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 produce advanced simulated effects in a 3-D and digital effects environment.
Application of the Unit
This unit applies to concept artists, game 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. Analyse approaches to design requirements |
1.1 Analyse the design requirements for particle systems, fluids and bodies outlined in brief and documents 1.2 Identify where the advanced simulated effects will fit into the production pipeline 1.3 Identify factors that may influence the design approach to creating advanced simulated effects |
2. Demonstrate understanding of advanced simulated effects |
2.1 Review media and techniques that may inspire simulated effects ideas 2.2 Respond to brief and documents and provide solutions to the creation of advanced simulated effects for 3-D environments 2.3 Present design ideas and design considerations with justification of the choice of advanced simulated effects to relevant personnel |
3. Plan approach to simulated effects |
3.1 Adapt and finalise the design according to feedback from relevant personnel 3.2 Identify skills and processes required for creating advanced simulated effects systems 3.3 Source and gather reference materials and maintain a portfolio of these references 3.4 Plan a time line to create the advanced simulated effects |
4. Produce particles, fluids and bodies for review |
4.1 Use programming languages to create code to assist or produce the advanced simulated effects 4.2 Using toolsets, create prototype of advanced simulated effects based on finalised design 4.3 Implement physics and forces to the advanced simulated effects to produce the desired outcome 4.4 Conduct testing 4.5 Review results and present created effects to relevant personnel for feedback and discussion about the implementation of the effects in accordance to the requirements of the design |
5. Finalise advanced simulated effects |
5.1 Adapt the advanced simulated effects and the design if necessary according to feedback 5.2 Polish the advanced simulated effects 5.3 Present finalised advanced simulation effects in requested form , including pre-production portfolio demonstrating project research and development for evaluation and review by the relevant personnel |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- analytical skills to:
- analyse design requirements for particle systems, fluids and bodies
- interpret briefs, documents and conceptual information
- communication skills to:
- check and confirm design requirements
- collect, interpret and communicate in visual and written forms effectively for various audiences, including engineers and artists
- communicate complex designs in a structured format drawn from industry standards, styles and techniques
- communicate technical requirements related to software development, graphics requirements and code development to supervisors and other team members
- provide practical advice, support and feedback to colleagues and management
- initiative and enterprise skills to exercise a high level of creative ingenuity in advanced 3-D effects and innovation
- literacy and numeracy skills to:
- develop technical design documents
- read briefs, work instructions, and technical and conceptual information
- write instructions for the normal and competent operation and testing of all features and permutations
- management skills to manage teams in order to effectively extract useful feedback
- planning and organisational skills to:
- refer decisions to a higher project authority for review and endorsement
- balance talent, experience and budget
- delegate tasks and responsibility appropriately
- establish clear roles and goals to achieve required game development outcomes
- meet project deadlines
- organise equipment and resources to achieve required outcomes
- organise own time to meet milestones
- problem-solving skills to recognise and address potential quality issues and problems at design development stage
- research skills to undertake practical, technical and desktop research into advanced effects
- self-management skills to complete assigned tasks
- teamwork skills to:
- contribute to and work in a collaborative team
- realise a unified game-play vision
- technical skills to:
- resolve basic hardware, software and other technical issues associated with 3-D environments
- translate design requirements into specifications
- use correct file formats and archiving procedures.
Required knowledge
- basic programming techniques
- computer game development, including specific terminology
- current game-play hardware and software products
- environmental impact and sustainability considerations
- human resources required in the process of creating a game and their respective skills and technology requirements
- OHS requirements for:
- ergonomics, such as when lifting
- electrical safety
- materials handling
- physical hazards
- risk and critical path management
- technical constraints that hardware imposes on software development, graphics requirements, code development and creative visual design
- techniques for applying concept development skills
- techniques for applying concept visualisation skills.
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.
Particle systems may include: |
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Fluids may include: |
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Bodies may include: |
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Brief and documents may include: |
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Advanced simulated effects may include: |
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Media may include: |
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3-D environments may include: |
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Design considerations may include: |
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Personnel may include: |
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Feedback may involve: |
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Programming languages may include: |
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Code may include: |
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Toolsets may include: |
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Creating prototype may involve: |
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Testing may include: |
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Polish may involve enhancing: |
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Requested form may include: |
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Unit Sector(s)
Game development