B Develop innovative ideas at work	Updated and equivalent
CUVICS04A Originate and develop a concept	CUVICS04B Originate and develop a concept	Updated and equivalent
CUVICS05A Lead a team to foster innovation	CUVICS05B Lead a team to foster innovation	Updated and equivalent
CUVICS06A Create an innovative work environment	CUVICS06B Create an innovative work environment	Updated and equivalent
CUVICS07A Set up systems that support innovation	CUVICS07B Set up systems that support innovation	Updated and equivalent
CUVOPA01A Identify and describe opal	CUVOPA01B Identify and describe opal	Updated and equivalent
CUVOPA02A Handle and store rough and cut opal	CUVOPA02B Handle and store rough and cut opal	Updated and equivalent
CUVOPA03A Complete precutting processes for solid opals	CUVOPA03B Complete precutting processes for solid opals	Updated and equivalent
CUVOPA04A Cut and polish an opal solid	CUVOPA04B Cut and polish an opal solid	Updated and equivalent
CUVOPA05A Complete pre-cutting processes for opal doublets and triplets	CUVOPA05B Complete pre-cutting processes for opal doublets and triplets	Updated and equivalent
CUVOPA06A Cut and polish an opal doublet/triplet	CUVOPA06B Cut and polish an opal doublet/triplet	Updated and equivalent
CUVOPA07A Use opal carving tools	CUVOPA07B Use opal carving tools	Updated and equivalent
CUVOPA08A Production cut and polish opal	CUVOPA08B Production cut and polish opal	Updated and equivalent
CUVOPA09A Use a faceting machine	CUVOPA09B Use a faceting machine	Updated and equivalent
CUVOPA10A Cut opal spheres and beads	CUVOPA10B Cut opal spheres and beads	Updated and equivalent
CUVOPA11A Obtain opal	CUVOPA11B Obtain opal	Updated and equivalent
CUVOPA12A Identify the requirements for establishing an opal-cutting workshop	CUVOPA12B Identify the requirements for establishing an opal-cutting workshop	Updated and equivalent
CUVOPA13A Apply advanced pre-cutting processes to complex opals	CUVOPA13B Apply advanced pre-cutting processes to complex opals	Updated and equivalent
CUVOPA14A Undertake operational maintenance of machinery	CUVOPA14B Undertake operational maintenance of machinery	Updated and equivalent
CUVPHI01A Source and apply photoimaging industry knowledge	CUVPHI01B Source and apply photoimaging industry knowledge	Updated and equivalent
CUVPHI02A Develop self for photoimaging industry	CUVPHI02B Develop self for photoimaging industry	Updated and equivalent
CUVPHI03A Research and apply information on the traditions which inform photoimaging practice	CUVPHI03B Research and apply information on the traditions which inform photoimaging practice	Updated and equivalent
CUVPHI04A Apply photoimaging lighting techniques	CUVPHI04B Apply photoimaging lighting techniques	Updated and equivalent
CUVPHI05A Use a 35mm SLR camera or digital equivalent	CUVPHI05B Use a 35mm SLR camera or digital equivalent	Updated and equivalent
CUVPHI06A Plan and carry out image capture in response to a brief	CUVPHI06B Plan and carry out image capture in response to a brief	Updated and equivalent
CUVPHI07A Process photoimages to work print/file stage	CUVPHI07B Process photoimages to work print/file stage	Updated and equivalent
CUVPHI08A Enhance, manipulate and output photoimages	CUVPHI08B Enhance, manipulate and output photoimages	Updated and equivalent
CUVPHI09A Use colour materials, processing and printing techniques in a wet darkroom context	CUVPHI09B Use colour materials, processing and printing techniques in a wet darkroom context	Updated and equivalent
CUVPHI10A Use and extend wet darkroom techniques to produce monochrome photographs	CUVPHI10B Use and extend wet darkroom techniques to produce monochrome photographs	Updated and equivalent
CUVPRP01A Develop self as artist	CUVPRP01B Develop self as artist	Updated and equivalent
CUVPRP02A Develop understanding of own Aboriginal or Torres Strait Islander identity	CUVPRP02B Develop understanding of own Aboriginal or Torres Strait Islander identity	Updated and equivalent
CUVPRP03A Develop and apply knowledge of Aboriginal or Torres Strait Islander Cultural Arts	CUVPRP03B Develop and apply knowledge of Aboriginal or Torres Strait Islander Cultural Arts	Updated and equivalent
CUVPRP04A Produce work which expresses own Aboriginal or Torres Strait Islander identity	CUVPRP04B Produce work which expresses own Aboriginal or Torres Strait Islander identity	Updated and equivalent
CUVVSP01A Produce calligraphy	CUVVSP01B Produce calligraphy	Updated and equivalent
CUVVSP02A Research and experiment with techniques to produce calligraphy	CUVVSP02B Research and experiment with techniques to produce calligraphy	Updated and equivalent
CUVVSP04A Apply techniques to produce ceramics	CUVVSP04B Apply techniques to produce ceramics	Updated and equivalent
CUVVSP05A Produce ceramics	CUVVSP05B Produce ceramics	Updated and equivalent
CUVVSP07A Apply techniques in wheel-formed ceramics	CUVVSP07B Apply techniques in wheel-formed ceramics	Updated and equivalent
CUVVSP11A Apply techniques to produce digital images	CUVVSP11B Apply techniques to produce digital images	Updated and equivalent
CUVVSP12A Produce digital images	CUVVSP12B Produce digital images	Updated and equivalent
CUVVSP13A Research and experiment with techniques for digital image enhancement and manipulation	CUVVSP13B Research and experiment with techniques for digital image enhancement and manipulation	Updated and equivalent
CUVVSP14A Apply techniques to produce drawings	CUVVSP14B Apply techniques to produce drawings	Updated and equivalent
CUVVSP15A Produce drawings	CUVVSP15B Produce drawings	Updated and equivalent
CUVVSP16A Research and experiment with techniques to produce drawings	CUVVSP16B Research and experiment with techniques to produce drawings	Updated and equivalent
CUVVSP17A Apply techniques to produce glass work	CUVVSP17B Apply techniques to produce glass work	Updated and equivalent
CUVVSP18A Apply techniques to produce video art	CUVVSP18B Apply techniques to produce video art	Updated and equivalent
CUVVSP19A Produce video art	CUVVSP19B Produce video art	Updated and equivalent
CUVVSP20A Research and experiment with techniques to produce video art	CUVVSP20B Research and experiment with techniques to produce video art	Updated and equivalent
CUVVSP21A Produce glass work	CUVVSP21B Produce glass work	Updated and equivalent
CUVVSP22A Research and experiment with techniques to produce glass work	CUVVSP22B Research and experiment with techniques to produce glass work	Updated and equivalent
CUVVSP24A Research and experiment with techniques to produce installation	CUVVSP24B Research and experiment with techniques to produce installation	Updated and equivalent
CUVVSP26A Apply techniques to produce jewellery	CUVVSP26B Apply techniques to produce jewellery	Updated and equivalent
CUVVSP27A Produce jewellery	CUVVSP27B Produce jewellery	Updated and equivalent
CUVVSP28A Research and experiment with techniques to produce jewellery	CUVVSP28B Research and experiment with techniques to produce jewellery	Updated and equivalent
CUVVSP34A Apply techniques to produce paintings	CUVVSP34B Apply techniques to produce paintings	Updated and equivalent
CUVVSP35A Produce paintings	CUVVSP35B Produce paintings	Updated and equivalent
CUVVSP36A Research and experiment with techniques to produce paintings	CUVVSP36B Research and experiment with techniques to produce paintings	Updated and equivalent
CUVVSP38A Research and experiment with techniques to produce performance art	CUVVSP38B Research and experiment with techniques to produce performance art	Updated and equivalent
CUVVSP44A Apply techniques to produce prints	CUVVSP44B Apply techniques to produce prints	Updated and equivalent
CUVVSP45A Produce prints	CUVVSP45B Produce prints	Updated and equivalent
CUVVSP46A Research and experiment with techniques to produce prints	CUVVSP46B Research and experiment with techniques to produce prints	Updated and equivalent
CUVVSP48A Research and experiment with techniques to produce public art	CUVVSP48B Research and experiment with techniques to produce public art	Updated and equivalent
CUVVSP50A Apply techniques to produce sculpture	CUVVSP50B Apply techniques to produce sculpture	Updated and equivalent
CUVVSP51A Produce sculpture	CUVVSP51B Produce sculpture	Updated and equivalent
CUVVSP52A Research and experiment with techniques to produce sculpture	CUVVSP52B Research and experiment with techniques to produce sculpture	Updated and equivalent
CUVVSP54A Apply techniques to produce textile/fibre work	CUVVSP54B Apply techniques to produce textile/fibre work	Updated and equivalent
CUVVSP55A Produce textile/fibre work	CUVVSP55B Produce textile/fibre work	Updated and equivalent
CUVVSP56A Research and experiment with techniques to produce textile/fibre work	CUVVSP56B Research and experiment with techniques to produce textile/fibre work	Updated and equivalent
CUVVSP57A Apply techniques to produce wood objects	CUVVSP57B Apply techniques to produce wood objects	Updated and equivalent
CUVVSP58A Produce wood objects	CUVVSP58B Produce wood objects	Updated and equivalent
CUVVSP59A Research and experiment with techniques to produce wood objects	CUVVSP59B Research and experiment with techniques to produce wood objects	Updated and equivalent
CUVVSPO6A Research and experiment with techniques to produce ceramics	CUVVSPO6B Research and experiment with techniques to produce ceramics	Updated and equivalent
ICPMM43CA Incorporate digital photography into multimedia presentations	ICPMM321A Capture a digital image	Deleted and replaced; not equivalent
ICPMM65DA Create web pages with multimedia	CUFDIG201A Maintain interactive content ICAB4169A Use development software and IT tools to build a basic website ICAB5165A Create dynamic web pages	Deleted and replaced; not equivalent
Nil	CUVDES601A Design innovative products	New unit – no equivalent in CUV03 Version 2
Nil	CUVIND501A Maintain and apply creative arts industry knowledge	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI501A Research role and use of the photoimage in visual communication	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI502A Research and exploit photoimaging trends	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI503A Explore the descriptive and emotive nature of photo lighting	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI504A Investigate and exploit innovative imaging options	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI505A Produce an innovative presentation of professional work	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI506A Produce commercial photoimages	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI507A Provide domestic portrait services	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI508A Produce media photoimages	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI509A Make wedding photoimaging products	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI510A Plan, capture and exploit art photoimages	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI511A Produce technical photoimages	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI512A Make illustrative images for publication and display	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI513A Plan, capture and exploit stock photoimages	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI514A Employ colour management in a digital imaging workplace	New unit – no equivalent in CUV03 Version 2
Nil	CUVPHI515A Prepare digital images for pre-press printing	New unit – no equivalent in CUV03 Version 2
SRXHRM001B Manage volunteers	SITXHRM004C Manage volunteers	Updated and equivalent (subject to SIT06 endorsement)
THHGHS03B Provide first aid	HLTFA301B Apply first aid	Deleted and replaced; not equivalent
THHGLE12B Develop and manage marketing strategies	BSBMKG608A Develop organisational marketing objectives BSBMKG609A Develop a marketing plan	Deleted and replaced; not equivalent
THHGLE15B Manage financial operations	FNSICORG609B Develop and manage financial systems	Deleted and replaced; not equivalent
THHGLE22A Manage risk	BSBRSK501A Manage risk	Deleted and replaced; not equivalent
WRRCA1B Operate retail equipment	WRRLP5B Apply store security systems and procedures	Deleted and replaced; not equivalent (greater relevance to retail assistant job role in Certificate IV in Photoimaging)
WRRCS3B Interact with customers	WRRS4B Build relationships with customers	Deleted and replaced; not equivalent (greater relevance to retail assistant job role in Certificate IV in Photoimaging)
WRRI1B Perform stock control procedures	WRRI5A Maintain and order stock	Deleted and replaced; not equivalent (greater relevance to retail assistant job role in Certificate IV in Photoimaging)
WRRM1B Merchandise products	WRRM5A Monitor in-store visual merchandising display	Deleted and replaced; not equivalent (greater relevance to retail assistant job role in Certificate IV in Photoimaging)

Mapping qualifications
Related qualification in previous Training Package CUV03 Version 2	Qualification code and title in CUV03 Version 3	Relationship to previous versions
CUV10103 Certificate I in Visual Arts and Contemporary Craft	CUV10103 Certificate I in Visual Arts and Contemporary Craft	Updated and equivalent
CUV10203 Certificate I in Aboriginal or Torres Strait Islander Cultural Arts	CUV10203 Certificate I in Aboriginal or Torres Strait Islander Cultural Arts	Updated and equivalent
CUV20103 Certificate II in Visual Arts and Contemporary Craft	CUV20103 Certificate II in Visual Arts and Contemporary Craft	Updated and equivalent
CUV20203 Certificate II in Aboriginal or Torres Strait Islander Cultural Arts	CUV20203 Certificate II in Aboriginal or Torres Strait Islander Cultural Arts	Updated and equivalent
CUV20303 Certificate II in Opal Cutting and Polishing	CUV20303 Certificate II in Opal Cutting and Polishing	Updated and equivalent
CUV30103 Certificate III in Visual Arts and Contemporary Craft	CUV30103 Certificate III in Visual Arts and Contemporary Craft	Updated and equivalent
CUV30203 Certificate III in Aboriginal or Torres Strait Islander Cultural Arts	CUV30203 Certificate III in Aboriginal or Torres Strait Islander Cultural Arts	Updated and equivalent
CUV30303 Certificate III in Design Fundamentals	CUV30303 Certificate III in Design Fundamentals	Updated and equivalent
CUV30403 Certificate III in Arts Administration	CUV30403 Certificate III in Arts Administration	Updated and equivalent
CUV40103 Certificate IV in Visual Arts and Contemporary Craft	CUV40103 Certificate IV in Visual Arts and Contemporary Craft	Updated and equivalent
CUV40203 Certificate IV in Aboriginal or Torres Strait Islander Cultural Arts	CUV40203 Certificate IV in Aboriginal or Torres Strait Islander Cultural Arts	Updated and equivalent
CUV40303 Certificate IV in Design	CUV40303 Certificate IV in Design	Updated and equivalent
CUV40403 Certificate IV in Photoimaging	CUV40403 Certificate IV in Photoimaging	Updated to include more appropriate unit examples for retail assistants and equivalent
CUV40503 Certificate IV in Arts Administration	CUV40503 Certificate IV in Arts Administration	Updated and equivalent
CUV40603 Certificate IV in Opal Cutting and Polishing	CUV40603 Certificate IV in Opal Cutting and Polishing	Updated and equivalent
CUV60103 Advanced Diploma of Arts Management	CUV60103 Advanced Diploma of Arts Management	Updated and equivalent
Nil	CUV50407 Diploma of Photoimaging	New qualification – no equivalent in CUV03 Version 2
Nil	CUV60307 Advanced Diploma of Creative Product Development	New qualification – no equivalent in CUV03 Version 2
Nil	Technical/Scientific Field-Based Photoimaging Skill Set	New skill set – no equivalent in CUV03 Version 2

Explanation of the review date

The review date (shown on the title page and in the footer of each page) indicates when the Training Package is expected to be reviewed in the light of changes such as changing technologies and circumstances. The review date is not an expiry date. Training Packages and their components remain current until they are reviewed or replaced.

Note to user
Continuous Improvement As of 2006, the review date will incorporate continuous improvement. The National Quality Council (NQC) has determined that the initial intensive development phase of Training Packages is complete and that it is time for the emphasis to move to ensuring the currency of Training Packages and to improving their ‘fitness for purpose’. Consequently, future emphasis will be on improving Training Packages through periodic review balanced by a continuum of Training Package maintenance, endorsement and implementation, referred to as continuous improvement. Continuous improvement will focus on information gathering and analysis in a context of industry engagement, market intelligence and product development. The fitness for purpose and currency of Training Packages will continue to be monitored by the NQC in a three year cycle, but determinations will be made on the basis of evidence of continuous improvement and sufficiency of consultative processes. A full review of a Training Package may still be undertaken where evidence of continuous improvement is not considered to be sufficient, or where consultation indicates the need. This may be requested by the NQC or by the ISC. Training Package coding will be updated every three years in line with NQC processes. Continuous improvement processes will be used following the first review of each Training Package, except in cases where the time elapsed since the last review indicates a need for a full review.

Overview

Overview

What is a Training Package?

A Training Package is an integrated set of nationally endorsed Competency Standards, Assessment Guidelines and Australian Qualifications Framework (AQF) qualifications for a specific industry, industry sector or enterprise.

Each Training Package:

provides a consistent and reliable set of components for training, and recognising and assessing people’s skills, and may also have optional support materials

enables nationally recognised qualifications to be awarded through direct assessment of workplace competencies

encourages the development and delivery of flexible training that suits individual and industry requirements

encourages learning and assessment in a work-related environment which leads to verifiable workplace outcomes.

How do Training Packages fit within the National Training Framework?

The National Training Framework is made up of the nationally agreed quality arrangements for the vocational education and training sector, the Australian Quality Training Framework (AQTF), and Training Packages endorsed by the National Quality Council (NQC).

How are Training Packages developed?

Training Packages are developed by Industry Skills Councils or enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement of Training Packages, developers must provide evidence of extensive research, consultation and support within the industry area or enterprise.

How do Training Packages encourage flexibility?

Training Packages describe the skills and knowledge needed to perform effectively in the workplace without prescribing how people should be trained.

Training Packages acknowledge that people can achieve vocational competency in many ways by emphasising what the learner can do, not how or where they learned to do it. For example, some experienced workers might be able to demonstrate competency against the units of competency and even gain a qualification without completing a formal training program.

With Training Packages, assessment and training may be conducted at the workplace, off the job, at a training organisation, during regular work, or through work experience, work placement, work simulation or any combination of these.

Who can deliver and assess using Training Packages?

Training and assessment using Training Packages must be conducted by a registered training organisation (RTO) that has the qualifications or specific units of competency on its scope of registration, or that works in partnership with another RTO as specified in the AQTF Standards for Registered Training Organisations.

Training Package components

Training Packages are made up of mandatory components endorsed by the NQC and optional support materials.

Training Package endorsed components

The nationally endorsed components include the Competency Standards, Assessment Guidelines and Qualifications Framework. These form the basis of training and assessment in the Training Package and, as such, they must be used.

Competency Standards

Each unit of competency identifies a discrete workplace requirement and includes the knowledge and skills that underpin competency as well as language, literacy and numeracy; and occupational health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment Guidelines

The Assessment Guidelines provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards as expressed in the Training Package and the Standards for Registered Training Organisations. The Assessment Guidelines must be followed to ensure the integrity of assessment leading to nationally recognised qualifications.

Qualifications Framework

Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of the nationally recognised qualifications issued.

Training Package support materials

The endorsed components of Training Packages are complemented and supported by optional support materials that provide for choice in the design of training and assessment to meet the needs of industry and learners.

Training Package support materials can relate to single or multiple units of competency, an industry sector, a qualification or the whole Training Package. They tend to fall into one or more of the categories illustrated below.

Training Package support materials are produced by a range of stakeholders such as RTOs, individual trainers and assessors, private and commercial developers and government agencies.

Where such materials have been quality assured through a process of ‘noting’ by the NQC, they display the following official logo. Noted support materials are listed on the National Training Information Service (NTIS) website, together with a detailed description and information on the type of product and its availability (www.ntis.gov.au).

It is not compulsory to submit support materials for noting; any resources that meet the requirements of the Training Package can be used.

Training Package, qualification and unit of competency codes

There are agreed conventions for the national codes used for Training Packages and their components. Always use the correct codes, exactly as they appear in the Training Package, and with the title always following the code.

Training Package codes

Each Training Package has a unique five-character national code assigned when the Training Package is endorsed, for example WRF04. The first three characters are letters identifying the Training Package industry coverage and the last two characters are numbers identifying the year of endorsement.

Qualification codes

Within each Training Package, each qualification has a unique eight-character code, for example WRF20104. The first three letters identify the Training Package; the first digit identifies the qualification level (noting that numbers are not used in qualification titles themselves); the next two digits identify the position in the sequence of the qualification at that level; and the last two digits identify the year in which the qualification was endorsed. (Where qualifications are added after the initial Training Package endorsement, the last two numbers may differ from other Training Package qualifications as they identify the year in which those particular qualifications were endorsed.)

Unit of competency codes

Within each Training Package, each unit of competency has a unique code. The unit of competency codes are assigned when the Training Package is endorsed, or when new units of competency are added to an existing endorsed Training Package.

A typical code is made up of 12 characters, normally a mixture of upper-case letters and numbers, as in WRF0201B. The first three characters signify the Training Package (WRF in this example) and are followed by up to eight characters, relating to the industry sector, function or skill area.

The last character is always a letter and identifies the unit of competency version. The ‘B’ in the example above indicates that this is not the original unit of competency. An incremented version identifier usually means that minor changes have been made. Typically this would mean that wording has changed in the range statement or evidence guide, providing clearer intent. Where changes are made that alter the outcome, a new code is assigned and the title is changed. The diagram below illustrates the meaning assigned to each character in this example unit of competency code.

Training Package, qualification and unit of competency titles

There are agreed conventions for titling Training Packages and their components. Always use the correct titles, exactly as they appear in the Training Package, and with the code always placed before the title.

Training Package titles

The title of each endorsed Training Package is unique and relates the Training Package’s broad industry coverage.

Qualification titles

The title of each endorsed Training Package qualification is unique. Qualification titles use the following sequence:

firstly, the qualification is identified as Certificate I, Certificate II, Certificate III, Certificate IV, Diploma, Advanced Diploma, Vocational Graduate Certificate or Vocational Graduate Diploma

this is followed by the words ‘in’ for Certificates and ‘of’ for Diploma and Advanced Diploma

then the industry descriptor follows, for example Transport

if applicable, the occupational or functional stream follows in brackets, for example (Warehousing and Storage).

For example:

TDT10102 Certificate I in Transport and Distribution (Warehousing and Storage).

Unit of competency titles

Each unit of competency title is unique. Unit of competency titles describe the competency outcome concisely, and are written in sentence case.

For example:

TDTA1497B Use product knowledge to complete work operations.

Historical and general information

Historical and general information

CUV03 Development Approach

The Visual Arts, Craft and Design Training Package is one of a suite of Training Packages within the Cultural Industries. The Cultural Industries comprise the following sectors:

Community cultural development

Entertainment

Film, television and radio

Library and information services

Multimedia

Museums, galleries and cultural heritage sites

Music

Performing arts

Visual arts, craft and design.

Development of the Visual Arts Craft and Design Training Package was split across two stages:

Stage 1 – development of qualifications and competencies from Certificate I to Certificate IV, except in the area of Arts Administration and Management which goes to Advanced Diploma

Stage 2 – development of higher level qualifications and competencies in photoimaging.

This publication represents the completed outcome of both stages, and sees the introduction of a Diploma of Photoimaging and Advanced Diploma of Creative Product Development. It also takes into account Training Package development requirements as outlined in The Training Package Development Handbook released by DEST in November 2006.

The development of the qualifications was undertaken within a context of consultation and feedback from industry and potential providers. A number of underpinning principles were articulated, including:

maximisation of flexibility to meet a range of different applications and contexts

maximisation of opportunity to draw units from other relevant Training Packages to increase flexibility, pathways and recognition

incorporation wherever possible of relevant units from other Training Packages or initiatives

ensuring that a user who wishes to focus on a single specialisation is able to do so

ensuring that a user who wishes to undertake an eclectic mix across specialisations is able to do so

ensuring that a user with a studio and experimental focus is able to select appropriate units

ensuring that a user with a small business focus is able to select appropriate units

ensuring that design fundamentals are articulated and underpin all other design specialisations

ensuring that there is an appropriate pathway from arts practitioner to administrator/manager

development of a package with a manageable number of qualifications.

The national qualifications are not courses and the standards are not curriculum documents. Conceptually, units represent logical chunks of work and the combination of units in qualifications reflect a whole job role. Guided by the packaging rules, Registered Training Organisations (RTOs) select units that cover the skills required in whatever job roles they wish to target in courses. The qualification structure allows them to decide what they will teach, when and how. It describes the outcomes of training but leaves the detailed decision-making and implementation to RTOs.

Introduction to the Industry

Acting on behalf of the Federal Government and working within the scope of vocational training and education (VTE), the Department of Education, Science and Training (DEST) works to ensure that Australian industries have access to the people and skills they need, both to maintain existing operations and to achieve competitive and opportunity-led change.

In July 2004, the Australian National Training Authority (ANTA) established the Innovation and Business Industry Skills Council (which trades as Innovation and Business Skills Australia, or IBSA) to assist industry and governments to identify and coordinate activities directed towards meeting the people and skill needs of six key industry sectors of the Australian economy. These industry sectors include:

business services

cultural industries

education

financial services

information and communication technologies

printing and graphic arts.

These industries are important contributors to Australia’s economy, both in their own right and because their skills underpin growth in other industries. An important trend in the innovation and business industries is the blurring of sectoral borders due to converging technologies. Examples include the convergence of telecommunications and information technology, the overlap between printing and the cultural industries in areas such as graphic design and digital media, and the overlap between printing and ICT in areas such as variable data printing and business process control. Such overlaps and areas of common interest will create the need for shared protocols.

Other important trends affecting the industries include the increased demand for blended, flexible workforces, transferable skills and employability skills. These skills are required in areas such as innovation, business, finance, information technology, OHS and training compliance. The innovation and business industries have a high level of occupational spillage, with a significant proportion of people in innovation and business occupations employed in other industries.

Meeting the needs of such a workforce is a challenge for the industry and for the training sector. A significant number of occupations in this industry fall within the ABS definition of knowledge workers (which includes managers, administrators, professionals and associate professionals). These workers are vital to Australia’s continued economic success.

Cultural industries

The cultural industries contributed around 1.4% of Australia’s GDP in 2004–05. Exports of cultural goods, including books and works of art, totalled $576 million in 2002–03, or 0.5% of all goods exported from Australia; some 41% of these exports were to New Zealand. Cultural imports totalled $3 342 million, or 2.5% of all goods imported; most came from China, the United Kingdom and the United States, and the major items imported were television receivers, radio broadcast receivers and printed books. Australia’s total overseas earnings from cultural and recreational services in 2002–03 were $342 million, while payments to other countries totalled $986 million. Of these payments, 69% were for audiovisual and related services, while music royalties accounted for about 21%.1

1 Australian Government Department of Education, Science and Training, Industry Skills Report – Innovation and Business (December 2006), pp 5, 9

CUV03 at a Glance

The outcomes of the following four Cultural Industries projects (conducted concurrently between 2005 and 2006) underpin the changes and updates within this Training Package:

review of the Film TV Radio and Multimedia Training Package

review of the Music Industry Training Package

research into Diploma and Advanced Diploma qualifications in Visual Arts Craft and Design

research into the synergies between all of the Cultural Industries Training Packages.

The focus of these changes include:

the explicit expression of employability and essential skills in units of competency

the addition of mandatory Employability Skills text in the Training Package’s Introduction, Qualifications Framework and Assessment Guidelines

the inclusion of a Diploma of Photoimaging

the inclusion of an Advanced Diploma of Creative Product Development

the packaging of units at no more than two AQF levels

the provision of clear guidance on required skills, knowledge and critical aspects of evidence

the reduction of duplication within and between units and qualifications

the use of Plain English and accepted industry terminology in titles

the use of technology-neutral language.

Qualifications Framework

Qualifications Framework

The Australian Qualifications Framework

What is the Australian Qualifications Framework?

A brief overview of the Australian Qualifications Framework (AQF) follows. For a full explanation of the AQF, see the AQF Implementation Handbook, 3rd Edition, 2002. You can download it from the Australian Qualifications Framework Advisory Board (AQFAB) website (www.aqf.edu.au) or obtain a hard copy by contacting AQFAB on phone 03 9639 1606 or by emailing AQFAB on aqfab@curriculum.edu.au.

The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the vocational education and training (VET) sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment.

Training Package qualifications in the VET sector must comply with the titles and guidelines of the AQF. Endorsed Training Packages provide a unique title for each AQF qualification which must always be reproduced accurately.

Qualifications

Training Packages can incorporate the following eight AQF qualifications:

Certificate I in…

Certificate II in…

Certificate III in…

Certificate IV in…

Diploma of…

Advanced Diploma of…

Vocational Graduate Certificate in…

Vocational Graduate Diploma of…

On completion of the requirements defined in the Training Package, a registered training organisation (RTO) may issue a nationally recognised AQF qualification. Issuance of AQF qualifications must comply with the advice provided in the AQF Implementation Handbook and the Australian Quality Training Framework Standards for Registered Training Organisations, particularly Standard 10.

Statement of Attainment

Where an AQF qualification is partially achieved through the achievement of one or more endorsed units of competency, an RTO may issue a Statement of Attainment. Issuance of Statements of Attainment must comply with the advice provided in the AQF Implementation Handbook and the Australian Quality Training Framework Standards for Registered Training Organisations, particularly Standard 10.

Under the Standards for Registered Training Organisations, RTOs must recognise the achievement of competencies as recorded on a qualification or Statement of Attainment issued by other RTOs. Given this, recognised competencies can progressively build towards a full AQF qualification.

AQF guidelines and learning outcomes

The AQF Implementation Handbook provides a comprehensive guideline for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for each VET-related AQF qualification is provided below.

Certificate I Characteristics of learning outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable. Applications may include a variety of employment-related skills, including preparatory access and participation skills, broad-based induction skills and specific workplace skills. They may also include participation in a team or work group. Distinguishing features of learning outcomes Do the competencies enable an individual with this qualification to: demonstrate knowledge by recall in a narrow range of areas demonstrate basic practical skills, such as the use of relevant tools perform a sequence of routine tasks given clear direction receive and pass on messages and information?

Certificate II Characteristics of learning outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied. Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes. Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team. Distinguishing features of learning outcomes Do the competencies enable an individual with this qualification to: demonstrate basic operational knowledge in a moderate range of areas apply a defined range of skills apply known solutions to a limited range of predictable problems perform a range of tasks where choice between a limited range of options is required assess and record information from varied sources take limited responsibility for own outputs in work and learning?

Certificate III Characteristics of learning outcomes Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available. Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the selection of equipment, services or contingency measures and within known time constraints. Applications may involve some responsibility for others. Participation in teams, including group or team coordination may be involved. Distinguishing features of learning outcomes Do the competencies enable an individual with this qualification to: demonstrate some relevant theoretical knowledge apply a range of well-developed skills apply known solutions to a variety of predictable problems perform processes that require a range of well-developed skills where some discretion and judgement is required interpret available information, using discretion and judgement take responsibility for own outputs in work and learning take limited responsibility for the output of others?

Certificate IV Characteristics of learning outcomes Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Performance of a broad range of skilled applications, including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices, and provide some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for and limited organisation of others. Distinguishing features of learning outcomes Do the competencies enable an individual with this qualification to: demonstrate understanding of a broad knowledge base incorporating some theoretical concepts apply solutions to a defined range of unpredictable problems identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas identify, analyse and evaluate information from a variety of sources take responsibility for own outputs in relation to specified quality standards take limited responsibility for the quantity and quality of the output of others?

Diploma Characteristics of learning outcomes Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and management requirements, evaluation and coordination. The self-directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others. Applications involve participation in the development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. They may include participation in teams, including teams concerned with planning and evaluation functions. Group or team coordination may be involved. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. Distinguishing features of learning outcomes Do the competencies or learning outcomes enable an individual with this qualification to: demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas analyse and plan approaches to technical problems or management requirements transfer and apply theoretical concepts and technical or creative skills to a range of situations evaluate information, using it to forecast for planning or research purposes take responsibility for own outputs in relation to broad quantity and quality parameters take some responsibility for the achievement of group outcomes?

Advanced Diploma Characteristics of learning outcomes Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and management functions, including development of new criteria or applications or knowledge or procedures. The application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved. Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. Distinguishing features of learning outcomes Do the competencies or learning outcomes enable an individual with this qualification to: demonstrate understanding of specialised knowledge with depth in some areas analyse, diagnose, design and execute judgements across a broad range of technical or management functions generate ideas through the analysis of information and concepts at an abstract level demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills demonstrate accountability for personal outputs within broad parameters demonstrate accountability for personal and group outcomes within broad parameters?

Vocational Graduate Certificate Characteristics of competencies or learning outcomes The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. Substantial breadth and complexity involving the initiation, analysis, design, planning, execution and evaluation of technical and management functions in highly varied and highly specialised contexts. Applications involve making significant, high-level, independent judgements in major broad or planning, design, operational, technical and management functions in highly varied and specialised contexts. They may include responsibility and broadranging accountability for the structure, management and output of the work or functions of others. The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level. Distinguishing features of learning outcomes Demonstrate the self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. Initiate, analyse, design, plan, execute and evaluate major broad or technical and management functions in highly varied and highly specialised contexts. Generate and evaluate ideas through the analysis of information and concepts at an abstract level. Demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills in complex contexts. Demonstrate responsibility and broad-ranging accountability for the structure, management and output of the work or functions of others.

Vocational Graduate Diploma Characteristics of competencies or learning outcomes The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills. Substantial breadth, depth and complexity involving the initiation, analysis, design, planning, execution and evaluation of major functions, both broad and highly specialised, in highly varied and highly specialised contexts. Further specialisation within a systematic and coherent body of knowledge. Applications involve making high-level, fully independent, complex judgements in broad planning, design, operational, technical and management functions in highly varied and highly specialised contexts. They may include full responsibility and accountability for all aspects of work and functions of others, including planning, budgeting and strategy development. The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level. Distinguishing features of learning outcomes Demonstrate the self-directed development and achievement of broad and highly specialised areas of knowledge and skills, building on prior knowledge and skills. Initiate, analyse, design, plan, execute and evaluate major functions, both broad and within highly varied and highly specialised contexts. Generate and evaluate complex ideas through the analysis of information and concepts at an abstract level. Demonstrate an expert command of wide-ranging, highly specialised, technical, creative or conceptual skills in complex and highly specialised or varied contexts. Demonstrate full responsibility and accountability for personal outputs. Demonstrate full responsibility and accountability for all aspects of the work or functions of others, including planning, budgeting and strategy.

Qualifications pathways

Qualifications pathways

CUV03 Qualifications Pathways at a glance

The Visual Arts, Craft and Design Training Package does not mandate particular pathways to the achievement of qualifications. It is the prerogative of Registered Training Organisations to use the rules of the qualifications to provide the best learning programs and sequences to meet the needs of their students and customers.

The following diagram outlines possible pathways to attain qualifications within the Visual Arts, Craft and Design Training Package. It is important to note that pathways between qualifications may vary depending upon specific contexts and individual needs. It is also important to note that State-accredited courses may be used to compliment the pathways identified within the Visual Arts, Craft and Design Training Package, and that advice of this nature may be sought from State/Territory Training Authorities.

Employability skills

Employability skills

Employability skills replacing key competency information from 2006

In May 2005, the approach to incorporate employability skills within Training Package qualifications and units of competency was endorsed. As a result, from 2006 employability skills have replaced key competency information in Training Packages.

Background to employability skills

Employability skills are also sometimes referred to as generic skills, capabilities or key competencies. The employability skills discussed here build on the Mayer Committee’s key competencies, which were developed in 1992 and attempted to describe generic competencies for effective participation in work.

The Business Council of Australia (BCA) and the Australian Chamber of Commerce and Industry (ACCI), produced the Employability Skills for the Future report in 2002 in consultation with other peak employer bodies and with funding provided by the Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA). Officially released in 2002, copies of the report are available from the DEST website at: http://www.dest.gov.au/archive/ty/publications/employability_skills/index.htm.

The report indicated that business and industry now require a broader range of skills than the Mayer Key Competencies Framework and featured an Employability Skills Framework identifying the following eight employability skills.

Communication

Teamwork

Problem solving

Initiative and enterprise

Planning and organising

Self-management

Learning

Technology

The report demonstrated how employability skills can be further described for particular occupational and industry contexts by sets of facets. The facets listed in the report are the aspects of the employability skills that the sample of employers surveyed identified as being important work skills. These facets were seen by employers as being dependent both in their nature and priority on an enterprise’s business activity.

Employability Skills Framework

The following table contains the employability skills facets identified in the report Employability Skills for the Future.

Skill	Facets Aspects of the skill that employers identify as important. The nature and application of these facets will vary depending on industry and job type.
Communication that contributes to productive and harmonious relations across employees and customers:	listening and understanding speaking clearly and directly writing to the needs of the audience negotiating responsively reading independently empathising using numeracy effectively understanding the needs of internal and external customers persuading effectively establishing and using networks being assertive sharing information speaking and writing in languages other than English
Teamwork that contributes to productive working relationships and outcomes:	working across different ages irrespective of gender, race, religion or political persuasion working as an individual and as a member of a team knowing how to define a role as part of the team applying teamwork to a range of situations e.g. future planning and crisis problem solving identifying the strengths of team members coaching and mentoring skills, including giving feedback
Problem solving that contributes to productive outcomes:	developing creative, innovative and practical solutions showing independence and initiative in identifying and solving problems solving problems in teams applying a range of strategies to problem solving using mathematics, including budgeting and financial management to solve problems applying problem-solving strategies across a range of areas testing assumptions, taking into account the context of data and circumstances resolving customer concerns in relation to complex project issues
Initiative and enterprise that contribute to innovative outcomes:	adapting to new situations developing a strategic, creative and long-term vision being creative identifying opportunities not obvious to others translating ideas into action generating a range of options initiating innovative solutions
Planning and organising that contribute to long and short-term strategic planning:	managing time and priorities – setting time lines, coordinating tasks for self and with others being resourceful taking initiative and making decisions adapting resource allocations to cope with contingencies establishing clear project goals and deliverables allocating people and other resources to tasks planning the use of resources, including time management participating in continuous improvement and planning processes developing a vision and a proactive plan to accompany it predicting – weighing up risk, evaluating alternatives and applying evaluation criteria collecting, analysing and organising information understanding basic business systems and their relationships
Self-management that contributes to employee satisfaction and growth:	having a personal vision and goals evaluating and monitoring own performance having knowledge and confidence in own ideas and visions articulating own ideas and visions taking responsibility
Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes:	managing own learning contributing to the learning community at the workplace using a range of mediums to learn – mentoring, peer support and networking, IT and courses applying learning to technical issues (e.g. learning about products) and people issues (e.g. interpersonal and cultural aspects of work) having enthusiasm for ongoing learning being willing to learn in any setting – on and off the job being open to new ideas and techniques being prepared to invest time and effort in learning new skills acknowledging the need to learn in order to accommodate change
Technology that contributes to the effective carrying out of tasks:	having a range of basic IT skills applying IT as a management tool using IT to organise data being willing to learn new IT skills having the OHS knowledge to apply technology having the appropriate physical capacity

Employability skills summary

An employability skills summary is included for each qualification. Summaries provide a lens through which to view employability skills at the qualification level and capture the key aspects or facets of the employability skills that are important to the job roles covered by the qualification. Summaries are designed to assist trainers and assessors to identify and include important industry application of employability skills in learning and assessment strategies.

The following is important information for trainers and assessors about employability skills summaries:

Employability skills summaries provide examples of how each skill is applicable to the job roles covered by the qualification.

Employability skills summaries contain general information about the industry context which is further explained as measurable outcomes of performance in the units of competency in each qualification.

The detail in each employability skills summary will vary depending on the range of job roles covered by the qualification in question.

Employability skills summaries are not exhaustive lists of qualification requirements or checklists of performance (which are separate assessment tools that should be designed by trainers and assessors after analysis at the unit level).

Employability skills summaries contain information that may also assist in building learners’ understanding of industry and workplace expectations.

Training Package notes

Training Package notes

Work outcome All vocational education qualifications must lead to a work outcome. The Visual Arts, Craft and Design Training Package qualifications allow Registered Training Organisations to vary programs to meet: the specific needs of learners and clients the skill needs of a locality or a particular industry application of skills, and/or the maximum employability of a group of students or an individual. Maximising employability In all cases, when packaging Visual Arts, Craft and Design qualifications, RTOs must follow the principle of providing groups and individuals with the broadest possible combination of skills and attributes. When combining units, therefore, choices must be exercised so that no duplication of work outcomes occur either within the Visual Arts, Craft and Design Training Package or among other Training Packages. Units of Competency for Inclusion in Visual Arts, Craft and Design Qualifications Visual Arts, Craft and Design qualifications allow for the inclusion of units from outside the specified field or domain in the Visual Arts, Craft and Design Training Package, and from other endorsed Training Packages. It is expected that, in most cases these units will come from the same Australian Qualification Framework (AQF) qualification, however, in some Training Packages, the same units appear over a range of AQF qualifications. In these cases, for purposes of parity, the unit should be chosen from the ‘lowest’ qualification at which it is included. Advice on Pre-requisites Each qualification’s packaging rules identifies if there are pre-requisite units of competency required in order to undertake the qualification. These have been kept to a minimum in order to: Maximise the opportunities for entry. In the case of candidates with limited or no vocational experience and no lower level qualification clear advice is provided as to the suitability of undertaking the qualification given their lack of current vocational experience. Facilitate all pathways to the achievement of a qualification. Ensure that a person with existing relevant experience, skills and knowledge can have competencies recognised and undertake a program commensurate with their learning needs at an appropriate level. Easily allow for units to be exported to other Training Packages or used in qualifications contained in other Training Packages.
Thus the Visual Arts, Craft and Design Training Package will not mandate particular pathways to the achievement of qualifications. It is the prerogative of Registered Training Organisations to use the rules of the qualifications to provide the best learning programs and sequences to meet the needs of their students and business customers.

Assessment Guidelines

Assessment Guidelines

Introduction

These Assessment Guidelines provide the endorsed framework for assessment of units of competency in this Training Package. They are designed to ensure that assessment is consistent with the Australian Quality Training Framework (AQTF) Standards for Registered Training Organisations. Assessments against the units of competency in this Training Package must be carried out in accordance with these Assessment Guidelines.

Assessment system overview

This section provides an overview of the requirements for assessment when using this Training Package, including a summary of the AQTF requirements, licensing/registration requirements and assessment pathways.

Benchmarks for assessment

Assessment within the National Training Framework is the process of collecting evidence and making judgements about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency.

In the areas of work covered by this Training Package, the endorsed units of competency are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by registered training organisations (RTOs).

Australian Quality Training Framework assessment requirements

Assessment leading to nationally recognised AQF qualifications and Statements of Attainment in the vocational education and training (VET) sector must meet the requirements of the AQTF as expressed in the Standards for Registered Training Organisations.

The Standards for Registered Training Organisations can be downloaded from the Department of Education, Science and Training (DEST) website at www.dest.gov.au or can be obtained in hard copy from DEST. The following points summarise the assessment requirements under the AQTF.

Registration of training organisations

Assessment must be conducted by, or on behalf of, an RTO formally registered by a state or territory registering/course accrediting body in accordance with the Standards for Registered Training Organisations. The RTO must have the specific units of competency or AQF qualifications on its scope of registration. See Section 1 of the Standards for Registered Training Organisations.

Quality training and assessment

Each RTO must have systems in place to plan for and provide quality training and assessment across all its operations. See Standard 1 of the Standards for Registered Training Organisations.

Assessor competency requirements

Each person involved in training, assessment or client service must be competent for the functions they perform. See Standard 7 of the Standards for Registered Training Organisations for assessor competency requirements. Standard 7 also specifies the competencies that must be held by trainers.

Assessment requirements

The RTO’s assessments must meet the requirements of the endorsed components of Training Packages within its scope of registration. See Standard 8 of the Standards for Registered Training Organisations.

Assessment strategies

Each RTO must identify, negotiate, plan and implement appropriate learning and assessment strategies to meet the needs of each of its clients. See Standard 9 of the Standards for Registered Training Organisations.

Mutual recognition

Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See Standard 5 of the Standards for Registered Training Organisations.

Access and equity and client services

Each RTO must apply access and equity principles, provide timely and appropriate information, advice and support services that assist clients to identify and achieve desired outcomes. This may include reasonable adjustment in assessment. See Standard 6 of the Standards for Registered Training Organisations.

Partnership arrangements

RTOs must have, and comply with, written agreements with each organisation providing training or assessment on its behalf. See Standard 1.6 of the Standards for Registered Training Organisations.

Recording assessment outcomes

Each RTO must have effective administration and records management procedures in place, and must record AQF qualifications and Statements of Attainment issued. See Standards 4 and 10.2 of the Standards for Registered Training Organisations.

Issuing AQF qualifications and Statements of Attainment

Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the AQF Implementation Handbook and the endorsed Training Packages within the scope of its registration. An AQF qualification is issued once the full requirements for a qualification, as specified in the nationally endorsed Training Package, are met. A Statement of Attainment is issued where the individual is assessed as competent against fewer units of competency than required for an AQF qualification. See Standard 10 and Section 2 of the Standards for Registered Training Organisations.

Licensing

There are no licensing and registration requirements that impact on this Training Package.

Pathways

The competencies in this Training Package may be attained in a number of ways, including through:

formal or informal education and training

experiences in the workplace

general life experience

any combination of the above.

Assessment under this Training Package leading to an AQF qualification or Statement of Attainment may follow a learning and assessment pathway, an assessment-only or recognition pathway, or a combination of the two as illustrated in the following diagram.

Each of these assessment pathways leads to full recognition of competencies held – the critical issue is that the candidate is competent, not how the competency was acquired.

Assessment, by any pathway, must comply with the assessment requirements set out in the Standards for Registered Training Organisations.

Learning and assessment pathways

Usually, learning and assessment are integrated, with assessment evidence being collected and feedback provided to the candidate at any time throughout the learning and assessment process. Learning and assessment pathways may include structured programs in a variety of contexts using a range of strategies to meet different learner needs. Structured learning and assessment programs could be group-based, workbased, project-based, self-paced and action learning-based; conducted by distance or e-learning; and involve practice and experience in the workplace.

Learning and assessment pathways to suit Australian apprenticeships have a mix of formal structured training and structured workplace experience with formative assessment activities through which candidates can acquire and demonstrate skills and knowledge from the relevant units of competency.

Assessment-only or recognition of prior learning pathway

Competencies already held by individuals can be formally assessed against the units of competency in this Training Package, and should be recognised regardless of how, when or where they were achieved.

In an assessment-only or recognition of prior learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor, such as in the compilation of portfolios; or directed by the assessor, such as through observation of workplace performance and skills application, and oral or written assessment. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of Standard 8.2 of the Standards for Registered Training Organisations must be met.

As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, and work samples. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies.

In judging evidence, the assessor must ensure that the evidence of prior learning is:

authentic (the candidate’s own work)

valid (directly related to the current version of the relevant endorsed unit of competency)

reliable (shows that the candidate consistently meets the endorsed unit of competency)

current (reflects the candidate’s current capacity to perform the aspect of the work covered by the endorsed unit of competency)

sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills and job/role environment skills).

The assessment only or RPL pathway is likely to be most appropriate in the following scenarios:

candidates enrolling in qualifications who want recognition for prior learning or current competencies

existing workers

individuals with overseas qualifications

recent migrants with established work histories

people returning to the workplace,

people with disabilities or injuries requiring a change in career.

Combination of pathways

Where candidates for assessment have gained competencies through work and life experience and gaps in their competency are identified, or where they require training in new areas, a combination of pathways may be appropriate.

In such situations, the candidate may undertake an initial assessment to determine their current competency. Once current competency is identified, a structured learning and assessment program ensures that the candidate acquires the required additional competencies identified as gaps.

Assessor requirements

This section identifies the mandatory competencies for assessors, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies.

Assessor competencies

The Standards for Registered Training Organisations specify mandatory competency requirements for assessors. For information, Standard 7.3 of the Standards for Registered Training Organisations follows:

7.3 a The RTO must ensure that assessments are conducted by a person who has: i the following competencies* from the Training Package for Assessment and Workplace Training, or demonstrated equivalent competencies: a TAAASS401B Plan and organise assessment; b TAAASS402B Assess competence; c TAAASS404B Participate in assessment validation; ii relevant vocational competencies, at least to the level being assessed. b However, if a person does not have all the competencies in Standards 7.3 a (i) and vocational competencies defines in Standards 7.3 a (ii), one person with the competencies listed in Standards 7.3 a (i), and one or more persons who have the competencies listed in Standards 7.3 a (ii) may work together to conduct assessments. * A person who holds the competencies BSZ401A Plan assessment, BSZ402A Conduct assessment, and BSZ403A Review assessment from the Training Package for Assessment and Workplace Training will be accepted for the purposes of this standard. A person who has demonstrated equivalent competencies to BSZ401A and BSZ402A and BSZ403A in the period up to 12 months following publication of the Training and Assessment Training Package will also be accepted for the purposes of this standard.

Designing assessment tools

This section provides an overview on the use and development of assessment tools.

Using assessment tools

Assessment tools provide a means of collecting the evidence that assessors use in making judgements about whether candidates have achieved competency.

There is no set format or process for the design, production or development of assessment tools. Assessors may use prepared assessment tools, such as those specifically developed to support this Training Package, or they may develop their own.

Using prepared assessment tools

If using prepared assessment tools, assessors should ensure these are benchmarked, or mapped, against the current version of the relevant unit of competency. This can be done by checking that the materials are listed on the National Training Information Service website (www.ntis.gov.au). Materials on the list have been noted by the National Quality Council as meeting their quality criteria for Training Package support materials.

Developing assessment tools

There is no set format or process for the design, production or development of assessment material.

When developing assessment tools, assessors must ensure that they:

are benchmarked against the relevant unit or units of competency

are reviewed as part of the validation of assessment strategies as required under 9.2 (i) of the Standards for Registered Training Organisations

meet the assessment requirements expressed in the Standards for Registered Training Organisations, particularly Standards 8 and 9.

A key reference for assessors developing assessment tools is TAA04 Training and Assessment Training Package and the unit of competency TAAASS403B Develop assessment tools.

Conducting assessment

This section details the mandatory assessment requirements and provides information on equity in assessment including reasonable adjustment.

Mandatory assessment requirements

Assessments must meet the criteria set out in Standard 8 from the Standards for Registered Training Organisations. For information, Standard 8 of the Standards for Registered Training Organisations is reproduced below.

8 RTO assessments The RTO’s assessments meet the requirements of the endorsed components of Training Packages and the outcomes specified in accredited courses within the scope of its registration. 8.1 The RTO must ensure that assessments (including RPL): comply with the assessment guidelines included in the applicable nationally endorsed Training Packages or the assessment requirements specified in accredited courses lead to the issuing of a statement of attainment or qualification under the AQF when a person is assessed as competent against nationally endorsed unit(s) of competency in the applicable Training Package or modules specified in the applicable accredited course are valid, reliable, fair and flexible iv provide for applicants to be informed of the context and purpose of the assessment and the assessment process where relevant, focus on the application of knowledge and skill to the standard of performance required in the workplace and cover all aspects of workplace performance, including task skills, task management skills, contingency management skills and job role environment skills involve the evaluation of sufficient evidence to enable judgements to be made about whether competency has been attained provide for feedback to the applicant about the outcomes of the assessment process and guidance on future options in relation to those outcomes are equitable for all persons, taking account of individual needs relevant to the assessment provide for reassessment on appeal. 8.2 a The RTO must ensure RPL is offered to all applicants on enrolment. b The RTO must have an RPL process that: is structured to minimise the time and cost to applicants provides adequate information, support and opportunities for participants to engage in the RPL process.

Delivery and assessment of employability skills

Employability skills are integral to workplace competency and, as such, must be considered in the design, customisation, delivery and assessment of VET programs in an integrated and holistic way, as represented diagrammatically below.

Training providers must analyse the employability skills information contained in units of competency in order to design valid and reliable learning and assessment strategies. This analysis includes:

reviewing unit(s) of competency to determine how each relevant employability skill is found and applied within the unit

analysing the employability skills summary for the qualification in which the units are packaged to help clarify relevant industry or workplace contexts with regard to the application of employability skills at that qualification level

designing learning and assessment activities that address the employability skills requirements.

For more information on employability skills in this Training Package go to the Innovation and Business Skills Australia website www.ibsa.org.au.

Access and equity

An individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes. Such adjustments are considered ‘reasonable’ if they do not impose an unjustifiable hardship on a training provider or employer.

When assessing people with disabilities, assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility.

Training and Assessment in Remote and Regional Areas
Training and assessing candidates in regional areas presents a range of challenges. These include: the lack of numbers allowing the establishment of traditional class sizes the physical remoteness of some communities where access to training facilities is limited scarcity of teachers with the required industry experience scarcity of physical training resources (eg. current and emerging technology). Some options for overcoming these challenges include: partnerships between RTOs to establish classes i.e. programs delivered on a regional rather than local basis delivering certain units by distance mode partnerships between industry and RTOs to share resources and personnel partnerships between schools and RTOs use of technology -such as e-mail, Internet or self-paced resources or CD. Training and Assessment Issues for Schools Implementation of the Visual Arts and Contemporary Craft Training Package within the school sector, whilst encouraged, needs to ensure the following: currency of skills and knowledge of those charged with training and assessment of students access to industry-current equipment, facilities and training resources so that students acquire a realistic view of the realities and conditions within screen and media workplaces comprehensive coverage of underpinning skills and knowledge as delineated within the competency standards appropriateness of learning and assessment experiences to ensure that these are current and realistic. Some particular options worth exploring are: partnerships between schools to enable a sharing of teacher/trainer expertise and access to industry expertise partnerships between schools, TAFE colleges and/or private providers partnerships between schools and industry use of industry-based assessors. The competency standards provide more detailed guidance for training and assessment purposes as well as examples relevant to each standard, and schools are encouraged to use these guidelines for planning training and assessment. It is recommended that delivery of qualifications in schools should only include Certificates I and II.

Further sources of information

The section provides a listing of useful contacts and resources to assist assessors in planning, designing, conducting and reviewing of assessments against this Training Package.

TVET Australia Ltd Level 21, 390 St Kilda Road MELBOURNE VIC 3004 PO Box 12211 A’Beckett Street PO MELBOURNE VIC 8006 Telephone: (03) 9832 8100 Fax: (03) 9832 8199 Web: tvetaustralia.com.au Email: sales@tvetaustralia.com.au	Innovation and Business Industry Skills Council Building B, Level 2 192 Burwood Road HAWTHORN VIC 3122 Telephone: (03) 9815 7000 Fax: (03) 9815 7001 Web: www.ibsa.org.au Email: reception@ibsa.org.au

General resources

Refer to http://antapubs.dest.gov.au/publications/search.asp to locate the following ANTA publications.

AQF Implementation Handbook, 3rd Edition. Australian Qualifications Framework Advisory Board, 2002, www.aqf.edu.au

Australian Quality Training Framework (AQTF) – for general information go to: www.dest.gov.au/sectors

Australian Quality Training Framework (AQTF) – for resources and information go to: www.dest.gov.au

Australian Quality Training Framework Standards for Registered Training Organisations, Australian National Training Authority, Melbourne, 2005. Available in hard copy from State or Territory Training Authorities or can be downloaded from www.dest.gov.au

National Training Information Service, an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses – www.ntis.gov.au

Style Guide for Training Package Support Materials, Australian National Training Authority, Melbourne 2003 – can be downloaded from the ANTA page at www.dest.gov.au

TAA04 Training and Assessment Training Package – this is available from Innovation and Business Skills Australia (IBSA) and can be viewed, and components downloaded, from the National Training Information Service (NTIS)

Assessment resources

Training Package Assessment Guides – a range of resources to assist RTOs in developing Training Package assessment materials developed by DEST with funding from the Department of Education, Training and Youth Affairs. It is made up of 10 separate titles, as described at the ANTA publications page of www.dest.gov.au. Go to www.resourcegenerator.gov.au/loadpage.asp?TPAG.htm

Printed and CD ROM versions of the Guides can be purchased from TVET Australia. The resource includes the following guides:

Training Package Assessment Materials Kit

Assessing Competencies in Higher Qualifications

Recognition Resource

Kit to Support Assessor Training

Candidate’s Kit: Guide to Assessment in New Apprenticeships

Assessment Approaches for Small Workplaces

Assessment Using Partnership Arrangements

Strategies for Ensuring Consistency in Assessment

Networking for Assessors

Quality Assurance Guide for Assessment

An additional guide ‘Delivery and Assessment Strategies’ has been developed to complement these resources.

Assessment tool design and conducting assessment

VETASSESS & Western Australian Department of Training and Employment 2000, Designing Tests – Guidelines for designing knowledge based tests for Training Packages

Vocational Education and Assessment Centre 1997, Designing Workplace Assessment Tools, A selfdirected learning program, NSW TAFE

Manufacturing Learning Australia 2000, Assessment Solutions, Australian Training Products, Melbourne

Rumsey, David 1994, Assessment practical guide, Australian Government Publishing Service, Canberra

Assessor training

Australian Committee on Training Curriculum (ACTRAC) 1994, Assessor training program – learning materials, Australian Training Products, Melbourne

Australian National Training Authority, A Guide for Professional Development, ANTA, Brisbane

Australian Training Products Ltd Assessment and Workplace Training, Training Package – Toolbox, ATPL Melbourne

Green, M. et al 1997, Key competencies professional development package, Department for Education and Children’s Services, South Australia

Victorian TAFE Association 2000, The professional development CD: A learning tool, VTA, Melbourne

Assessment system design and management

Office of Training and Further Education 1998, Demonstrating best practice in VET project – assessment systems and processes, OTFE Victoria

Toop, L., Gibb, J. & Worsnop, P. Assessment system designs, Australian Government Publishing Service, Canberra

Western Australia Department of Training and VETASSESS 1998, Kit for Skills Recognition Organisations, WADOT, Perth

Competency Standards

Competency Standards

What is competency?

The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise

Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency, Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focusing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications.

Contextualisation of units of competency by RTOs

Registered training organisations (RTOs) may contextualise units of competency to reflect local outcomes required. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, specific enterprise equipment requirements, or to otherwise meet local needs. However, the integrity of the overall intended outcome of the unit of competency must be maintained.

Any contextualisation of units of competency in this endorsed Training Package must be within the bounds of the following advice. In contextualising units of competency, RTOs:

must not remove or add to the number and content of elements and performance criteria

may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes

may make amendments and additions to the range statement as long as such changes do not diminish the breadth of application of the competency and reduce its portability

may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required where these expand the breadth of the competency but do not limit its use.

Components of units of competency

The components of units of competency are summarised below, in the order in which they appear in each unit of competency.

Unit code

The unit code reflects the Training Package, as well as industry sector, function or skill area, and version characteristics. Depending on the industry, it can reflect other attributes.

Unit title

The unit title is a succinct statement of the outcome of the unit of competency. Each unit of competency title is unique.

Unit descriptor

The unit descriptor broadly communicates the content of the unit of competency and the skill area it addresses. Where units of competency have been contextualised from units of competency from other endorsed Training Packages, summary information is provided. There may also be a brief second paragraph that describes its relationship with other units of competency and any licensing requirements.

Employability skills statement

A standard employability skills statement appears in each unit of competency. This statement indicates that the unit contains employability skills.

Prerequisite units (optional)

If there are any units of competency that must be completed before the unit, these will be listed.

Co-requisite units (optional)

If there are any units of competency that must be completed with the unit, these will be listed.

Application of the unit

This subsection fleshes out the unit of competency’s scope, purpose and operation in different contexts, for example, by showing how it applies in the workplace.

Competency field (optional)

The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function. It is an optional component of the unit of competency.

Unit sector (optional)

The industry sector is a further categorisation of the competency field and identifies the next classification, for example an elective or supervision field.

Elements of competency

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

Performance criteria

The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. They are usually written in passive voice. Critical terms or phrases may be written in bold italics and then explained in range statement, in the order of their appearance in the performance criteria.

Required skills and knowledge

The skills and knowledge required for the unit are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Range statement

The range statement provides a context for the unit of competency, describing 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. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement. The range of variables should be more than a glossary of terms.

Evidence guide

The evidence guide is critical in assessment as it provides information to the RTO and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the assessor to make determinations, and by providing the assessment context.

The evidence guide describes:

conditions under which competency must be assessed including variables such as the assessment environment or necessary equipment

relationships with the assessment of any other units of competency

suitable methodologies for conducting assessment including the potential for workplace simulation

resource implications, for example access to particular equipment, infrastructure or situations

how consistency in performance can be assessed over time, various contexts and with a range of evidence, and expectations at the AQF qualification level involved

the required underpinning skills and knowledge.

Employability skills in units of competency

The detail and application of employability skills facets will vary according to the job-role requirements of each industry. In developing Training Packages, industry stakeholders are consulted to identify appropriate facets of employability skills that are incorporated into the units of competency and qualifications.

Employability skills are not a discrete requirement contained in units of competency (as was the case with key competencies). They are specifically expressed in the context of the work outcomes described in units of competency and will appear in elements, performance criteria, range statements and evidence guides. As a result, users of Training Packages are required to review the entire unit of competency in order to accurately determine employability skills requirements.

Appendices

Appendices

Appendix A: VET in Schools

What is VET in Schools?

VET in Schools provides for nationally recognised vocational education and training (VET) based on industry standards undertaken as part of a senior secondary certificate.

Successful completion of a VET in Schools program enables a student to gain a nationally recognised AQF qualification, usually at the same time as the schoolbased qualification.

How are VET in Schools programs structured?

VET in Schools programs are packaged and delivered in a variety of ways across Australia. There are three main types of delivery arrangements for VET in Schools programs:

schools can be a Registered Training Organisation (RTO) in their own right

school sectoral bodies (such as Boards of Studies or regional offices) can hold RTO status on behalf of a group of schools

schools can work together in a partnership with an RTO.

States and territories across Australia package VET in Schools programs differently, according to their senior secondary certificate requirements. Generally schools may offer VET in Schools programs as:

standalone

embedded

combination of standalone and embedded

schoolbased New Apprenticeship.

Standalone refers to the delivery of a VET course or qualification outside of a school subject framework.

Embedding refers to an arrangement whereby VET units of competency are delivered within a general education course, producing both vocational and general education outcomes. This aims to minimise the assessment workload of students by avoiding unnecessary duplication. In some states and territories, embedding is necessary to provide recognition of VET within the senior secondary certificate. In others, standalone VET components contribute towards the senior secondary certificate.

Given the considerable variation in the manner in which qualifications and units of competency are used across Australia, the relevant authority in each state and territory will provide advice and guidance as to the specific VET in Schools programs that can be undertaken.

Appropriate Qualifications for VET in Schools

IBSA acknowledges links between schools, businesses and the community, and strongly supports young people combining schooling with VET and workplace learning.

It is essential that all VET qualifications gained through a VET in Schools program are consistent with the outcomes detailed in the Training Package and achieved by any other provider.

The AQTF Standards for Registered Training Organisations set out minimum competency standards for staff responsible for the delivery of training and the conducting of assessments; and they ensure that VET specialists have skills and competencies consistent with Training Package requirements. All schools using their own teachers for VET delivery must also be aware of the AQTF requirement for assessors to hold relevant vocational competencies, at least equal to that being delivered and assessed, in addition to teaching and assessment competence.

Schools that are RTOs generally deliver Certificate I and II qualifications. Some schools, in most states and territories, may also offer part or all of Certificate III and IV qualifications. However, the delivery of these higher qualifications often requires a partnership arrangement and presents some significant challenges as detailed below.

Schools are encouraged to establish partnerships with industry and effective work placement arrangements to maximise the quality of outcomes for students and industry alike. Recognition of competence gained through voluntary, parttime or vacation work not directly related to the industry focus of the qualification should also be considered.

Certificates I and II

Certificate I and Certificate II qualifications are the most suitable for use in VET in Schools programs. These qualifications are often preparatory in nature or include skills that can be readily trained and assessed in a school setting. For example, many of the units in Certificate I and II, Information Technology or Business qualifications describe skills that are considered foundation skills for any employment situation. However, even at this level, schools must ensure adequate attention is paid to the effective assessment of competencies dealing with work environment or Employability Skills.

Certificate III

The AQF descriptor for Certificate III qualifications includes performance expectations such as skills transference to new environments and the prospect of potential responsibility for others. A Certificate III qualification is premised on the understanding that it provides a vocational outcome in its own right and stretches beyond ‘preparation for work’. It may even reflect a trade outcome. Some Certificate III qualifications, or the units of competency packaged to make up the qualification, also require or assume prerequisite or required knowledge and skills.

For these reasons, effective learning and assessment in a completely institutional environment is extremely difficult to achieve. While some ‘technical’ skills may be effectively learnt and assessed in an appropriately structured, simulated environment, work environmentrelated competencies pose significant challenges. In these cases, Statements of Attainment for individual units are usually more appropriate than the award of full qualifications.

Certificate IV

At this AQF level, individuals need to demonstrate competence characterised by a degree of unpredictability, varying contexts, critical appraisal and management of diverse and perhaps questionable information and the assumption of responsibility for the quality and quantity of one’s own work and often the work of others. Some Training Packages consider their Certificate IV graduates to be ‘associate professionals and supervisors’.

It is highly unlikely that a full Certificate IV qualification could be achieved in a school environment, other than through a schoolsbased New Apprenticeship.

Work Placement

Work placement usually involves students spending an extended period of time in a workplace gaining experience and skills, and undergoing an assessment process related to the attainment of a qualification in a specific occupational field.

An essential feature of school–industry programs is that they involve students spending some time learning in a workplace. In recent years an increasing number of effective structured workplace learning programs have made significant progress towards greater workplace integrity for those industry training programs that are delivered predominantly offthejob. The implementation of Training Packages means that structured workplace learning must be a consideration for all RTOs, not only schools, in the delivery of training programs.

Principles for quality workplace learning

The Ministerial Council on Employment, Education, Training and Youth Affairs (MCEETYA) endorsed the Principles for Quality Workplace Learning for school students engaged in VET programs throughout Australia. All states and territories apply the principles to their work placement programs although the nature and extent of work placement programs varies across states and territories.

The broad MCEETYA principles are documented below.

Quality workplace learning is integrated into a program It operates within a framework which provides the opportunity for all students to access it, though not all students may choose to do so; and It operates within the context of vocational courses, which are recognised by industry, are responsive to industry needs and forms part of a student’s exit credential. Quality workplace learning is structured It has a clearly articulated and documented purpose; There are clearly identified and documented learning outcomes for students within accredited programs, which are linked to postschool qualifications; They are of sufficient duration and depth to enable students to acquire a reasonable understanding of the enterprise/industry to demonstrate competence according to industry standards of at least level 1 of the AQF; There is a matching between the students’ skills and interests and the work placements; and Students, teachers and employers are thoroughly prepared beforehand so that the expectations and outcomes of the work placement are clearly understood by all parties.
Quality workplace learning is monitored The learning is coordinated by personnel with appropriate expertise and adequate resources; and Support should be made available to students and employers throughout the course of the work placement. Quality workplace learning is regulated There are clearly stated procedures designed to ensure that: Students are protected from moral and physical danger; Students work in a nondiscriminatory and harassment free environment; Students receive appropriate training and instruction in occupational health and safety; and Students are not exploited by being continuously engaged in a production or service capacity or used to substitute for the employment of employees and payment of appropriate wages. The students are required to understand the roles and responsibilities of employees in the workplace and are expected to follow the directions of the workplace supervisors and the other employees. Quality workplace learning is assessed The assessment, according to industry standards, is of students’ competencies achieved in the workplace which contributes to the overall assessment of the program; and There are mechanisms for the recording and reporting of students’ competencies.

There is a strong correlation between these MCEETYA quality principles and the OECD characteristics of high quality learning programs detailed below.

The major 14country study entitled From Initial Education to Working Life: Making Transitions Work by the OECD identified 10 characteristics of high quality workplace learning programs. These are:

1.	Work placements that are long enough for real learning to take place.

2.	Systematic analysis of the training capacity of the workplace, to see what it can realistically supply.

3.	A formal training plan, setting out what has to be taught and learned, and clarifying the workbased and schoolbased parts of a student’s program.

4.	Employer involvement in student selection for work placements.

5.	The presence of a trained program coordinator, able to liaise between the school and the firm and troubleshoot when problems occur.

6.	The use of qualified, highly competent workers as workplace trainers or mentors.

7.	Regular facetoface contact between the coordinators and employers and infirm supervisors.

8.	Monitoring of the students on the job by the program coordinator.

9.	The evaluation of student performance against the training plan at the end of the placement, with the evaluation carried out by the job supervisor and coordinator jointly.

10.	Deliberate efforts by schools to relate what has been learned at work to students’ schoolbased learning.1

1 OECD, 2000, From Initial Education to Working Life: Making Transitions Work. Organisation for Economic Cooperation and Development, Paris.

Effective work placement is characterised by:

activities that complement offthejob learning programs

clearly articulated and documented purpose

development of appropriate attitudes towards work

development of competence in designated industry skills and Employability Skills

facility for onthejob practice of skills acquired in a classroom

flexibility

learning in a range of behaviours appropriate to the relevant industry

opportunities for workbased assessment

regular and frequent use of current technology and equipment

relevance to the VET qualification being undertaken

recognition of student readiness

support of industry partners.

Beyond the above, a number of other provisions are necessary for a successful work placement program. The credibility of work placements and any resultant recognition of competence requires a degree of ‘seriousness’ if the outcomes are to be valued by individuals and industry clients of the VET system.

It is suggested that stakeholders involved in the planning and management of work placements carefully consider and implement the following general principles:

That the RTO assume responsibility for finding placements and validating the arrangements.

That the workplace has the appropriate resources, tools and staff to conduct the placement with compliance to any legislative requirements.

That there be regular validation by the RTO that the student and assessor, where relevant, are operating according to RTO AQTF standards.

That a student on work placement must be covered by injury insurance.

That there is a formal contract setting out each party’s responsibilities and obligations.

That the workplace must have on site a qualified workplace trainer and assessor in ‘direct line’ control of the student (to avoid training and assessment by ‘proxy’).

That if the placement is for assessment only then there must be clearly documented assessment tasks specifically related to the unit being assessed and evidence retained to support achievement of competence (for both best practice recording purposes and audit/appeal).

That if the placement also includes training then any ‘academic pass’ cannot be bestowed prior to the placement as clearly all of the learning components have not been undertaken nor can they be assessed in advance if they have not been learned.

That the training be directly related to achievement of competence while recognising the likely acquisition of other skills and knowledge.

That where assessment occurs it be clearly related to a unit of competency relevant to the work placement.

That where more than one performance criteria (possibly over more than one unit) is being assessed there must be a clearly linked and documented relationship between the assessment and the PC.

That the qualifications level be appropriate in context i.e. if it is advanced programming there must be an advanced programming task observed and assessed

That the actual variables of the PC be documented for audit purposes and for verification of appropriateness of the range in the work placement.

In some state and territory school systems, parttime student work in an appropriate workplace may be used to fulfil work placement requirements and virtual/simulated work placements may also be legitimate.

Appendix B: Training and Assessment for People with Specific Needs

Disability Standards for Education were formed under the Disability Discrimination Act 1992 and were introduced in August 2005; they clarify the obligations of education and training providers to ensure that students who have a disability are able to access and participate in education without experiencing discrimination.

DEST provides further information in the Disability Standards for Education 2005 Guidance Notes, accessible via the DEST website
(www.dest.gov.au/NR/rdonlyres/11D73DAB-5477-42F2-AB39-BE2F5BD9BC04/15407/DisabilityStandards_GuidanceNotes_004_screen.pdf).

Good vocational education and training and assessment are often about making adjustments to what we do to meet the learning support needs of individuals. The information provided in this section is aimed at assisting teachers/trainers to meet the reasonable adjustment needs of people who have a disability.

According to the 2003 Australian Bureau of Statistics (ABS) Survey of Disability, Ageing and Carers (SDAC) section on education and employment:

‘In 2003, one in four people (24%) aged 15–64 years with a profound or severe coreactivity limitation, who were living in households, had completed Year 12. This compares to half (49%) of those without a disability. People with a profound or severe coreactivity limitation were less likely to have completed a diploma or higher qualification (14%) than those without a disability (28%).

Employmentrelated findings, for people aged 15–64 years living in households, from the 2003 SDAC include:

those with a profound level of coreactivity limitation had a much lower labour force participation rate (15%) than people without a disability (81%)

people with a disability who were employed were more likely to work parttime (37%) than those who were employed and did not have a disability (29%)

people employed in agriculture, forestry and fishing (16%) had a relatively high disability rate compared to the overall rate for those employed (11%).’

Clearly there is much work still to be done to ensure people who have a disability are able to participate in vocational education and training and employment as fully as possible.

What is a disability?

A disability presents some impairment to everyday activity. Some people with a disability do not have any impairments resulting from their disability. For example, a person who has a hearing impairment which is compensated for by a hearing aid may function without any adjustments. While some people with a disability may have an impairment because of the environment, not the disability itself. For example, hearing loss can be accentuated in a room with loud, competing noise and poor acoustics.

A disability may affect or relate to a range of human functions including mobility, stamina, lifting ability, memory, vision, hearing, speech, comprehension and mood swings. This may be due to accidents, illness or birth.

According to the 2003 Australian Bureau of Statistics (ABS) Survey of Disability, Ageing and Carers (SDAC):

‘one in five people in Australia (3,958,300 or 20.0%) had a reported disability. This rate was much the same for males (19.8%) and females (20.1%). Disability was defined as any limitation, restriction or impairment, which has lasted, or is likely to last, for at least six months and restricts everyday activities. Examples range from hearing loss which requires the use of a hearing aid, to difficulty dressing due to arthritis, to advanced dementia requiring constant help and supervision.’

The ABS SDAC 2003 information also tells us that:

‘15.2% (600 300) of people with a disability reported that the cause of their main health condition was accident or injury, 14% (557 300) that it was disease, illness or heredity, and 11% (423,500) that it was "Working conditions, work or overwork".’

Health conditions can also be acquired through sporting accidents, repetitive or overuse through regular or sporting activities, or the daily activities of life.

There are many resources available that provide information on how to adjust training and assessment for someone who has a disability; some of these are listed below.

Adjustments in training and assessment

An open mind, common sense and tailoring to individual circumstances will, as often as not, ensure individuals achieve the standards employers and training providers expect. Reasonable adjustments need only be that – reasonable. It is about identifying what adjustments might reasonably be made and how they may be put into place.

Training and assessment can be made more appropriate and fair for a person who has a disability through attitude, preparation and application.

Attitude

The attitude of others is often the greatest barrier for people who have a disability. While most people who have a disability will only ever require minor adjustments to ensure learning is positive, some will require additional support. There are many support agencies who can provide advice, however teachers/trainers may need to take additional time to ensure their teaching/training meets the learning support needs of the individual concerned.

Positive language creates an atmosphere of mutual respect, which is essential to learning. For example, using language that identifies learners as people rather than language that identifies them by one of their characteristics conveys that the person is more important than the characteristic, such as the difference between a ‘person who has an intellectual disability’ and an ‘intellectually disabled person’. A person who has an intellectual disability could also be identified by a range of equally important characteristics – height, age, sporting interests. However, an intellectually disabled person refers to the disability as the major, and often only, defining characteristic.

Preparation

It is important to identify any functional issues arising from the nature and extent of a person’s disability. This can usually be done by discussing such issues with the individual. In most cases, this consultation will identify reasonable adjustment needs which can be put into place. There are many simple things that teachers/trainers can do to make reasonable adjustments to enable individuals who have a disability to succeed in training and assessment. In some cases, professional support may be required.

Application

Once reasonable adjustments have been implemented it is important to monitor and evaluate what has been done to ensure the best environment for continuous learning because:

adjustments may only need to be temporary – i.e. mechanisms may only need to be in place during an induction period or due to a temporary disability, in which case evaluation will ensure appropriateness without the need for ongoing monitoring

adjustments may need reinforcing – when adjustments need to be ongoing, monitoring may reinforce patterns of behaviour in order for them to become ‘natural’

adjustments may made need improving – where adjustments are ongoing or substantial, a commitment to continuous improvement is recommended through monitoring.

In most cases an informal discussion with the person concerned may be all that is necessary. However, should adjustments be substantial, or a learner not be acquiring competence at a reasonable rate, a more formal process may be required. This may include:

performance indicators – training providers, learners and employers should have agreed indicators of performance which can be measured and monitored

independent support – a third party independent of the training and/or assessment environment may need to be involved

experimentation – if existing adjustments are not proving satisfactory, creative solutions may be needed

continuing review – formal monitoring is encouraged if adjustments are changed or if substantial adjustments are necessary.

For further information on training and assessment for people with specific needs, the DEST website has information about the Disability Coordination Officer Programme, which ‘provides information, coordination and referral services for people with a disability interested in or enrolled in postschool education and training’ (www.dest.gov.au).

Reasonable adjustment

Below are some of the practical things that can be done as part of providing reasonable adjustment to learners with specific support needs to enable them to undertake training and assessment. Clearly, each case will be different and will need to be discussed with the person and in some cases expert help will be needed, at least in the initial stages.

Type of Disability	Reasonable Adjustment
Acquired brain injury:	memory aids (posters, notes etc.) minimise stress reflective listening skills time and patience.
Hearing impairment:	audio loops for people using hearing aids plain English documents fire and alarm systems with flashing lights sign language interpreters telephone typewriters.
Intellectual disability:	additional time assessment which is appropriate to the skill (i.e. avoiding written assessment for practical tasks) mentors plain English documents practical learning sessions repetition of learning exercises.
Mobility impairment:	access to aids such as for holding documents adjustable tables lifting limits note taking support oral rather than written presentations personal computer wheelchair access.
Psychiatric disability:	identification and avoidance of stresses ongoing rather than formal assessments reflective listening skills ‘timeout’ breaks in assessment.
Speech impairment:	summarise information minimise stress time and patience written rather than verbal opportunities.
Vision impairment:	additional writing time for assignments/tests audio tapes Braille translations enlarged computer screen images enlarged text and images good lighting or reading lamps guide dog provision informing the person before moving furniture voice synthesisers on computers.

Sources of support for employment, training and assessment

There are many sources to support in the employment, training and assessment of a person who has a disability; some of these are listed below.

Association of Competitive Employment (ACE) National Network
ACE represents agencies who deliver open employment services for people who have a disability.

PO Box 5198
Alphington VIC 3078
Ph: (03) 9411 4033
Fax: (03) 9411 4053
Email: info@acenational.org.au
Website: www.acenational.org.au

Australian Disability Clearinghouse on Education and Training (ADCET)
ADECT provides information about inclusive post secondary education and training teaching, learning and assessment strategies and support services for people who have a disability.

ADCET
Locked Bag 1335
Launceston TAS 7250
Ph: (03) 6324 3787
Fax: (03) 6324 3788
Website: www.adcet.edu.au

Australian Association of the Deaf
PO Box 1083
Stafford QLD 4053
Ph: (07) 3357 8266
Fax: (07) 3357 8377
TTY: (07) 3357 8277
Email: aad@aad.org.au
Website: www.aad.org.au

Australian Federation of Deaf Societies
PO Box 1060
Parramatta NSW 2124
Ph: (02) 8833 3615
Fax: (02) 9893 8333
TTY: (02) 9893 8858

Australian Federation of Disability Organisations
Australian Federation of Disability Organisations
247 Flinders lane
Melbourne VIC 3000
Ph: (03) 9662 3324
Fax: (03) 9662 3325
Email: office@afdo.org.au
Website: www.afdo.org.au

Blind Citizens Australia
PO Box 24
Sunshine VIC 3020
Ph: (03) 9372 6400
Fax: (03) 9372 6466
TTY: (03) 9372 9275
Freecall: 1800 033 660
Email: bca@bca.org.au
Website: www.bca.org.au

Brain Injury Australia
PO Box 82
Mawson ACT 2607
Ph: (02) 6290 2253
Fax: (02) 6290 2252
Email: bianational@apex.net.au

Carers Australia
PO Box 73
Deakin West ACT 2600
Ph: (02) 6122 9900
Fax: (02) 6122 9999
Email: caa@carersaustralia.com.au
Website: www.carersaustralia.com.au

Commonwealth Disability Services Program Contacts
http://www.facs.gov.au or by telephone:

New South Wales	(02) 263 3818
Victoria	(03) 9285 8523
South Australia	(08) 8236 6111
Northern Territory	(08) 8946 3555
Queensland	(07) 3360 2800
Western Australia	(08) 9346 5311
Tasmania	(03) 6221 1411
ACT	(02) 6274 5206

Deafness Forum of Australia
The forum coordinates the annual National Hearing Awareness Week, held in the last complete week of August.

218 Northbourne Avenue
Braddon ACT 2612
Ph: (02) 6262 7808
Fax: (02) 6262 7810
TTY: (02) 6262 7809
Email: info@deafnessforum.org.au
Website: www.deafnessforum.org.au
Website: www.hearingawareness.org.au

Mental Health Foundation Australia
270 Church St
Richmond VIC 3121
Ph: (03) 9427 0407
Fax: (03) 9427 1294
Email: admin@mhfa.org.au
Website: www.mhfa.org.au

National Council on Intellectual Disability
PO Box 771
Mawson ACT 2607
Ph: (02) 6296 4400
Fax: (02) 6296 4488
Email: ncid@dice.org.au
Website: www.dice.org.au

National Ethnic Disability Alliance
PO Box 381
Harris Park NSW 2150
Ph: (02) 9687 8933
Fax: (02) 9635 5355
TTY: (02) 9687 6325
Website: www.neda.org.au

Physical Disability Council of Australia Ltd
PO Box 77
Northgate QLD 4013
Ph: (07) 3267 1057
Fax: (07) 3267 1733
Email: pdca@pdca.org.au
Website: www.pdca.org.au

SANE Australia
PO Box 226
South Melbourne VIC 3205
Ph: (03) 9682 5933
Fax: (03) 9682 5944
Freecall: 1800 18 SANE
Email: info@sane.org
Email: helpline@sane.org
Website: www.sane.org

SAI Global
Standards Australia Publications Distributor
Ph: 131 242
Fax: 1300 65 49 49
Email: sales@saiglobal.com
Website: www.saiglobal.com

Standards Australia
Standards Australia develops standards and codes for building access.
Standards Australia Limited
286 Sussex Street
Sydney NSW 2000
GPO Box 476
Sydney NSW 2001
Ph: (02) 8206 6000
Email: mail@standards.org.au
Website: www.standards.org.au

Women with Disabilities Australia (WWDA)
PO Box 605
Rosny Park TAS 7018
Ph: (03) 6244 8288
Fax: (03) 6244 8255
Email: wwda@ozemail.com.au
Website: www.wwda.org.au

Appendix C: Assessment for Indigenous Organisations

Development of the Certificate IV in Governance (Indigenous Organisations) and Diploma of Indigenous Governance qualifications were undertaken because of a widespread concern within the Aboriginal and Torres Strait Islander community that training for Boards of Management was urgently needed and that training should be:

relevant to the diverse needs of a wide range of Aboriginal and Torres Strait Islander organisations

culturally appropriate in its form and content

community-driven

accredited.

The units of competency and Assessment Guidelines for these qualifications were developed in consultation with Aboriginal and Torres Strait Islander organisations throughout the country. They reflect the broad spectrum of Aboriginal and Torres Strait Islander organisations and, equally importantly, address in both form and content the unique cultural context in which those organisations operate.

To effectively meet the needs of Aboriginal and Torres Strait Islander Boards of Management, Aboriginal and Torres Strait Islander people have expressed concern about the importance of developing assessment processes along appropriate lines.

There are four main areas of concern:

diversity

cultural appropriateness

community control

accreditation.

Diversity

The term diversity is used to emphasise the wide range of opinion, aspirations, community circumstances, cultural practices, geographic locations, and social, economic and political conditions that exist throughout Australia and the need to guard against assumptions that all communities are the same.

One approach is to distinguish between remote, rural and urban settings. These settings suggest differences that may be relevant to Aboriginal and Torres Strait Islander organisations, including:

culture

language

history

social make up

geography

social and economic infrastructure

economy

political structure.

These factors suggest that training and assessment, in order to be relevant to the needs of any particular Aboriginal and Torres Strait Islander organisation, should address each situation as unique.

Cultural appropriateness

The term culture is used in a broad sense in this context: it refers to:

values, social beliefs and customs e.g. Aboriginal and Torres Strait Islander law, land and family and kinship systems

protocols of behaviour and interaction e.g. cultural authority, gender, kinship

ways of thinking e.g. learning styles

language, both traditional and Aboriginal English

lifestyles

local history

location e.g. region and place.

A particularly important aspect of cultural appropriateness is that of learning styles. There is evidence that Aboriginal and Torres Strait Islander people, both traditional and contemporary, approach learning differently from the Western intellectual tradition, which is relevant to effective training and assessment.

It is understood that Aboriginal and Torres Strait Islander people may:

learn better in groups than individually

learn better in the surroundings of their community than in an institutional environment

prefer oral communications to written forms

learn on the basis of trial and error in the presence of an experienced person in preference to concept building approaches

have a highly developed sense of spatial relations by which they learn; hence stories, maps and pictures would be preferable to oral explanations.

To be effective, it is necessary that training and assessment recognises, adopts and practises appropriate delivery and assessment approaches.

Non-Aboriginal and Torres Strait Islander trainers and assessors need information on aspects of Aboriginal and Torres Strait Islander culture. They need to work closely with Aboriginal and Torres Strait Islander people to adopt practices that reflect Aboriginal and Torres Strait Islander approaches. The community should be asked to identify experts to provide information and assist with assessment of relevant protocols, for example, where required.

There are a number of ways a Registered Training Organisation (RTO) can establish and maintain culturally appropriate training and assessment practices, including:

ensuring a high proportion of Aboriginal and Torres Strait Islander participation in all aspects of planning, development, delivery and evaluation

establishing and maintaining a collaborative relationship with local Aboriginal and Torres Strait Islander communities

as a mainstream (nonIndigenous) RTO, establish auspice relationships with Aboriginal and Torres Strait Islander organisations and individuals, including direct and indirect involvement of persons identified as appropriate by the local community

ensuring ongoing training of non-Aboriginal and Torres Strait Islander staff at all levels of the RTO, delivered by Aboriginal and Torres Strait Islander personnel.

Community control

The term community control is synonymous with selfdetermination, selfmanagement, etc. and underpins most community aspirations. It is of fundamental concern to people who see themselves as having been dispossessed by colonisation.

The essence of control is control of decisionmaking. In order to be able to do this, people need all relevant information, relevant competencies and recognition of their own structures and processes.

Among other things, Aboriginal and Torres Strait Islander people seek control over their training. It is necessary, therefore, that they participate in all stages of planning, development, delivery and evaluation, in meaningful ways. One way is for communities to have control of the contract for training initiatives.

It is important that training providers and assessors respect and conform to the practice of community control which underpins this field within the CUF07 Screen and Media Training Package.

Accreditation

Aboriginal and Torres Strait Islander people have said for a long time that their involvement in training has not been formally recognised and that many of the skills they utilise in managing their organisations and delivering services to their communities have not been valued.

The first issue may have arisen because much of the training that has been delivered to communities has been customised to particular situations, has not been assessed on an individual basis if at all, and has been delivered by unregistered personnel.

Secondly, until this time, recognition of current competence (RCC) has been underutilised.

The Governance (Indigenous Organisations) domain of the BSB07 Business Services Training Package has been developed to meet the diverse needs of community organisations. Individuals may demonstrate competence in complete units of competency through formal training, informal training or the recognition of current competencies/skills, resulting in qualifications/Statements of Attainment being awarded as appropriate.

In the community group setting, an important feature of likely relevance for assessment is that participants may vary with respect to previous education and training experience and possess diverse skills in literacy and/or numeracy.

However, diverse numeracy and literacy skills are not a barrier to sophisticated thought, and care must be taken not to employ assessment strategies that rely on numeracy and literacy skills where they are not intrinsically required by the unit of competency being assessed.

A flexible approach to assessment and qualifications will be required by RTOs in order to meet the requirements of Aboriginal and Torres Strait Islander organisations and individuals under this domain within the BSB07 Business Services Training Package.

Assessment in Aboriginal and Torres Strait Islander Communities

The assessment of the units of competency for Board members of Aboriginal and Torres Strait Islander organisations needs to take account of a number of particular features. These include:

Board members being a widely dispersed group of people, located in remote, rural, urban and metropolitan settings

Board members being people who have not had relevant competence/skills formally recognised

work involving a wide range of operational areas e.g. health, housing, employment, legal services

Board membership being on a voluntary basis

work practices, including Board functions, that may operate largely or partially upon culturally prescribed values, behaviour (protocols) and consensus-style decision-making

strong commitment to community as the protector of culture, necessitating participation of the community at all times.

The guiding principles that underpin assessment include:

assessment should be transparent i.e. clearly seen and understood by the candidate and others

assessment should empower the candidate on the basis of consent, selfassessment and responsibility for the process

any Board members or prospective Board members should have opportunities to demonstrate their competence/skills

Board activities may be used as the context for assessment where possible (known as on-the-job assessment or workplace assessment); there may also be opportunities to include evidence from other relevant situations

assessment should involve designated community experts working in collaboration with RTO assessors in order to provide appropriate recognition of cultural and community knowledge and skills

assessments must provide constructive feedback to candidates and support for further competency development

assessments must provide a Statement of Attainment or qualification listing the units of competency achieved

records of candidate achievement maintained by the RTO must record the Statement of Attainment listing the units of competency achieved or qualifications achieved as required by the AQTF

a record of demonstrated competencies will assist in role clarification and performance appraisals in the workplace.

Given the importance of the assessment to the candidate and the Board, the assessor must make every effort to ensure that assessment is conducted with the highest level of professionalism and integrity.

Units of competency with a cultural content, including the following of local protocols, will require knowledge of these cultural matters by the assessor. As these matters are often governed by local rules of access to such knowledge, only those people with the knowledge can genuinely assess these aspects of the competency or provide guidance on their assessment.

Discussion must take place with the community and agreement reached on how these matters are assessed. For non-Aboriginal RTOs, this will usually mean the use of auspice arrangements with appropriate people or knowledge experts, identified by the community.

It should also be noted that for Aboriginal and Torres Strait Islander people being assessed, these aspects of competency will almost invariably have been attained through life experience. This must also be taken into account in the assessment procedures relating to cultural matters.

Assessors may exercise limited discretion in response to organisational or individual requirements, but any changes must not alter the meaning of the unit of competency or the elements of competency.

Candidates must be informed of the right to access grievance procedures.

Appendix D: Access and Equity Resources

For supporting resources, regularly check DEST publications, and also refer to ANTA publications: http://www.dest.gov.au/common_topics/publications_resources/

Legislation

Racial Discrimination Act 1975: scaleplus.law.gov.au/html/pasteact/0/47/top.htm

Disability Discrimination Act 1992 (DDA): scaleplus.law.gov.au/html/pasteact/0/311/
top.htm

Human Rights and Equal Opportunity Commission: www.hreoc.gov.au

Working with diversity – AQTF supporting resources

Working with Diversity: A Guide to Equity and the AQTF

Working with Diversity: Quality Training for People with a Disability

Working with Diversity: Quality Training for Indigenous Australians

Language and literacy

Adult literacy: literacynet.dest.gov.au

Indigenous

Australian Government Indigenous Portal: www.indigenous.gov.au

Indigenous Education Online: https://indigo.dest.gov.au

Indigenous Education Consultative Bodies (IECB): Contact State and Territory Authorities or telephone 1800 800 821; or go to www.dest.gov.au/sectors/indigenous
_education/organisation_contacts

Partners in a Learning Culture – National Strategy and Blueprint for Implementation available from DEST (ANTA publication): http://www.dest.gov.au/sectors/training_
skills/publications_resources/profiles/anta/profile/partners_in_a_learning_culture_a_blueprint.htm

Disability

Australian Disability Clearinghouse on Education and Training (ADCET): www.adcet.edu.au

Disability employment agencies: Contact State and Territory offices of Department of Family and Community Services for details of local disability employment agencies; or got to: www.facs.gov.au/internet/facsinternet.nsf/disabilities/services-cdes.htm

Women

Women Shaping our Future available from DEST (ANTA publication): http://www.dest.gov.au/sectors/training_skills/publications_resources/profiles/anta/
profile/women_shaping_our_future.htm

Equal Opportunity in the Workplace Agency (EOWA): www.eowa.gov.au

Appendix E: Summary of Content and AQF Packaging Guidelines

This document supports the implementation of the Visual Arts Craft and Design Training Package and must be used by industry and Registered Training Organisations to support appropriate structuring of qualifications. The document provides the following information:

Unit Code and Title

Codes and titles appear as per the overall list of units within the Training Package, including units imported from other Training Packages.

Unit Descriptor

This information is taken directly from each Unit of Competency, and provides a brief description of the unit content and purpose. The descriptor provides valuable information, but users should always refer to the full Unit of Competency to determine its applicability to a given workplace or training context.

Suitable AQF Packaging Level (within Visual Arts Craft and Design Qualifications)

The chart shows the qualification level(s) at which it is most suitable to package each unit within the Training Package. This information must be used to guide the selection of elective units. It is not appropriate, for example, for a unit which includes management and leadership skills to be included as an elective with a Certificate II qualification, but many units can be applied across multiple qualification levels (e.g. Produce computer-aided drawings).

It is important to remember that individual units do not align directly to AQF levels. It is the overall package of units within a qualification that determines AQF levels and reflects meaningful vocational outcomes.

Sometimes a basic skills unit is shown as suitable for packaging within higher level qualifications. This reflects the need for flexibility in structuring training programs to meet participant needs (e.g. a person entering a Certificate IV with no practical experience may need to undertake some basic skills units to build an appropriate skill base).

This document focuses only on Visual Arts Craft and Design Qualifications, and it may be appropriate for units to be packaged at different levels within qualifications for other industries.

Note: The Units of Competency from the Opal Cutting and Polishing Qualifications are not included in this listing but appear in full in Volume 2.

Unit Code and Title	Unit Descriptor	Suitable AQF Packaging Level (Within CUV03)
Cert I	Cert II	Cert III	Cert IV	Diploma	Advanced Diploma
Core and Cross Specialisation Units
The Creative Process
CUVCOR01B Source concept for own work	This unit describes the skills and knowledge required to source and organise information to assist in the development of the concept for work. The concept encompasses ideas, form and context for the work. This unit describes the articulation of the creative process. In practice, this unit is always integrated with the actual production of work, as described in various specialisation units. This work would usually be carried out under supervision.	
CUVCOR02B Develop and articulate concept for own work	This unit describes the skills and knowledge required to develop and articulate the concept for own work. The concept encompasses ideas, form and context for the work This unit describes the articulation of the creative process and includes the need to review information to inform concept development and have some communication with others about the development process. In practice, this unit is always integrated with the actual production of work, as described in various specialisation units. This unit both encompasses and goes beyond unit CUVCOR01B Source concept for own work.	
CUVCOR03B Develop, refine and communicate concept for own work	This unit describes the skills and knowledge required to develop, refine and communicate the concept for own work. The concept encompasses ideas, form and context for the work. The unit encompasses the development and evaluation of ideas, plus the communication of the development process to others. In practice, this unit is always integrated with the actual production of work, as described in various specialisation units. This unit both encompasses and goes beyond unit CUVCOR02B Develop and articulate concept for own work.	
CUVCOR04B Originate concept for own work and conduct critical discourse	This unit describes the skills and knowledge required to originate the concept and conduct critical discourse about the concept for own work. The concept encompasses ideas, form and context for the work. The unit includes the need for research and analysis of ideas and references, plus the creation of innovative concepts. It also includes a requirement for critical and informed discourse with others about one’s own work. This unit both encompasses and goes beyond unit CUVCOR03B Develop, refine and communicate concept for own work.	
CUVCOR11B Source information on history and theory and apply to own area of work	This unit describes the skills and knowledge required to source information on history and theory and to apply that information to one’s own area of work. This unit is introductory in nature and provides underpinning skills and knowledge for all areas of arts practice.		
CUVCOR12B Review history and theory for application to artistic practice	This unit describes the skills and knowledge required to source and review information on history and theory for application to own work. The unit goes beyond the general understanding of an area of work (covered in unit CUVCOR11B Source information on history and theory and apply to own area of work) to encompass the notion of linking knowledge to one’s own practice. The unit provides underpinning skills and knowledge for all areas of arts practice.		
CUVCOR13B Research and critically analyse history and theory to inform artistic practice	This unit describes the skills and knowledge required to research and analyse history and theory for application to artistic practice. The unit includes the need for critical analysis of information, and the challenging of different points of view to inform personal work. As such the unit goes beyond the skills and knowledge included in CUVCOR11B Source information on history and theory and apply to own area of work and CUVCOR12B Review history and theory for application to artistic practice.		
Drawing
CUVCOR07B Use drawing techniques to represent the object or idea	This unit describes the skills and knowledge required to visually represent objects or ideas. At this level, drawing techniques would be basic. This is a core unit which complements all specialisation units. It is different from the drawing specialisation units which focus on drawing as an art form. This work would usually be carried out under supervision. This is a core unit which underpins many other specialisation units.		
CUVCOR08B Produce drawings to represent and communicate the concept	This unit describes the skills and knowledge required to produce drawings which represent and communicate the concept. This is a core unit which complements all the specialisation units. It is different from the drawing specialisation units which focus on drawing as an art form. This unit goes beyond the scope of CUVCOR07B Use drawing techniques to represent the object or idea in terms of the complexity of techniques and representation. This work would usually be carried out under supervision. This is a core unit which underpins many other specialisation units.		
CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept	This unit describes the skills and knowledge required to develop drawings which represent and communicate the concept. This is a core unit which complements all the specialisation units. It is different from the drawing specialisation units which focus on drawing as an art form. This unit goes beyond the scope of CUVCOR07B Use drawing techniques to represent the object or idea and CUVCOR08B Produce drawings to represent and communicate the concept in terms of the complexity of skill requirement, use of techniques and sophistication of representation. This work would usually be carried out under supervision. This is a core unit which underpins many other specialisation units.		
Design
BSBDES301A Explore the use of colour	This unit describes the performance outcomes, skills and knowledge required to explore the use of colour and to apply colour theory.		
BSBDES302A Explore and apply the creative design process to 2D forms	This unit describes the performance outcomes, skills and knowledge required to explore and creatively apply the design process to the development of 2 dimensional (2D) forms.		
BSBDES303A Explore and apply the creative design process to 3D forms	This unit describes the performance outcomes, skills and knowledge required to explore and creatively apply the design process to the development of 3 dimensional (3D) forms.		
BSBDES402A Interpret and respond to a design brief	This unit describes the performance outcomes, skills and knowledge required to interpret and creatively respond to a design brief through the production of work.	
CUVDES04B Integrate colour theory and design processes in response to a brief	This unit describes the skills and knowledge required to explore and integrate colour theory and design processes using 2-dimensional (2D) and/or 3-dimensional (3D) space. This is a core unit in design fundamentals and as such underpins many other specialisation units. 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.		
CUVDES601A Design innovative products	This unit describes the performance outcomes, skills and knowledge required to design and develop innovative products in the creative arts industry. This unit builds on the introductory unit CUVDSP14A Research and apply techniques for the design of products.		
Specialisation Support Units
CUVCRS01B Plan work for a nominated site	This unit describes the skills and knowledge required to research and understand a nominated site in order to plan work for that site. Within this unit the candidate would not be involved in the selection of the site which has been nominated by others. This is a support unit for specialisations. The skills and knowledge are not restricted to a specialisation but apply across all specialisations depending on the work context. This work would usually be carried out under supervision.		
CUVCRS02B Select sites and plan work	This unit describes the skills and knowledge required to research potential sites and to plan work for a particular site where the candidate may select or be involved in the selection of a site. This is a support unit for specialisations. The skills and knowledge are not restricted to a specialisation but apply across all specialisations depending on the work context. This work would usually be carried out autonomously although guidance would be available if required. This unit goes beyond and encompasses unit CUVCRS01B Plan work for a nominated site.	
CUVCRS03B Produce computer-aided drawings	This unit describes the skills and knowledge required to use a range of CADD program functions and features to produce drawings. 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. The focus of this unit is on the technical skills required to operate CADD, and design skills are found in other units within the Visual Arts Craft and Design Training Package.		
CUVCRS04B Produce technical drawings	This unit describes the skills and knowledge required to develop and refine a range of techniques to produce technical drawings. It outlines the ways technical drawing can be applied to a range of contexts where visual representation is required. 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. This work would usually be carried out independently, although guidance would be available if required.		
CUVCRS05B Use typography techniques for design work	This unit describes the skills and knowledge required to use typography techniques for design work. It outlines how typography can be applied to a range of design contexts in response to a brief. It is a support unit for specialisations. The skills and knowledge are not restricted to a particular specialisation but apply across all specialisations depending on the work context. This work would usually be carried out independently, although guidance would be available if required.		
CUVCRS06B Make scale models	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.		
CUVCRS08B Document the work progress	This unit describes the skills and knowledge required to document the conception, development and progress of work. This is a support unit for specialisations. The skills and knowledge are not restricted to a particular specialisation but apply across all specialisations depending on the work context. This work would usually be carried out under limited supervision.		
CUVCRS11B Select and prepare work for exhibition	This unit describes the skills and knowledge required to select and prepare work for display or exhibition. This is a support unit for specialisations. The skills and knowledge are not restricted to a particular specialisation but apply across all specialisations depending on the work context. This work would normally be carried out under limited supervision or with guidance available if required.		
CUVCRS13B Store finished work	This unit describes the skills and knowledge required to prepare finished work to be safely stored. This is a support unit for specialisations. The skills and knowledge are not restricted to a particular specialisation but apply across all specialisations depending on the work context. This work would usually be carried out under supervision.		
CUVCRS14B Prepare, store and maintain finished work	This unit describes the skills and knowledge required to select finished work for storage, to assess its needs for storage and to protect, store and maintain it. This is a support unit for specialisations. The skills and knowledge are not restricted to a particular specialisation but apply across all specialisations depending on the work context. This unit goes beyond and encompasses unit CUVCRS13B Store finished work. This work would normally be carried out under limited supervision or with guidance available if required.		
CUVCRS16B Prepare text and graphic files for print processing	This unit describes the skills and knowledge required to prepare electronic files for pre-press processing. It applies to files that still require some processing before printing or electronic diffusion. This is a support unit for specialisations. The skills and knowledge are not restricted to a particular specialisation but apply across all specialisations depending on the work context. This work would usually be carried out independently although guidance would be available if required.		
LMFDN5001A Generate and transfer complex computer-aided drawings and specifications	This unit covers the preparation of complex drawings using computer-aided techniques and capabilities, including three-dimensional modelling, exploded assembly drawings and conversion of drawings for CNC applications.	
Research and Innovation
CUFRES201A Collect and organise content for broadcast or publication	This unit describes the performance outcomes, skills and knowledge required to compile routine information for broadcast or publication.		
CUFRES401A Conduct research	This unit describes the performance outcomes, skills and knowledge required to conduct research in response to a brief.			
CULMS410A Provide research assistance	This unit refers to providing assistance in collecting, analysing and presenting research data and findings.		
CULMS617A Undertake research	This unit refers to conducting a research project for various purposes within the institution.		
CUVICS01B Contribute to workplace improvements	This competency standard covers the skills required to observe the workplace and to generate ideas for improvement within the cultural industries. This entails being able to identify areas for improvement, generate appropriate ideas or solutions and evaluate their appropriateness. The standard relates to entry-level positions in the cultural industries and may include jobs such as assistant stage manager, arts administration assistant or photographer's assistant. Examples of how this unit works in practice can be found in the Supporting Information section of the Training Package.		
CUVICS02B Share ideas in the workplace	This competency standard covers the skills required to share idea/s with others in the workplace in a range of contexts within the cultural industries. This entails being confident in idea/s, selecting the most appropriate method to communicate it, accepting feedback and identifying areas for improvements. This competency standard has been designed to encourage employees to discuss and think about ideas they may have in relation to work practices, services or products in the industry. It relates to entry and operative level positions in the cultural industries in areas such as event organisers, sales functions in community arts facility/studio, stage design, public art, music studio or a graphic design studio. Examples of how this unit works in practice can be found in the Supporting Information section of the Training Package.		
CUVICS03B Develop innovative ideas at work	This competency standard covers the skills required to systematically generate and develop innovative ideas in the workplace. It is a generic standard, which may be customised for different work contexts within the cultural industries. This competency standard requires the skills to interpret or observe a need and develop a detailed idea. This requires the creative generation and discussion of a number of ideas or solutions and accepting positive and negative feedback. Ideas should be tested in order to establish and present a workable outcome which meets the needs of the end user. This standard of competency could be completed by anyone in the cultural industries above entry and basic operational levels. Its six elements cover all six innovation @ work skills which are central to innovative thinking. Examples of how this unit works in practice can be found in the Supporting Information section of the Training Package.				
CUVICS04B Originate and develop a concept	This standard has been developed for people whose job specifically involves designing products or services, concepts or outcomes in any sector of the cultural industries. It might be used by someone designing a new event concept, a concept for public art, a new graphic design package for a hotel/resort, a concept for multi-media installation, a concept for sound sampling, a marketing campaign, a concept for new gallery space and so on. The standard relates to specialist positions in enterprises such as the community development office of local government organisations, design studios, event management/promotion firms, artist-run co-operatives, theatres and galleries and museums. The standard describes the skills and knowledge required for working with and developing a concept to that stage where it becomes the basis of a creative and effective product, service or process. It covers both the response to a brief or the development of a self-initiated proposal. It does not describe the skills needed for presentation of the proposal which are covered by other units. Examples of how this unit works in practice can be found in the Supporting Information section of the Training Package.			
CUVICS05B Lead a team to foster innovation	This competency standard covers the skills and knowledge required to lead a workplace team in ways that foster innovative work practices in any sector of the cultural industries. It covers the skills that are needed by individuals who are leading work teams on individual projects or in work in general. The skills cover the requirements for encouraging innovation within individual team members as well as a team as a whole. They include how to put a team together and keep it working well, how to structure work and monitor its progress, how to ensure that the staff have the information and skills they need and how to apply innovation @ work skills to the leadership role. This competency standard relates to employees working within a supervisory or management position in any sector of the cultural industries. This may include areas such as galleries, museums, performance spaces, manager of artist-run co-operative, community workshops in remote areas, music studio, film studio, special event organisers, fashion design companies and so on. This may include managing a team within an office, at a temporary site office, studio, back stage and/or front of stage crews, outdoor photoshoot/film location, convention centre, managing an events team, tour crew, a sales team within a marketing department and so on. Examples of how this unit works in practice can be found in the Supporting Information section of the Training Package.			
CUVICS06B Create an innovative work environment	This competency standard covers the skills and knowledge required to create a workplace environment that enables and supports the application of innovative practices within the cultural industries. This may include such areas as museums, galleries, community arts facility, theatres, venues, design studio, on-site photo shoot, film shoot, artist- run studio, special event venue, conference organisers and so on. The work environment includes all aspects of the workplace including working conditions and practices, management practices, physical layout and training and education. This unit relates to management-level jobs in any work context within the cultural industries. It is particularly applicable to managers of small businesses or business units or departments within larger organisations. Examples of how this unit works in practice can be found in the Supporting Information section of the Training Package.		
CUVICS07B Set up systems that support innovation	This competency standard covers the skills and knowledge required to conceptualise and design new systems that develop and support innovation in the workplace. The systems might be those that apply to human resource management, team management, organisational structures, product development, marketing or training and assessment. The systems can apply in any type and size of organisation within the cultural industries including museums, libraries, galleries, community arts facility, theatres, venues, cultural event/conference organisers, film studio, music studio, design studios and so on. Examples of how this unit works in practice can be found in the Supporting Information section of the Training Package.		
Professional Practice
BSBCMM101A Apply basic communication skills	This unit describes the performance outcomes, skills and knowledge required to develop communication skills in the workplace. It covers gathering, conveying and receiving information, along with completing assigned written information under direct supervision.	
BSBCMM201A Communicate in the workplace	This unit describes the performance outcomes, skills and knowledge required to communicate in the workplace. It includes gathering, conveying and receiving information together with completing routine written correspondence.	
BSBCMM401A Make a presentation	This unit covers the performance outcomes, skills and knowledge required to prepare, deliver and review a presentation to a target audience.		
BSBDIV301A Work effectively with diversity	This unit describes the performance outcomes, skills and knowledge required to recognise and interact productively with diversity in the workplace. It covers sensitive responses to, and interactions with, all manner of diversity that might be encountered during the course of work.			
CUECOR01B Manage own work and learning	This unit describes the self-management skills needed to perform effectively in the workplace. As such it relates to personal time management and the identification and management of personal learning needs.			
CUECOR02B Work with others	This unit describes the skills and knowledge needed to work harmoniously and effectively with team members, colleagues and others in a work environment. This is a core skill which underpins effective work performance in cultural industries.			
CUEIND03B Integrate accessibility principles into work practices	This unit describes the skills and knowledge required to integrate the principles of universal access into all work practices. As such the unit focuses on a general knowledge of accessibility issues and the ways in which work practices may be reviewed and adjusted to ensure the needs of those with disabilities are met. This unit is written so that it may be contextualised to meet particular industry requirements.			
CUSGEN01A Use and adapt to changes in technology	This unit describes the skills and knowledge required to evaluate and adapt to a variety of technological changes within the cultural industries. This knowledge underpins effective performance in all sectors and applies to all people working in these industries.		
CUVPRP01B Develop self as artist	This is a professional practice unit which describes development of technical and conceptual skills required to work as a practising artist. It also deals with communicating effectively and working strategically to achieve planned outcomes as an artist. This work would usually be carried out under limited supervision.		
CUVPRP02B Develop understanding of own Aboriginal or Torres Strait Islander identity	This unit describes the skills and knowledge required to develop an understanding of one’s own cultural identity. The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also recognises that there is no single Aboriginal or Torres Strait Islander culture. This unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures which are the cultural and intellectual properties of specific communities. These may only be interpreted by appropriate persons, e.g. those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge. Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.				
CUVPRP03B Develop and apply knowledge of Aboriginal or Torres Strait Islander Cultural Arts	This unit describes the skills and knowledge to develop and apply knowledge of cultural arts within a specific Aboriginal or Torres Strait Islander context. As such, the unit includes a focus on the scope and nature of local Indigenous arts practice, its cultural and economic significance, and marketing and distribution issues. The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also recognises that there is no single Aboriginal or Torres Strait Islander culture. This unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures which are the cultural and intellectual properties of specific communities. These may only be interpreted by appropriate persons, e.g. those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge. Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.		
CUVPRP04B Produce work which expresses own Aboriginal or Torres Strait Islander identity	This unit describes the skills and knowledge required to appropriately express own cultural identity through artistic practice. As such this unit has very strong linkages to a wide range of specialisation units within the Visual Arts Craft and Design Training Package. The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also recognises that there is no single Aboriginal or Torres Strait Islander culture. This unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures which are the cultural and intellectual properties of specific communities. These may only be interpreted by appropriate persons, e.g. those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge. Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.		
FNSICGEN402B Participate in negotiations	This unit covers the skills and knowledge required to take part in negotiations either as an individual or as a member of a team. It includes effective negotiating techniques, planning and preparing for the negotiation and finalising the agreement.			
Health, Safety and Security
BSBOHS201A Participate in OHS processes	This unit describes the performance outcomes, skills and knowledge required to participate in workplace occupational health and safety (OHS) processes to protect workers own health and safety, and that of others.				
CUEOHS01B Implement workplace health safety and security procedures	This unit describes the skills and knowledge required to implement occupational health and safety policies and practices in the workplace where an established OHS framework already exists. It covers a range of industry contexts involving a variety of different conditions and hazards. This unit describes occupational health and safety competencies applicable for employees with supervisory responsibility. This may include roles such as team leaders, production coordinators, forepersons or supervisors. Issues surrounding workplace health and safety will vary and training must be tailored to meet the needs of specific work areas.			
CUEOHS02B Establish and maintain a safe and secure workplace	This unit describes the skills and knowledge required by individuals responsible for managing the occupational health and safety policy and procedures for a small organisation or for a section of a larger organisation. It focuses on the establishment and monitoring of frameworks, systems and procedures.		
HLTFA301B Apply first aid	This unit of competency describes the skills and knowledge required to provide first aid response, life support, management of casualty(s), the incident and other first aiders, until the arrival of medical or other assistance					
Specialisation Units
Calligraphy
CUVVSP01B Produce calligraphy	This unit describes the skills and knowledge required to produce calligraphic work through the exploration and application of a range of techniques, tools and materials. As such the range of techniques could be quite varied and broad in nature. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under limited supervision.		
CUVVSP02B Research and experiment with techniques to produce calligraphy	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of calligraphic work. It outlines the way calligraphic works are produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required.		
Ceramics
CUVVSP04B Apply techniques to produce ceramics	This unit describes the skills and knowledge required to use techniques, materials and equipment for the production of ceramic work. As such the unit covers general knowledge and the application of basic techniques, which would generally be nominated by the supervisor. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under supervision.				
CUVVSP05B Produce ceramics	This unit describes the skills and knowledge required to produce ceramic work through the exploration and application of a range of techniques, tools, equipment and materials. As such the range of techniques could be quite varied and broad in nature. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under limited supervision.			
CUVVSP06B Research and experiment with techniques to produce ceramics	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of ceramic work. It outlines the way ceramic works are produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required.		
CUVVSP07B Apply techniques in wheel-formed ceramics	This unit describes the skills and knowledge required to produce wheel-formed ceramic work through the exploration and application of a range of techniques. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under limited supervision.		
Digital imaging
CUVVSP11B Apply techniques to produce digital images	This unit describes the skills and knowledge required to use techniques, materials and equipment for the production of digital images. As such the unit covers general knowledge and the application of basic techniques, which would generally be nominated by the supervisor. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under supervision.				
CUVVSP12B Produce digital images	This unit describes the skills and knowledge required to produce digital images through the exploration and application of a range of techniques, equipment and materials. As such the range of techniques could be quite varied and broad in nature. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under limited supervision.			
CUVVSP13B Research and experiment with techniques for digital image enhancement and manipulation	This unit describes the skills and knowledge required to research and experiment with various techniques for the realisation of digital images. It outlines the way digital images are produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required.		
Drawing
CUVVSP14B Apply techniques to produce drawings	This unit describes the skills and knowledge required to use techniques, materials and tools for the production of drawings. As such the unit covers general knowledge and the application of basic techniques, which would generally be nominated by the supervisor. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under supervision. It therefore differs from the units which relate to core drawing techniques for concept representation.				
CUVVSP15B Produce drawings	This unit describes the skills and knowledge required to produce drawings through the exploration and application of a range of techniques, tools, equipment and materials. As such the range of techniques could be quite varied and broad in nature. It is a specialisation unit and refers to a specific art form statement. This work would usually be carried out under limited supervision. It therefore differs from the units which relate to core drawing techniques for concept representation.			
CUVVSP16B Research and experiment with techniques to produce drawings	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of drawings. It outlines the way drawings are produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required. It therefore differs from the units which relate to core drawing techniques for concept representation.		
Glass
CUVVSP17B Apply techniques to produce glass work	This unit describes the skills and knowledge required to use techniques, materials and equipment for the production of ass work. As such the unit covers general knowledge and the application of basic techniques, which would generally be nominated by the supervisor. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under supervision.				
CUVVSP21B Produce glass work	This unit describes the skills and knowledge required to produce glass work through the exploration and application of a range of techniques, tools, equipment and materials. As such the range of techniques could be quite varied and broad in nature. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under limited supervision.			
CUVVSP22B Research and experiment with techniques to produce glass work	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of glass work. It outlines the way glass work is produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required.		
Installation
CUVVSP24B Research and experiment with techniques to produce installation	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of installation work. It outlines the way installation work is produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. Installation work generally uses or combines one or more media art forms and skills in those art forms would be required. This work would usually be carried out independently, although guidance would be available if required.	
Jewellery
CUVVSP26B Apply techniques to produce jewellery	This unit describes the skills and knowledge required to use techniques, materials and equipment for the production of jewellery. As such the unit covers general knowledge and the application of basic techniques, which would generally be nominated by the supervisor. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under supervision.				
CUVVSP27B Produce jewellery	This unit describes the skills and knowledge required to produce jewellery through the exploration and application of a range of techniques, tools, equipment and materials. As such the range of techniques could be quite varied and broad in nature. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under limited supervision.			
CUVVSP28B Research and experiment with techniques to produce jewellery	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of jewellery. It outlines the way jewellery is produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required.		
Painting
CUVVSP34B Apply techniques to produce paintings	This unit describes the skills and knowledge required to use techniques, materials and equipment for the production of paintings. As such the unit covers general knowledge and the application of basic techniques, which would generally be nominated by the supervisor. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under supervision.				
CUVVSP35B Produce paintings	This unit describes the skills and knowledge required to produce paintings through the exploration and application of a range of techniques, tools, equipment and materials. As such the range of techniques could be quite varied and broad in nature. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under limited supervision.			
CUVVSP36B Research and experiment with techniques to produce paintings	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of paintings. It outlines the way paintings are produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required.		
Performance Art
CUVVSP38B Research and experiment with techniques to produce performance art	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of performance work. It outlines the way performance art is produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. Performance art generally uses or combines one or more media art forms and skills in those art forms would be required. This work would usually be carried out independently, although guidance would be available if required.	
Prints
CUVVSP44B Apply techniques to produce prints	This unit describes the skills and knowledge required to use techniques, materials and equipment for the production of prints. As such the unit covers general knowledge and the application of basic techniques, which would generally be nominated by the supervisor. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under supervision.				
CUVVSP45B Produce prints	This unit describes the skills and knowledge required to produce prints through the exploration and application of a range of techniques, tools, equipment and materials. As such the range of techniques could be quite varied and broad in nature. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under limited supervision.			
CUVVSP46B Research and experiment with techniques to produce prints	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of prints. It outlines the way prints are produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required.		
Public Art
CUVVSP48B Research and experiment with techniques to produce public art	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of public art work. It outlines the way public art work is produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. Installation work generally uses or combines one or more media art forms and skills in those art forms would be required. This work would usually be carried out independently, although guidance would be available if required.	
Sculpture
CUVVSP50B Apply techniques to produce sculpture	This unit describes the skills and knowledge required to use techniques, materials and equipment for the production of sculpture. As such the unit covers general knowledge and the application of basic techniques, which would generally be nominated by the supervisor. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under supervision.				
CUVVSP51B Produce sculpture	This unit describes the skills and knowledge required to produce sculpture through the exploration and application of a range of techniques, tools, equipment and materials. As such the range of techniques could be quite varied and broad in nature. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under limited supervision.			
CUVVSP52B Research and experiment with techniques to produce sculpture	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of sculpture. It outlines the way sculptural work is produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required.		
Textiles/Fibre
CUVVSP54B Apply techniques to produce textile/fibre work	This unit describes the skills and knowledge required to use techniques, materials and equipment for the production of textile/fibre work. As such the unit covers general knowledge and the application of basic techniques, which would generally be nominated by the supervisor. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under supervision.				
CUVVSP55B Produce textile/fibre work	This unit describes the skills and knowledge required to produce textile/fibre work through the exploration and application of a range of techniques, tools, equipment and materials. As such the range of techniques could be quite varied and broad in nature. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under limited supervision.			
CUVVSP56B Research and experiment with techniques to produce textile/fibre work	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of textile/fibre work. It outlines the way textile/fibre work is produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required.		
Video Art
CUVVSP18B Apply techniques to produce video art	This unit describes the skills and knowledge required to use techniques, materials and equipment for the production of video art. As such the unit covers general knowledge and the application of basic techniques, which would generally be nominated by the supervisor. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under supervision.				
CUVVSP19B Produce video art	This unit describes the skills and knowledge required to produce video art through the exploration and application of a range of techniques, equipment and materials. As such the range of techniques could be quite varied and broad in nature. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under limited supervision.			
CUVVSP20B Research and experiment with techniques to produce video art	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of video art. It outlines the way video art is produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required.		
Wood
CUVVSP57B Apply techniques to produce wood objects	This unit describes the skills and knowledge required to use techniques, materials and equipment for the production of wood objects. As such the unit covers general knowledge and the application of basic techniques, which would generally be nominated by the supervisor. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under supervision.				
CUVVSP58B Produce wood objects	This unit describes the skills and knowledge required to produce wood objects through the exploration and application of a range of techniques, tools, equipment and materials. As such the range of techniques could be quite varied and broad in nature. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under limited supervision.			
CUVVSP59B Research and experiment with techniques to produce wood objects	This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of wood objects. It outlines the way wood objects are produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required.		
Design
BSBDES304A Source and apply design industry knowledge	This unit describes the performance outcomes, skills and knowledge required to source, apply and update a general knowledge of the design industry.		
BSBDES305A Source and apply information on the history and theory of design	This unit describes the performance outcomes, skills and knowledge required to source information on design history and theory, and to apply that information to one's own area of work.		
BSBDES403A Develop and extend design skills and practice	This unit describes the performance outcomes, skills and knowledge required to develop and extend skills as a practising designer.	
CUVDSP07B Research and apply techniques for graphic design	This unit describes the skills and knowledge required to research and apply techniques for application to graphic design. The focus of the unit is on a general knowledge of graphic design techniques and the practical application of those techniques. This is a specialisation unit and refers to a specific design form. This work requires some guidance.	
CUVDSP11B Research and apply techniques for illustrative work	This unit describes the skills and knowledge required to research and apply techniques for application to any type of illustrative work. Within this unit, illustrative work would generally be quite simple in nature. The focus of the unit is on a general, introductory knowledge of illustrative work and its practical application. This is a specialisation unit and refers to a specific design form. This work requires some guidance.	
CUVDSP13B Research and apply techniques for the design of wearable objects	This unit describes the skills and knowledge required to research and apply techniques for the design of wearable objects. As this unit is introductory in nature, the outcome of the work could be a completed object, but is more likely to be a prototype or model for the object or an aspect of the object. The focus of the unit is on a general knowledge of the design techniques for wearable objects and the practical application of those techniques. This is a specialisation unit and refers to a specific design form. This work requires some guidance.	
CUVDSP14B Research and apply techniques for the design of products	This unit describes the skills and knowledge required to research and apply techniques for the design of products. The nature of the products may vary greatly. As this unit is an introductory one, the outcome of the work could be a completed product, but is more likely to be a prototype or model for the product or an aspect of the product. The focus of the unit is on a general knowledge of the design techniques for products and the practical application of those techniques. This is a specialisation unit and refers to a specific design form. This work requires some guidance.	
CUVDSP15B Research and apply techniques for application to spatial design	This unit describes the skills and knowledge required to research and apply techniques for application to spatial design. As this unit is introductory in nature, the outcome is most likely to be a model or maquette for a spatial design or the construction of an aspect of the overall design. It may be the design and realisation of the complete design for a small scale project. This is a specialisation unit and refers to a specific design form. This work requires some guidance.	
Photoimaging
CUVPHI01B Source and apply photoimaging industry knowledge	This unit describes the skills and knowledge required to source, apply and update a general knowledge of the photoimaging industry, including industry structure and operation, employment obligations and the impact of new technology. This knowledge underpins effective performance in all work roles within the photoimaging industry. In-depth knowledge is not required.		
CUVPHI02B Develop self for photoimaging industry	This is a professional practice unit which describes development of technical and conceptual skills required to work in the photoimaging environment. It also deals with communicating effectively and working strategically to achieve planned outcomes as a photoimaging practitioner. This work would usually be carried out under mentored supervision.	
CUVPHI03B Research and apply information on the traditions which inform photoimaging practice	This unit describes the skills and knowledge required to collect, analyse and apply information on the broad traditions which inform photographic practice. The unit provides underpinning skills and knowledge development for all the photoimaging units. This work would usually be carried out independently with guidance where required.		
CUVPHI04B Apply photoimaging lighting techniques	This unit describes the skills and knowledge required to employ lighting techniques to a range of subjects in different work spaces and to select equipment for different lighting techniques. In this activity occupational health and safety issues must be addressed. It is a specialisation unit and refers to specific photoimaging techniques. This work is carried out with limited supervision. Current photoimaging industry practice relies increasingly on digital imaging processes and this should be reflected in training and assessment of this unit. Analogue equipment and processes may be used to support this as appropriate to the specific context.		
CUVPHI05B Use a 35mm SLR camera or digital equivalent	This unit describes the skills and knowledge required to apply a range of techniques to the use of a 35mm SLR camera or digital equivalent. It is a specialisation unit and refers to specific techniques for photoimaging. This unit underpins CUVPHI06B Plan and carry out image capture in response to a brief. The work would usually be carried out under supervision. Current photoimaging industry practice relies increasingly on digital imaging processes and this should be reflected in training and assessment of this unit. Analogue equipment and processes may be used to support this as appropriate to the specific context.			
CUVPHI06B Plan and carry out image capture in response to a brief	This unit describes the skills and knowledge required to plan and set up a shoot using a range of image capture techniques with digital and/or analogue equipment. The unit builds on unit CUVPHI05B Use a 35mm SLR camera or digital equivalent. It is a specialisation unit and refers to skills and knowledge required for photoimaging. This work would usually be carried out under limited supervision. Current photoimaging industry practice relies increasingly on digital imaging processes and this should be reflected in training and assessment of this unit. Analogue equipment and processes may be used to support this as appropriate to the specific context.	
CUVPHI07B Process photoimages to work print/file stage	This unit describes the skills and knowledge required to use techniques for image processing and focuses on technical aspects including chemical and electronic processes, sensitometry and optoelectronics. It is a specialisation unit and refers to specific equipment and techniques used for making photo work-print images. This work would usually be carried out under supervision. Current photoimaging industry practice relies increasingly on digital imaging processes and this should be reflected in training and assessment of this unit. Analogue equipment and processes may be used to support this as appropriate to the specific context.		
CUVPHI08B Enhance, manipulate and output photoimages	This unit describes the skills and knowledge required to apply techniques to image enhancement, manipulation, output and post output processes. The manipulation and output processes employed are to enhance and resolve the concept for the image. This is a specialisation unit and refers to specific techniques used to output images in either an analogue or digital context. This work would usually be carried out with supervision. Current photoimaging industry practice relies increasingly on digital imaging processes and this should be reflected in training and assessment of this unit. Analogue equipment and processes may be used to support this as appropriate to the specific context.		
CUVPHI09B Use colour materials, processing and printing techniques in a wet darkroom context	This unit describes the skills and knowledge required to process colour materials in a wet darkroom environment to produce colour negatives and transparencies. It also describes the skills and knowledge required to prepare and maintain a specific work space and to select materials and equipment required for colour film processing. It is a specialisation unit and refers to specific photographic processing techniques and must be linked with a unit in which images are captured. This work is carried out with supervision. Current photoimaging industry practice relies increasingly on digital imaging processes and this should be reflected in training and assessment of this unit. Analogue equipment and processes may be used to support this as appropriate to the specific context.		
CUVPHI10B Use and extend wet darkroom techniques to produce monochrome photographs	This unit describes the skills and knowledge required to use techniques to produce monochrome photographs. It outlines the way techniques are extended through testing and practice. This work may or may not respond to a brief. The work would be carried out under some supervision. Current photoimaging industry practice relies increasingly on digital imaging processes and this should be reflected in training and assessment of this unit. Analogue equipment and processes may be used to support this as appropriate to the specific context.			
Arts Administration and Management
BSBINM301A Organise workplace information	This unit describes the performance outcomes, skills and knowledge required to gather, organise and apply workplace information in the context of an organisation's work processes and knowledge management systems.		
CUVADM01B Develop and implement arts administration systems and procedures	This unit describes the skills and knowledge required to develop and implement administration systems specifically within the context of an arts organisation. While skills in the development of administration systems are generic, this unit also has a focus on the contextual knowledge required for arts administrators. This unit would generally be undertaken by senior administrative staff or managers.			
CUVADM02B Plan work space	This unit describes the skills and knowledge required to plan the allocation and usage of space consistent with a concept or business plan. This unit is applicable to work in many industries. Significant underpinning knowledge of the particular work context is required. This work would usually be carried out autonomously and may include responsibility for others.		
CUVADM05B Plan and develop information management systems	This unit describes the skills and knowledge required to develop and implement information management systems within an organisation. This role would generally be undertaken by administrators and managers. The unit is generic in nature and may be applied in a range of industry contexts.			
CUVADM11B Work within an arts organisation context	This unit describes the skills and knowledge required to work within an arts organisation context. As such the unit requires a general knowledge and understanding of the spectrum of arts organisations and the application of that knowledge to specific work practices.			
CUVADM12B Work with arts professionals in an arts organisation	This unit describes the skills and knowledge required to communicate effectively with a range of arts professionals in the context of an arts organisation. It describes the role of the arts administrator or manager in working with a broad range of arts professionals. As such the unit builds on unit CUVADM11B Work within an arts organisation context. It involves an understanding of the work context of arts professionals and an understanding of the need for information by the arts professionals. This work is carried out under limited supervision.			
CUVADM13B Research and critique cultural work(s)	This unit describes the skills and knowledge required to research and critique cultural work(s). The unit includes the ability to research cultural work(s) and information related to the work(s) and to reflect on and present a critique in a selected context in either a spoken or written mode. Informed research and critical analysis skills rather than written or spoken skills are the focus of the unit.			
CUVCON06B Develop concepts for arts organisations/projects	This unit describes the skills and knowledge to develop concepts for arts organisations or for specific arts projects. It includes the need for concept generation, communication and consultation on the concept, and development of the concept to a pre-operational stage. Concepts may be required for a wide range of purposes including programs, events, exhibitions or administrative structures. This work would usually be carried out autonomously and may include responsibility for others.		
Collection Management
CULMS205A Observe and report basic condition of the collection	This unit refers to observing and monitoring the conditions for storage, exhibition and display of objects in the collection.			
CULMS302A Assist with the movement and storage of objects	This unit refers to assisting with the packing, unpacking and handling of objects for movement and/or storage.		
CULMS304A Protect the collection	This unit refers to ensuring the safety and security of the collection against the environment and human intervention.		
CULMS306A Transport objects to new locations	This unit refers to packaging and transporting objects within and between buildings, which may involve large distances.		
CULMS404A Contribute to the preservation of objects	This unit refers to the assessment of objects to determine the need for advice from a conservator. It also refers to ensuring that hazardous situations are avoided or dealt with and to cleaning of objects as required.	
CULMS409A Plan and carry out the movement and storage of objects	This unit refers to planning procedures for the movement and storage of objects and the implementation of the plan.	
CULMS411B Prepare display accommodation for cultural material	This unit describes the skills and knowledge required to prepare locations for the display of cultural material. The unit focuses on assembly and construction of display and therefore has a strong link to some general building and construction skills. Unit CULMS407B Install and dismantle exhibition elements covers the actual installation of cultural material.		
CULMS412B Record and maintain collection information	This unit describes the skills and knowledge required to maintain current and accurate collection records using established documentation procedures.		
CULMS501A Apply basic preservation techniques	This unit refers to examining the condition of an object and applying basic and routine preservation techniques to minimise deterioration.		
CULMS505A Document objects	This unit refers to documenting information on objects in the collection.		
CULMS601A Assist the conservator in conserving the collection	This unit refers to applying remedial conservation procedures to objects under the direct supervision of a qualified conservator.		
CULMS604A Coordinate the acquisition and disposal of objects	This unit refers to initiating and completing the procedures for acquiring and disposing of objects that have been assessed against the institution’s priorities for acquisition and disposal.		
CULMS605B Develop and implement procedures for the movement/ storage of cultural material	This unit describes the skills and knowledge required to establish and implement procedures and protocols for the movement and storage of cultural material.		
CULMS610B Research, describe and document cultural material	This unit describes the skills and knowledge required to research, describe and document cultural material. The unit focuses on assessing and articulating the significance of cultural material, requires the application of significant judgement and is conducted under limited guidance.		
CULMS611A Lend/borrow cultural material	This unit describes the skills and knowledge required to establish and implement criteria and procedures for lending and borrowing cultural material.		
Exhibitions
CULMS305A Provide assistance with installing dismantling exhibitions	This unit refers to assisting with the preparation of documents, the construction and dismantling of an exhibition.		
CULMS407A Install and dismantle exhibition elements	This unit describes the skills and knowledge required to install and dismantle the physical elements of an exhibition. Exhibitions take place in many different contexts/environments and this unit is written to allow for broad application. Exhibitions may be temporary or permanent in nature. This work may be undertaken by exhibition venue staff or by independent exhibition contractors.		
CULMS504B Organise and monitor exhibition installation/ dismantling	This unit describes the skills and knowledge required to plan and oversee the installation and dismantling of physical exhibition elements.		
CULMS506B Plan and develop activities, events and programs	This unit describes the skills and knowledge required to plan and develop activities, events or programs for different customer groups. In a museum and library context, education will often be a key focus of activities. Skills for the actual delivery of activities, events or programs are found in the unit CULM406B Deliver information, activities and events. This unit is equivalent to unit THTPPD05B Plan and develop interpretive activities, in the Tourism Training Package.		
CULMS603A Coordinate exhibitions and/or public programs	This unit refers to all aspects of coordination of exhibitions and public programs from the conceptual stage through to the design, planning, implementation and evaluation stages.		
CULMS607A Develop small exhibitions	This unit refers to the development of a small exhibition and the development of drawings, plans and specifications related to the implementation of the design.		
Business Support Units
Business Administration and Management
BSBADM405B Organise meetings	This unit describes the performance outcomes, skills and knowledge required to organise meetings including making arrangements, liaising with participants, and developing and distributing meeting related documentation.		
BSBADM502B Manage meetings	This unit describes the performance outcomes, skills and knowledge required to manage a range of meetings including overseeing the meeting preparation processes, chairing meetings, organising the minutes and reporting meeting outcomes.			
BSBMGT515A Manage operational plan	This unit describes the performance outcomes, skills and knowledge required to develop and monitor implementation of the operational plan to provide efficient and effective workplace practices within the organisation's productivity and profitability plans. Management at a strategic level requires systems and procedures to be developed and implemented to facilitate the organisation's operational plan.		
BSBMGT616A Develop and implement strategic plans	This unit describes the performance outcomes, skills and knowledge required to establish the strategic direction of the organisation, and to sustain competitive advantage and enhance competitiveness. It requires analysis and interpretation of relevant markets, capability assessment of the organisation, and its existing and potential competitors and allies. It also covers implementation of the strategic plan.	
BSBMGT617A Develop and implement a business plan	This unit describes the performance outcomes, skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.	
BSBPMG510A Manage projects	This unit describes the performance outcomes, skills and knowledge required to manage a straightforward project or a section of a larger project. This unit addresses the management of projects including the development of a project plan, administering and monitoring the project, finalising the project and reviewing the project to identify lessons learnt for application to future projects		
BSBPMG601A Direct the integration of projects	This unit describes the performance outcomes, skills and knowledge required to manage the integration of all functions of project management in a program or multiple project context. This covers managing conflicting priorities between projects, directing project managers in re aligning projects within the program, directing the internal environment with the needs and expectations of the external environment, and directing projects within the program throughout their life cycle.	
BSBREL401A Establish networks	This unit describes the performance outcomes, skills and knowledge required to develop and maintain effective work relationships and networks. It covers the relationship building and negotiation skills required by workers within an organisation as well as freelance or contract workers.		
BSBREL402A Build client relationships and business networks	This unit describes the performance outcomes, skills and knowledge required to establish, maintain and improve client relationships, and to actively participate in networks to support attainment of key business outcomes.		
BSBRSK501A Manage risk	This unit describes the performance outcomes, skills and knowledge required to manage risks in a range of contexts across the organisation or for a specific business unit or area. The unit has been designed to be consistent with AS/NZS 4360:2004 Risk management.		
BSBSMB401A Establish legal and risk management requirements of small business	This unit describes the performance outcomes, skills and knowledge required to identify and comply with the regulatory, legal, taxation and insurance requirements, and risk management needs of small business. Specific legal requirements apply to the management of a small business.		
CUFCMP501A Manage and exploit copyright arrangements	This unit describes the performance outcomes, skills and knowledge required to manage and exploit individual or collaborative copyright arrangements. This unit is related to CUFCMP301A Implement copyright arrangements.			
CUVIND501A Maintain and apply creative arts industry knowledge	This unit describes the performance outcomes, skills and knowledge required to maintain industry knowledge and manage own professional practice within the creative arts industry.		
Finance
CUEFIN01B Develop a budget	This unit describes the skills and knowledge required to develop a budget. The nature and purpose of the budget will vary according to the work context, but the unit focuses on the key skills of analysing financial information to inform the budget development process and the actual development of a budget. Skills relating to the monitoring of budget performance are found in the unit CUEFIN02B Manage a budget. Combined assessment of these units is appropriate		
CUEFIN02B Manage a budget	This unit describes the skills and knowledge required to take responsibility for the management of a budget where others may have developed the budget. The skills and knowledge required for budget development are found in the unit CUEFIN01B Develop a budget. Combined assessment of these units is appropriate.			
CUEFIN03B Obtain sponsorship	This unit describes the skills and knowledge required to obtain and manage sponsorship for an activity, event or organisation. As such the unit may focus on ‘one-off’ sponsorship arrangements or ongoing activities within an organisation. The unit requires a sound knowledge of sponsorship opportunities and protocols in a given industry context plus a range of communication, negotiation and management skills.		
CUSFIN01A Finance a project	This unit describes the skills and knowledge required in raising the finance for an artistic or creative project and negotiating the interest of the various parties in the product. This unit is imported from the entertainment industry national training package, with necessary changes made to the range of variables and evidence guide statements ensuring its applicability to the other sectors of the cultural industries.		
CUVADM10B Research and utilise revenue and funding opportunities	This unit describes the skills and knowledge required to identify appropriate sources of revenue and funding consistent with the organisation’s vision, and to actively develop the information and relationships required to secure revenue. This role would generally be undertaken by a manager or senior administrator.			
FNSICORG609B Develop and manage financial systems	This unit covers strategic management of finances in a small organisation or part of a large organisation. It includes systems design to accommodate accounting, budgeting, cash flow analysis and financial planning. It is not concerned with day-to-day bookkeeping or clerical administration of financial records. Performance outcomes in this area are directly linked to organisation performance as defined in the strategic plan.	
Human Resources
BSBCUS501A Manage quality customer service	This unit describes the performance outcomes, skills and knowledge required to develop strategies to manage organisational systems that ensure products and services are delivered and maintained to standards agreed by the organisation.		
BSBHRM402A Recruit, select and induct staff	This unit describes the performance outcomes, skills and knowledge required to execute tasks associated with the recruitment cycle.		
BSBINN502A Build and sustain an innovative work environment	This unit describes the performance outcomes, skills and knowledge required to create an environment that enables and supports the application of innovative practice.		
BSBMGT502B Manage people performance	This unit describes the performance outcomes, skills and knowledge required to manage the performance of staff who report to them directly. Development of key result areas and key performance indicators and standards, coupled with regular and timely coaching and feedback, provide the basis for performance management.		
BSBMGT516A Facilitate continuous improvement	This unit describes the performance outcomes, skills and knowledge required to lead and manage continuous improvement systems and processes. Particular emphasis is on the development of systems and the analysis of information to monitor and adjust performance strategies, and to manage opportunities for further improvements.		
BSBWOR402A Promote team effectiveness	This unit describes the performance outcomes, skills and knowledge required to promote teamwork. It involves developing team plans to meet expected outcomes, leading the work team, and proactively working with the management of the organisation.		
BSBWOR502A Ensure team effectiveness	This unit describes the performance outcomes, skills and knowledge required to facilitate all aspects of teamwork within the organisation. It involves taking a leadership role in the development of team plans, leading and facilitating teamwork and actively engaging with the management of the organisation.		
CUETEM09B Manage diversity	This unit describes the skills and knowledge required to provide leadership in a diverse workplace where customers and staff may be from a wide range of backgrounds. It builds on the unit CUSGEN02B Work in a culturally diverse environment, and reflects the importance of diversity in all of the cultural industries. This unit is closely based on, and equates to, the unit THHGLE09B Manage workplace diversity in the Tourism and Hospitality Training Packages.			
SRXHRM001B Manage volunteers	This unit has been developed for the Community Recreation, Fitness, Outdoor Recreation and Sport Industry Training Packages. This unit covers the knowledge and skills required to recruit and retain volunteers.			
Information and Computer Technology
BSBITU309A Produce desktop published documents	This unit describes the performance outcomes, skills and knowledge required to design and produce desktop published documents.		
BSBITA401A Design databases	This unit describes the performance outcomes, skills and knowledge required to design and develop a database (including queries, forms and reports) to meet a defined need using existing data.	
BSBITU102A Develop keyboard skills	This unit describes the performance outcomes, skills and knowledge required to develop basic keyboard skills using touch typing techniques.	
BSBITU201A Produce simple word processed documents	This unit describes the performance outcomes, skills and knowledge required to correctly operate word processing applications in the production of workplace documents.		
BSBITU202A Create and use spreadsheets	This unit describes the performance outcomes, skills and knowledge required to correctly create and use spreadsheets and charts through the use of spreadsheet software.			
BSBITU301A Create and use databases	This unit describes the performance outcomes, skills and knowledge required to create simple two table relational databases with reports and queries, for the storage and retrieval of information.		
BSBITU302A Create electronic presentations	This unit describes the performance outcomes, skills and knowledge required to design and produce electronic presentations for speakers, for self access and for online access.		
BSBITU306A Design and produce business documents	This unit describes the performance outcomes, skills and knowledge required to design and produce various business documents and publications. It includes selecting and using a range of functions on a variety of computer applications.		
BSBITU402A Develop and use complex spreadsheets	This unit describes the performance outcomes, skills and knowledge required to use spreadsheet software to complete business tasks and to produce complex documents.		
BSBWOR204A Use business technology	This unit describes the performance outcomes, skills and knowledge required to select, use and maintain a range of business technology. This technology includes the effective use of computer software to organise information and data.			
Marketing
BSBMKG608A Develop organisational Marketing objectives	This unit describes the performance outcomes, skills and knowledge required to conduct a strategic analysis to develop organisational marketing objectives. This involves reviewing the organisation’s internal and external environments, evaluating past and current marketing performance, and exploring and evaluating new marketing opportunities.		
BSBMKG609A Develop a marketing plan	This unit describes the performance outcomes, skills and knowledge required to research, develop and present a marketing plan for an organisation.		
CUEMAR01B Assist with marketing activities	This unit describes the skills and knowledge required to provide assistance with a range of marketing activities. As such it requires a general knowledge of marketing and promotional activities, including research, the production of promotional materials and the ways in which individuals are responsible for the promotion of an organisation and its services.		
CUEMAR02B Undertake market research	This unit describes the skills and knowledge to conduct formal market research in the. As such it requires a sound knowledge of different research methodologies and their application to different research needs. The unit has very strong links to other marketing units.		
CUEMAR03B Undertake marketing activities	This unit describes the skills and knowledge required to coordinate a range of marketing and promotional activities with some limited short term planning. This role may be undertaken by dedicated marketing personnel or by others for whom marketing forms only a part of the job role. Longer term, more strategic planning is covered in the unit THHGLE12B Develop and manage marketing strategies. This unit equates to the unit THHGCS07B Coordinate marketing activities in the Tourism and Hospitality Training Packages.		
CULMS202A Assist clients to access services and facilities	This unit refers to assisting the institution’s visitors to access the available facilities and services.		
CULMS209A Provide and sell products and services to visitors	This unit refers to providing services and selling products to visitors to the institution.		
CUVADM08B Develop and manage public relations strategies	This unit describes the skills and knowledge required to develop and implement a plan for public relations activities within an organisation. It focuses on the skills and knowledge required by managers, owners/managers of small businesses and marketing personnel. As such the unit does not reflect the depth and breadth of skills required by specialist public relations professionals.		
THTSMA01B Coordinate the production of brochures and other marketing materials	This unit deals with the skills and knowledge required to coordinate the development of promotional brochures and other printed marketing materials. Sales and marketing personnel, managers or owners of small businesses generally undertake this role.		
Small Business
BSBSMB301A Investigate micro business opportunities	This unit describes the performance outcomes, skills and knowledge required to develop business ideas, and to investigate market needs and factors affecting potential markets. Specific legal requirements apply to the management of a micro business.		
BSBSMB401A Establish legal and risk management requirements of small business	This unit describes the performance outcomes, skills and knowledge required to identify and comply with the regulatory, legal, taxation and insurance requirements, and risk management needs of small business. Specific legal requirements apply to the management of a small business.		
BSBSMB402A Plan small business finances	This unit describes the performance outcomes, skills and knowledge required to develop a financial plan to support business viability. Specific legal requirements apply to the management of a small business.		
BSBSMB403A Market the small business	This unit describes the performance outcomes, skills and knowledge required to develop and implement marketing strategies, and to monitor and improve market performance.		
BSBSMB404A Undertake small business planning	This unit describes the performance outcomes, skills and knowledge required to research and develop an integrated business plan for achieving business goals and objectives. Specific legal requirements apply to the management of a small business.		
BSBSMB405A Monitor and manage small business operations	This unit describes the performance outcomes, skills and knowledge required to operate a small business and to implement a business plan. The strategies involve monitoring, managing and reviewing operational procedures. Specific legal requirements apply to the management of a small business.		
BSBSMB406A Manage small business finances	This unit describes the performance outcomes, skills and knowledge required to implement, monitor and review strategies for the ongoing management of a small business’s finances. It also includes day to day financial management of the small business. Specific legal requirements apply to the management of a small business.		
BSBSMB407A Manage a small team	This unit describes the performance outcomes, skills and knowledge required to plan for the management of and to manage staff. It involves industrial relations, staff selection, staff records, induction, training, team development and career planning to enhance business operations through retaining a competent, committed and motivated team in the workplace. Specific legal requirements apply to the management of a small business.		
Training
TAAASS301B Contribute to assessment	This unit specifies the competence required to contribute to the assessment process.		
TAAASS401B Plan and organise assessment	This unit specifies the competence required to plan and organise the assessment process in a competencybased assessment system.		
TAAASS402B Assess competence	This unit specifies the competence required to assess the competence of a candidate.		
TAADEL301B Provide training through instruction and demonstration of work skills	This unit specifies the competency required to conduct individual and group instruction and demonstration of work skills.		

List of all units in this Training Package

List of all units in this Training Package

CUV03 Version 3.0 Units of Competency

Unit code	Unit title	Volume
CUVADM01B	Develop and implement arts administration systems and procedures	2
CUVADM02B	Plan work space	2
CUVADM05B	Plan and develop information management systems	2
CUVADM08B	Develop and manage public relations strategies	2
CUVADM10B	Research and utilise revenue and funding opportunities	2
CUVADM11B	Work within an arts organisation context	2
CUVADM12B	Work with arts professionals in an arts organisation	2
CUVADM13B	Research and critique cultural work(s)	2
CUVCON06B	Develop concepts for arts organisations or projects	2
CUVCOR01B	Source concept for own work	2
CUVCOR02B	Develop and articulate concept for own work	2
CUVCOR03B	Develop, refine and communicate concept for own work	2
CUVCOR04B	Originate concept for own work and conduct critical discourse	2
CUVCOR07B	Use drawing techniques to represent the object or idea	2
CUVCOR08B	Produce drawings to represent and communicate the concept	2
CUVCOR09B	Select and apply drawing techniques and media to represent and communicate the concept	2
CUVCOR11B	Source information on history and theory and apply to own area of work	2
CUVCOR12B	Review history and theory for application to artistic practice	2
CUVCOR13B	Research and critically analyse history and theory to inform artistic practice	2
CUVCRS01B	Plan work for a nominated site	2
CUVCRS02B	Select sites and plan work	2
CUVCRS03B	Produce computer-aided drawings	2
CUVCRS04B	Produce technical drawings	2
CUVCRS05B	Use typography techniques for design work	2
CUVCRS06B	Make scale models	2
CUVCRS08B	Document the work progress	2
CUVCRS11B	Select and prepare work for exhibition	2
CUVCRS13B	Store finished work	2
CUVCRS14B	Prepare, store and maintain finished work	2
CUVCRS16B	Prepare text and graphic files for print processing	2
CUVDES04B	Integrate colour theory and design processes in response to a brief	2
CUVDES601A	Design innovative products	2
CUVDSP07B	Research and apply techniques for graphic design	2
CUVDSP11B	Research and apply techniques for illustrative work	2
CUVDSP13B	Research and apply techniques for the design of wearable objects	2
CUVDSP14B	Research and apply techniques for the design of products	2
CUVDSP15B	Research and apply techniques for application to spatial design	2
CUVICS01B	Contribute to workplace improvements	2
CUVIND501A	Maintain and apply creative arts industry knowledge	2
CUVOPA01B	Identify and describe opal	2
CUVOPA02B	Handle and store rough and cut opal	2
CUVOPA03B	Complete precutting processes for solid opals	2
CUVOPA04B	Cut and polish an opal solid	2
CUVOPA05B	Complete pre-cutting processes for opal doublets and triplets	2
CUVOPA06B	Cut and polish an opal doublet/triplet	2
CUVOPA07B	Use opal carving tools	2
CUVOPA08B	Production cut and polish opal	2
CUVOPA09B	Use a faceting machine	2
CUVOPA10B	Cut opal spheres and beads	2
CUVOPA11B	Obtain opal	2
CUVOPA12B	Identify the requirements for establishing an opal-cutting workshop	2
CUVOPA13B	Apply advanced pre-cutting processes to complex opals	2
CUVOPA14B	Undertake operational maintenance of machinery	2
CUVPHI01B	Source and apply photoimaging industry knowledge	3
CUVPHI02B	Develop self for photoimaging industry	3
CUVPHI03B	Research and apply information on the traditions which inform photoimaging practice	3
CUVPHI04B	Apply photoimaging lighting techniques	3
CUVPHI05B	Use a 35mm SLR camera or digital equivalent	3
CUVPHI06B	Plan and carry out image capture in response to a brief	3
CUVPHI07B	Process photoimages to work print/file stage	3
CUVPHI08B	Enhance, manipulate and output photoimages	3
CUVPHI09B	Use colour materials, processing and printing techniques in a wet darkroom context	3
CUVPHI10B	Use and extend wet darkroom techniques to produce monochrome photographs	3
CUVPHI501A	Research role and use of the photoimage in visual communication	3
CUVPHI502A	Research and exploit photoimaging trends	3
CUVPHI503A	Explore the descriptive and emotive nature of photo lighting	3
CUVPHI504A	Investigate and exploit innovative imaging options	3
CUVPHI505A	Produce an innovative presentation of professional work	3
CUVPHI506A	Produce commercial photoimages	3
CUVPHI507A	Provide domestic portrait services	3
CUVPHI508A	Produce media photoimages	3
CUVPHI509A	Make wedding photoimaging products	3
CUVPHI510A	Plan, capture and exploit visual art photoimages	3
CUVPHI511A	Produce technical photoimages	3
CUVPHI512A	Make illustrative images for publication and display	3
CUVPHI513A	Plan, capture and exploit stock photoimages	3
CUVPHI514A	Employ colour management in a digital imaging workplace	3
CUVPHI515A	Prepare digital images for pre-press printing	3
CUVPRP01B	Develop self as artist	2
CUVPRP02B	Develop understanding of own Aboriginal or Torres Strait Islander identity	2
CUVPRP03B	Develop and apply knowledge of Aboriginal or Torres Strait Islander Cultural Arts	2
CUVPRP04B	Produce work which expresses own Aboriginal or Torres Strait Islander identity	2
CUVVSP01B	Produce calligraphy	2
CUVVSP02B	Research and experiment with techniques to produce calligraphy	2
CUVVSP04B	Apply techniques to produce ceramics	2
CUVVSP05B	Produce ceramics	2
CUVVSP06B	Research and experiment with techniques to produce ceramics	2
CUVVSP07B	Apply techniques in wheel-formed ceramics	2
CUVVSP11B	Apply techniques to produce digital images	2
CUVVSP12B	Produce digital images	2
CUVVSP13B	Research and experiment with techniques for digital image enhancement and manipulation	2
CUVVSP14B	Apply techniques to produce drawings	2
CUVVSP15B	Produce drawings	2
CUVVSP16B	Research and experiment with techniques to produce drawings	2
CUVVSP17B	Apply techniques to produce glass work	2
CUVVSP18B	Apply techniques to produce video art	3
CUVVSP19B	Produce video art	3
CUVVSP20B	Research and experiment with techniques to produce video art	3
CUVVSP21B	Produce glass work	2
CUVVSP22B	Research and experiment with techniques to produce glass work	2
CUVVSP24B	Research and experiment with techniques to produce installation	2
CUVVSP26B	Apply techniques to produce jewellery	2
CUVVSP27B	Produce jewellery	2
CUVVSP28B	Research and experiment with techniques to produce jewellery	2
CUVVSP34B	Apply techniques to produce paintings	3
CUVVSP35B	Produce paintings	3
CUVVSP36B	Research and experiment with techniques to produce paintings	3
CUVVSP38B	Research and experiment with techniques to produce performance art	3
CUVVSP44B	Apply techniques to produce prints	3
CUVVSP45B	Produce prints	3
CUVVSP46B	Research and experiment with techniques to produce prints	3
CUVVSP48B	Research and experiment with techniques to produce public art	3
CUVVSP50B	Apply techniques to produce sculpture	3
CUVVSP51B	Produce sculpture	3
CUVVSP52B	Research and experiment with techniques to produce sculpture	3
CUVVSP54B	Apply techniques to produce textile/fibre work	3
CUVVSP55B	Produce textile/fibre work	3
CUVVSP56B	Research and experiment with techniques to produce textile/fibre work	3
CUVVSP57B	Apply techniques to produce wood objects	3
CUVVSP58B	Produce wood objects	3
CUVVSP59B	Research and experiment with techniques to produce wood objects	3

Units imported into this Training Package

Unit code	Unit title
BSBADM405B	Organise meetings
BSBADM407B	Administer projects
BSBADM502B	Manage meetings
BSBCMM401A	Make a presentation
BSBCOM501B	Identify and interpret compliance requirements
BSBCOM502B	Evaluate and review compliance
BSBCRT402A	Collaborate in a creative process
BSBCRT403A	Explore the history and social impact of creativity
BSBCRT501A	Originate and develop concepts
BSBCRT601A	Research and apply concepts and theories of creativity
BSBCUS501A	Manage quality customer service
BSBDES301A	Explore the use of colour
BSBDES302A	Explore and apply the creative design process to 2D forms
BSBDES303A	Explore and apply the creative design process to 3D forms
BSBDES304A	Source and apply design industry knowledge
BSBDES305A	Source and apply information on the history and theory of design
BSBDES402A	Interpret and respond to a design brief
BSBDES501A	Implement design solutions
BSBDES502A	Establish, negotiate and refine a design brief
BSBDES601A	Manage design realisation
BSBDES602A	Research global design trends
BSBDES701A	Research and apply design theory
BSBDIV301A	Work effectively with diversity
BSBDIV701A	Develop cross-cultural communication and negotiation strategies
BSBFIA303A	Process accounts payable and receivable
BSBFIM501A	Manage budgets and financial plans
BSBFIM601A	Manage finances
BSBINM301A	Organise workplace information
BSBINM501A	Manage an information or knowledge management system
BSBINM601A	Manage knowledge and information
BSBINN502A	Build and sustain an innovative work environment
BSBINN801A	Lead innovative thinking and practice
BSBITA401A	Design databases
BSBITU102A	Develop keyboard skills
BSBITU301A	Create and use databases
BSBITU302A	Create electronic presentations
BSBITU305A	Conduct online transactions
BSBITU306A	Design and produce business documents
BSBITU309A	Produce desk top published documents
BSBITU501A	Manage business document design and development
BSBLED501A	Develop a workplace learning environment
BSBMGT502B	Manage people performance
BSBMGT515A	Manage operational plan
BSBMGT516A	Facilitate continuous improvement
BSBMGT608B	Manage innovation and continuous improvement
BSBMGT616A	Develop and implement strategic plans
BSBMGT617A	Develop and implement a business plan
BSBMKG403A	Promote products and services
BSBMKG501B	Identify and evaluate marketing opportunities
BSBMKG514A	Implement and monitor marketing activities
BSBMKG603B	Manage the marketing process
BSBMKG605B	Evaluate international marketing opportunities
BSBMKG607B	Manage market research
BSBMKG609A	Develop a marketing plan
BSBOHS201A	Participate in OHS processes
BSBOHS509A	Ensure a safe workplace
BSBPMG510A	Manage projects
BSBPMG601A	Direct the integration of projects
BSBREL401A	Establish networks
BSBREL701A	Develop and cultivate collaborative partnerships and relationships
BSBRES801A	Initiate and lead applied research
BSBRKG501A	Develop and maintain terminology and classification schemes
BSBRSK501A	Manage risk
BSBSMB401A	Establish legal and risk management requirements of small business
BSBSMB405A	Monitor and manage small business operations
BSBSMB406A	Manage small business finances
BSBSMB407A	Manage a small team
BSBWOR203A	Work effectively with others
BSBWOR204A	Use business technology
BSBWOR401A	Establish effective workplace relationships
BSBWOR402A	Promote team effectiveness
BSBWOR501A	Manage personal work priorities and professional development
BSBWOR502A	Ensure team effectiveness
CUECOR02B	Work with others
CUECOR03C	Provide quality service to customers
CUEFIN01B	Develop a budget
CUEFIN02B	Manage a budget
CUEFIN03B	Obtain sponsorship
CUEFOH08B	Process incoming customer orders
CUEFOH09B	Provide venue information and assistance
CUEIND01B	Source and apply entertainment industry knowledge
CUEIND03B	Integrate accessibility principles into work practices
CUEMAR01B	Assist with marketing activities
CUEMAR02B	Undertake market research
CUEMAR03B	Undertake marketing activities
CUEOHS01B	Implement workplace health, safety and security procedures
CUETEM09B	Manage diversity
CUFANM503A	Design animation and digital visual effects
CUFCMP301A	Implement copyright arrangements
CUFCMP501A	Manage and exploit copyright arrangements
CUFDIG201A	Maintain interactive content
CUFDIG303A	Produce and prepare photo images
CUFDIG304A	Create visual design components
CUFDIG401A	Author interactive media
CUFDIG402A	Design user interfaces
CUFDIG403A	Create user interfaces
CUFDIG502A	Design web environments
CUFDIG507A	Design digital simulations
CUFIND201A	Develop and apply creative arts industry knowledge
CUFIND401A	Provide services on a freelance basis
CUFLGT501A	Conceive and develop lighting designs
CUFPOS402A	Manage media assets
CUFRES201A	Collect and organise content for broadcast or publication
CULMS008A	Conceive, develop and realise exhibition designs
CULMS009A	Implement preventive conservation activities
CULMS010A	Contribute to the preservation of cultural material
CULMS202A	Assist clients to access services and facilities
CULMS410A	Provide research assistance
CULMS412B	Record and maintain collection information
CULMS504B	Organise and monitor exhibition installation/dismantling
CULMS506B	Plan and develop activities, events and programs
CULMS605B	Develop and implement procedures for the movement/storage of cultural material
CULMS610B	Research, describe and document cultural material
CUSADM01A	Purchase or hire equipment/supplies
CUSGEN01A	Use and adapt to changes in technology
CUVVSP46B	Research and experiment with techniques to produce prints
FNSICGEN305A	Maintain daily financial/business records
FNSICGEN402B	Participate in negotiations
HLTCOM408B	Use specific health terminology to communicate effectively
HLTDA417A	Take a clinical photograph
HLTHIR403B	Work effectively with culturally diverse clients and co-workers
HLTOPD401A	Work effectively in the ophthalmic industry
ICAS5199A	Manage business websites and servers
ICAS5203A	Evaluate and select a web hosting service
ICAT4221A	Locate equipment, system and software faults
ICPMM321A	Capture a digital image
LMFDN4001A	Produce drawings from design concepts
LMFDN4002A	Produce line and component production drawings
LMFDN4003A	Produce patterns and/or templates
LMFDN4005A	Work within a furniture design team
MCMC614A	Develop a communications strategy to support production
MCMS600A	Develop a competitive manufacturing system
MCMT675A	Facilitate the development of a new product
MEM19.2AA	Prepare jewellery illustrations
MEM19.7AA	Perform gemstone setting
MEM5.6AA	Perform brazing and/or silver soldering
PMCOPS221A	Operate manual glazing equipment
PMCOPS224A	Hand mould ceramics
PMLTEST409A	Capture and manage scientific images
PSPPM402B	Manage simple projects
PSPPM405A	Administer simple projects
PSPPROC602B	Direct the management of contracts
SRXHRM001B	Manage volunteers
TAATAS503B	Manage contracted work
TDTA997B	Complete and check import/export documentation
THHGFA02B	Maintain financial records
THHGLE12B	Develop and manage marketing strategies
THHGLE16B	Manage physical assets
THTFME03A	Develop and update event industry knowledge
THTFME06A	Manage event contractors
THTFME09A	Develop and update knowledge of protocol
THTSMA01B	Coordinate the production of brochures and other marketing materials
WRRCA1B	Operate retail equipment
WRRCS1B	Communicate in the workplace
WRRCS2B	Apply point of sale handling procedures
WRRER1B	Work effectively in a retail environment
WRRF1B	Balance register/terminal
WRRI5A	Maintain and order stock
WRRLP1B	Apply safe working practices
WRRLP3B	Maintain store safety
WRRLP5B	Apply store security systems and procedures
WRRM2B	Perform routine housekeeping duties
WRRM5A	Monitor in-store visual merchandising display
WRRM6A	Create a display for small business
WRRS01B	Sell products and services
WRRS4B	Build relationships with customers
WRRSS3B	Recommend jewellery products
WRRSS8B	Recommend cameras, photographic equipment and services
WRRVM15A	Style merchandise for photography
WRWSL201A	Sell products and services to business customers