Modification History
Release |
Comments |
Release 1 |
This Unit first released with ICA11 Information and Communications Technology Training Package version 1.0 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to design and create 3-D models.
Application of the Unit
The unit applies to concept artists, games designers, games programmers, animators and other personnel working in the game development industry.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement but users should confirm requirements with the relevant federal, state or territory authority.
Pre-Requisites
Not applicable.
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
Element |
Performance Criteria |
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
1. Clarify work requirements |
1.1 Clarify requirements and purpose for design and creation of 3-D digital models, with reference to production documentation 1.2 Clarify work flow sequences to ensure that production schedule deadlines are met with relevant personnel 1.3 Select software that best suits the type of production and delivery platform for which 3-D digital models are being designed and created 1.4 Gather and analyse reference materials to help with design and visualisation of 3-D models |
2. Design 3-D digital models |
2.1 Design and sketch concept drafts of 3-D model 2.2 Create concept art of 3-D model 2.3 Create prototypes of 3-D model |
3. Create 3-D digital models |
3.1 Use software features to block out models to determine correct proportions related to reference materials 3.2 Manipulate software features to apply basic lighting and shaders as required 3.3 Ensure that models' topology allows appropriate deformation, as required 3.4 Progressively refine and check integrity of models until they meet design requirements 3.5 Submit models to relevant personnel for comment on whether production requirements have been met and make final adjustments as required 3.6 Render and output models in required format and submit to relevant personnel by agreed deadlines 3.7 Make backup copies of files and complete workplace documentation according to enterprise procedures |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication, teamwork and literacy skills to:
- complete workplace documentation
- interpret and clarify written or verbal instructions
- respond constructively to feedback received from other team members
- work as a member of a production team, both independently on assignment and under direction
- initiative and creativity skills to design, visualise and create 3-D digital models of a range of inanimate objects
- self-management and planning skills to:
- meet deadlines
- prioritise work tasks
- seek expert assistance when problems arise
- technical skills to:
- make backup copies of files and store appropriately
- manage files and directories using standard naming conventions and version control protocols
- use industry-current software applications to design and create 3-D models to specifications.
Required knowledge
- 3-D digital model design techniques
- 3-D digital modelling techniques
- basic knowledge of the stages in the production process from initial design through to finished product
- common issues and challenges that arise in the context of designing and creating 3-D digital models
- features of a range of delivery platforms
- geometry as it applies to the design and creation of realistic 3-D digital models
- OHS standards as they relate to working for periods of time on computers
- roles and responsibilities of project team members in the relevant industry sector
- scale, form, weight and volume.
Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure access to:
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Method of assessment |
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate. Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed. Indigenous people and other people from a non-English speaking background may need additional support. In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge. |
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Requirements may include: |
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Purpose of 3-D digital models may include: |
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Production documentation may include: |
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Production may include: |
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Relevant personnel may include: |
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Software may include: |
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Delivery platform may include: |
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Reference materials may include: |
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Progressively refine may relate to: |
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Integrity may include checking aspects of: |
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Format may include: |
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Unit Sector(s)
Game development